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Indirect Support:
Durham Elementary, Durham Academy and G.B.M.S. ACADEMICS & Curriculum
Page Contents
Curriculum
[Show definition of Curriculum]
Curriculum approach at GBMS & DEPS: Progressive
GBMS & DEPS has a Progressive approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive?]
What GBMS & DEPS says about their overall curriculum and approach:
We offer an authentic Montessori curriculum for students 18 months to age 5. Emphasis is on Language, Math, French, Botany, Science, Culture, Music and Gym. Program Enhancements/ workshops/presentations are offered throughout the year.We offer 3 full report cards and 2 parent interviews each school year. Program Enhancements/ workshops/presentations are offered throughout the year. Students in grades 2 to 8 complete the Canadian Standardized testing each year. DEPS and Durham Academy focus on STEM (Science, Technology, Engineering and Mathematics ) while following the Ontario Curriculum. Durham Academy Secondary Private School offers full time and part time programs in person and online. All courses are at the highest academic level.
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at GBMS & DEPS: Equal Balance
GBMS & DEPS has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What GBMS & DEPS says:
We follow the Ontario Curriculum at an enrichment level. Students are given extra help (tutoring one on one) and support if there is a weakness in mathematics. Students can be challenged and are given enrichment if they have a strong foundation and excel in the grade level expectations. Our secondary school offers a weekly math club.
Textbooks and supplementary materials:
Each student is given mathematical workbooks as well as online teaching.
Calculator policy:
Each class has calculators which are allowed at certain times. Students whom have difficulty in math are allowed to utilize the calculators.
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Early Reading
Early Reading approach at GBMS & DEPS: Phonics-intensive
GBMS & DEPS has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What GBMS & DEPS says:
Our students are introduced to phonetic sounds in the Toddler class and this carries through to the Casa 1,2,3 class. At age 3 and 4 our students will recognize their sounds including short vowel. At age 4 our students will be reading short phonetic sentences and completing comprehension worksheets. In Casa 3 our students will recognize all of their phonetic sounds, short vowel, long vowel, diagraphs and they will be progressing through readers and completing the corresponding comprehension worksheets, working at a grade1 level. Each year our students from grade 1 to 8 research a topic to write a speech and they compete and present in our annual speech contest at our school and in the province. Our secondary school teaches English at the Academic level. Our schools purchase Canadian resources that cover penmanship, cursive writing, spelling tests, grammar and literature.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What GBMS & DEPS says:
This information is not currently available.
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Writing
Writing approach at GBMS & DEPS: Equal balance
GBMS & DEPS has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What GBMS & DEPS says:
Our students start penmanship at age 3. They start with sandpaper letters and then start simple journal entries. In Casa 2 (age 4) our students focus on penmanship and daily printing as well as simple journals. In Casa 3 the students continue their daily penmanship, journal writing. Casa 3 is introduced to copying from the board and writing simple sentences in preparation for grade 1. The Montessori program also focuses on building words (spelling). Daily penmanship/cursive is a focus for students grades 1 to 8 as well as weekly spelling tests.
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Science
Science approach at GBMS & DEPS: Equal Balance
GBMS & DEPS has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
Our students are introduced to Science (Botany) at age 3, 4,5. We follow the Ontario Curriculum at an enrichment level for grades 1 to 8 through lessons, workshops and field trips. Each Fall we have our annual Science fair where students age 3 to grade 8 complete science strands at an enrichment level and transform their classrooms and present there work to their families. Durham Academy teachers are trained specialists , they teach to inspire all students and to deepen their understanding of science, technology, engineering and mathematics through demanding and rigorous instruction. We ensure that STEM curricular instructional time well exceeds curriculum expectations.
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 GBMS & DEPS: Equal Balance
GBMS & DEPS has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What GBMS & DEPS 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 GBMS & DEPS: Expanding Communities
GBMS & DEPS has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge, Thematic approach).
[Show: About Expanding Communities?]What GBMS & DEPS says:
This information is not currently available.
Humanities and Social Sciences
Humanities and Social Sciences approach at GBMS & DEPS: Equal Balance
GBMS & DEPS has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What GBMS & DEPS says:
This information is not currently available.
Foreign Languages
What GBMS & DEPS says:
We teach French to students age 3 to grade 9. We also offer Mandarin and Cantonese language after school programs. Each year our students age 3 to grade 8 present a French concert showcasing strands of the music and French curriculum by presenting song and dialogue in French as well as playing instruments.
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 GBMS & DEPS: Equal Balance
GBMS & DEPS 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 GBMS & DEPS says:
Our schools boast 3 concerts a Christmas celebration concert, French concert and Musical Theatre Spring concert.
Computers and Technology
Computers and Technology approach at GBMS & DEPS: Medium integration
GBMS & DEPS has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What GBMS & DEPS says:
Our students are introduced to computers in grade 2. Grades 3 to 8 have computers in their classes. Students at Durham Academy are given a laptop to use at the school. Both schools own five 3D printers and workshops and camps are given to the students throughout the year to familiarize and introdcue the students to different computer applications.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What GBMS & DEPS says:
GBMS & DEPS boasts a huge gymnasium fully equipped with sports equipment. We also have a huge field with a baseball diamond, running track and adjacent soccer field. Durham Academy Secondary School boast a huge gymnasium which is fully equipped with sports equipment and a weight room for students to workout at their leisure (before/after school, breaks or lunch). Both schools attend track and field meets throughout the year as well as hosting and participating in sports tournaments throughout the school year.
