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Fieldstone School:
The Our Kids Report > Academics
Grades JK TO 12 — Toronto, ON (Map)


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Fieldstone School ACADEMICS & EXTRACURRICULARS

Curriculum Traditional

[Show definition of Curriculum]

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

Curriculum approach at Fieldstone: Traditional

Fieldstone has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).

[Show: About Traditional?]

Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.

Curriculum at schools on OurKids.net:
  Traditional - 41%
  Liberal arts - 14%
  Progressive - 32%
  Montessori - 11%
  Reggio Emilia - 0%
  Waldorf - 2%

International curriculum & programs at Fieldstone: Cambridge IGSCE, Duke of Edinburgh's Award

What Fieldstone says about their overall curriculum and approach:

Fieldstone Day School (FDS) - JK to Grade Eight: Cambridge Primary and Secondary I stages develop primary learners' skills and understanding of English, Science, Mathematics, and Information Communication Technologies (ICT). - Cambridge Primary and Secondary I Curriculum: English, Mathematics, Science, and ICT Starters - Ontario Elementary Curriculum: Art, History and Geography, Music, French, and Physical Education Fieldstone King's College School (FKCS) - Grade Nine to Twelve: FKCS offers a unique curriculum blending Cambridge IGCSE and A Levels with Ontario courses. The combination of an Ontario Secondary School Diploma and distinguished Cambridge qualifications gives our students a jump start on their university studies.


Approach

Focus Special needs
Academic Gifted

Pedagogies and subject courses:

  • Mathematics

    Traditional Math

    Mathematics approach at Fieldstone: Traditional Math

    Fieldstone has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).

    [Show: About Traditional Math?]

    Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.

    Mathematics at schools on OurKids.net:
      Traditional math - 27%
      Discovery math - 5%
      Equal balance - 68%

    What Fieldstone says:

    Our math classes are structured such that advanced students can jump a grade (sometimes two) to ensure students are appropriately challenged. Additionally, our Cambridge programme offers progression tests and Checkpoint Examinations as a capstone evaluation ensuring that full mastery is achieved. For an additional challenge our Grade Seven and Eight students can begin preparing Cambridge IGCSE mathematics which is typically written by high school students. Our programme offers limitless challenges for even the most exceptional students in mathematics.

    Textbooks and supplementary materials:

    We use a variety of texts and supplementary materials which are dependent on the course. Both Ontario and Cambridge-specific texts can be used in different courses.

    Calculator policy:

    Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.

  • Early Reading

    Phonics-intensive

    Early Reading approach at Fieldstone: Phonics-intensive

    Fieldstone has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).

    [Show: About Phonics-intensive?]

    Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.

    Early Reading at schools on OurKids.net:
      Phonics-intensive - 41%
      Whole language - 2%
      Balanced literacy - 57%

    What Fieldstone says:

    We have a balanced approach to literacy. We use Core Knowledge Language Acquisition for phonics and incorporate "Jolly Phonics" resources as additional learning anchors. Children are given many opportunities to practice working with letters and sounds in order to develop a good initial understanding of how language works. As they progress through the grades, their oral language, including speaking and listening develops. Our children hear good literature, both fiction and nonfiction and read aloud often. They are asked to summarize and retell what they have read and engage in many conversations with peers and teachers.

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

    What Fieldstone says:

    This information is not currently available.

  • Writing

    Equal balance

    Writing approach at Fieldstone: Equal balance

    Fieldstone has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).

    [Show: About Equal balance?]

    Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.

    Writing at schools on OurKids.net:
      Equal balance - 79%
      Systematic approach - 10%
      Process approach - 11%

    What Fieldstone says:

    We believe in an equal balance between teaching the nuts and bolts of language and nourishing the children with a rich diet of poetry, fiction, and nonfiction. This philosophy guides our approach to teaching writing. We place an emphasis on spelling, decoding skills, handwriting, punctuation, grammar and vocabulary all are embraced equally along with an opportunity to read rich and meaningful texts. This approach encourages and emphasizes creative expression.

  • Science

    Equal Balance

    Science approach at Fieldstone: Equal Balance

    Fieldstone has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).

    [Show: About Equal Balance?]

    Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.

    Science at schools on OurKids.net:
      Equal balance - 70%
      Expository - 5%
      Inquiry - 25%

    Teaching approach:

    Our science programme provides students with a strong foundation for future studies while providing students with the chance to develop their analytical skills. Our aim is to provide at least one laboratory activity per week to support the theories learned throughout the week. In Cambridge tutorial, practice practical examinations are provided to prepare for practical examinations. Co-curricular activities are offered to our students to apply the theories from the classroom to the real world. These have included: Science Olympics Teams, Community Garden Club, Computer Programming Club and Environmental Club.


    Treatment of evolution:

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

    Topics covered in curriculum:

    Subjectoffered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology
  • Literature

    Traditional

    Literature approach at Fieldstone: Traditional

    Fieldstone has a Traditional approach to Literature (as opposed to Social Justice, Equal Balance approach).

    [Show: About Traditional?]

    In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.