Advanced Placement courses
This information is not currently available.Sex and health education
Sex and health education approach at GBMS & DEPS: Not Ontario curriculum
GBMS & DEPS has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]Approach to sex and health education:
GBMS & DEPS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What GBMS & DEPS says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at GBMS & DEPS: Montessori
GBMS & DEPS has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What GBMS & DEPS says about their preschool/K curriculum approach:
A Montessori education emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own individual pace and according to their own choice of activities from hundreds of possibilities. The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. At any one time in a day all subjects; Math, Language, Science, History, Geography, Art, Music, French etc. will be studied at all levels.
Montessori Approach
Durham Elementary, Durham Academy and G.B.M.S.'s Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
| Toddler | Primary | Lower Elementary | Upper Elementary | Middle | High | |
|---|---|---|---|---|---|---|
| Age groupings How children are grouped by age for each class.' |
18 months to age3 | 3 to 5 | 1 to 3 | 4 to 6 | 7 to 8 | 9 to 12 |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
2 hours | 2 hours | 2 hours | 2 hours | 2 hours | 2 hours |
| Tests and assignments How often students are given tests or assignments in each class.' |
– | – | Semi-regularly (Moderately Non-Orthodox) | Semi-regularly (Moderately Non-Orthodox) | Regularly (Non-Orthodox) | Regularly (Non-Orthodox) |
| Graded work How often students have their work graded in each class.' |
– | – | Regularly (Non-Orthodox) | Regularly (Non-Orthodox) | Regularly (Non-Orthodox) | Regularly (Non-Orthodox) |
| Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
30% | 30% | 15% | 15% | 15% | 5% |
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 doesn't use teaching assistants.
What GBMS & DEPS says about teaching assistants:
GBMS is Montessori from 18 months to age 6. DEPS follows the Ontario Curriculum grades 1 through to 8. Durham Academy Secondary Schools follows the Ontario Curriculum and all subjects/ courses are taught at the academic level.
Language
Learn about Durham Elementary, Durham Academy and G.B.M.S.'s languages of instruction and enrolment.
GBMS & DEPS offers English as the primary language of instruction.
Language of enrolment include: English, German, Spanish
Online Learning
Durham Elementary, Durham Academy and G.B.M.S.'s online learning approach and offerings. Learn about this school's online programs and courses offered, its course formats, and its teaching and learning approaches.
Durham Elementary, Durham Academy and G.B.M.S. offers online courses to students.
Course format
| Type | Offered |
|---|---|
| Distance | |
| Asynchronous | |
| Synchronous |
Academic support and services
| Type | Offered |
|---|---|
| Dedicated teacher per course | |
| Exam proctoring | |
| Student progress tracker | |
| Regular office hours | |
| Additional support | |
| Study groups | |
| Special needs support |
What GBMS & DEPS says about their academic support and services:
Dedicated teacher per course: We hire specialized teachers for each subject.
Exam proctoring: A teacher is assigned to proctor an exam.
Student progress tracker: Each student has a portfolio that tracks their progress and parents are communicated with regularly to keep them updated on their child's progress.
Regular office hours: Our school offices are open 7:45 am to 4:00pm and emails are monitored in the evenings and on weekends. Teachers communicate with famiies through agendas and apps.
Additional support: Our teachers offer before and after school mentoring and study hall .
Study groups: Our teachers offer before and after school opportunities for students to come in and study.
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at GBMS & DEPS: Standard-enriched
GBMS & DEPS has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
What GBMS & DEPS says about their curriculum pace:
Our schools boast small class sizes. All of our subjects are enriched by yearly workshops, field trips and presentations.
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 GBMS & DEPS says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at GBMS & DEPS: Rigorous
GBMS & DEPS has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What GBMS & DEPS says about their academic culture:
We believe that each student deserves a chance to meet their individual potential. We offer an excellent foundation in academics and a love for learning by offering a strong academic program in a supportive, positive environment. We offer in school tutoring and mentoring should a student need extra support. Although we promote excellent attendance we do support students who also have extra curricular activities.
Developmental priorities
[Show definition of Developmental priorities]
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: Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
What GBMS & DEPS says about their developmental priorities:
Our students exceed grade level academic expectations which gives them confidence to excel. Our school prides ourselves on excellent manners and respect. We continue to focus on penmanship/cursive writing, spelling tests and presentation skills which are essential for confidence and success.
Special needs support
[Show definition of Special needs support]
GBMS & DEPS 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.
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 |
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: This information is not currently available.
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 GBMS & DEPS says about their gifted learner support:
This information is not currently available.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 12, GBMS & DEPS students perform an average of >2 hours of homework per night.
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| GBMS & DEPS | 0 mins | 0 mins | 15 mins | 15 mins | 15 mins | 15 mins | 30 mins | 45 mins | 45 mins | 60 mins | 60 mins | 60 mins | 90 mins | 120 mins | 160 mins | 160 mins |
| Site Average | 0 mins | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins | 75 mins | 84 mins | 100 mins | 107 mins |
What GBMS & DEPS 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. 12 |
| Prose (narrative)-based feedback | Nursery/Toddler to Gr. 12 |
| Parent-teacher meetings | Nursery/Toddler to Gr. 12 |