    Literature at schools on OurKids.net:
      Traditional - 22%
      Social justice - 3%
      Equal balance - 75%

    What Fieldstone says:

    Our English courses expose students to great works of literature, both from the Canadian canon and beyond. Students analyze a range of texts (plays, poetry, essays, short-stories, and novels) from various periods, countries, and cultures. They also create oral, written, and media texts in a variety of forms. At all levels, we teach our students to confidently and coherently compose academic essays, as we recognize this to be a vital skill for many post-secondary ventures. Students graduate from our English programme with a firm grasp on reading challenging texts, analyzing these, and composing their own pieces of writing. Moreover, through their studies at Fieldstone, our students acquire a deep appreciation for the power of the written word.

  • Social Studies

    Core Knowledge

    Social Studies approach at Fieldstone: Core Knowledge

    Fieldstone has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).

    [Show: About Core Knowledge?]

    Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).

    Social Studies at schools on OurKids.net:
      Core knowledge - 40%
      Expanding communities - 27%
      Thematic - 33%

    What Fieldstone says:

    Our social studies curriculum introduces children to a variety of people, places, and historical events in order to broaden their horizons. An early introduction to history and geography can foster a child's understanding of the cultures and landscapes beyond their local community. Appreciating the "wider world" helps students to prepare for being future global leaders.

  • Humanities and Social Sciences

    Perennialism

    Humanities and Social Sciences approach at Fieldstone: Perennialism

    Fieldstone has a Perennialism approach to Humanities and Social Sciences (as opposed to Pragmatism, Equal Balance approach).

    [Show: About Perennialism?]

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

    Humanities and Social Sciences at schools on OurKids.net:
      Perennialism - 8%
      Pragmatism - 11%
      Equal balance - 81%

    What Fieldstone says:

    Students in social sciences and humanities develop an awareness of critical issues in our complex, and diverse society. Our courses help to build understanding of individuals, communities, and nations both throughout history and in the present day. Through sustained practice, students develop their planning, processing, problem-solving, and decision making capabilities, often while exploring issues of deep personal and global significance. Discussions and assignments explore critical social, cultural, economic, technological, and environmental issues, helping students to be informed and engaged citizens.

  • Foreign Languages

    Communicative

    Foreign Languages approach at Fieldstone: Communicative

    Fieldstone has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).

    [Show: About Communicative?]

    The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.

    Foreign Languages at schools on OurKids.net:
      Communicative - 34%
      Audio-lingual - 3%
      Equal balance - 63%

    What Fieldstone says:

    Our language courses provide opportunities for students to learn and practice a new language, and to increase their appreciation for cultural and linguistic diversity in our increasingly globalized world. Students develop their skills in listening, speaking, reading, and writing through creative and hands-on approaches. They also increase their understanding and appreciation of diverse French-speaking communities, and develop skills necessary for lifelong language learning.

  • Fine Arts

    Creative

    Fine Arts approach at Fieldstone: Creative

    Fieldstone has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).

    [Show: About Creative?]

    Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.

    Fine Arts at schools on OurKids.net:
      Creative - 33%
      Receptive - 2%
      Equal balance - 65%

    Program offers:

    Subjectoffered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What Fieldstone says:

    Our courses focus on enabling students to create and present art works using a variety of traditional and emerging media and technologies. Our hands-on approach invites students to explore a range of materials, processes, and techniques and apply these to their own artistic projects. Reflection is also a key component of art-making. Students use the critical analysis process to critique art works and connect themes to the wider world. They are also encouraged to make connections between various works of art in personal, contemporary, historical, and cultural contexts.

  • Computers and Technology

    Medium integration

    Computers and Technology approach at Fieldstone: Medium integration

    Fieldstone has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).

    [Show: About Medium integration?]

    Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

    Computers and Technology at schools on OurKids.net:
      Medium integration - 52%
      Light integration - 17%
      Heavy integration - 31%

    What Fieldstone says:

    Fieldstone believes that studies of computers and technology are relevant for all our students because they incorporate a broad range of transferable problem-solving skills and techniques, including logical thinking, creative design (our 3D printer is very popular), synthesis, and evaluation. These courses also teach useful skills in such areas as communication, time management, organization, and teamwork. Students live in a technologically-rich world, and courses in this field will provide them with the knowledge and skills to understand the underpinnings of current computer technology and prepare them for emerging technologies of the future.


    Program covers:

    Subjectoffered
    Computer science
    Robotics
    Web design
  • Physical Education

    What Fieldstone says:

    Fieldstone's approach to teaching Physical Education is to educate students on the importance of active living as a part of a healthy lifestyle. Students are given the skills necessary to participate in a variety of individual and team-based activities. Emphasis is placed on skill development, leadership, teamwork, and sportsmanship. Students of all skill levels are able to participate in activities in a safe environment with positive messages about participation and the benefits of activity.

  • Advanced Placement courses

    This information is not currently available.
  • Sex and health education

    Ontario curriculum

    Sex and health education approach at Fieldstone: Ontario curriculum

    Fieldstone has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

    [Show: About Ontario curriculum?]

    The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

    Sex and health education at schools on OurKids.net:
      Follows provincial curriculum - 60%
      Does not follow prrovincial curriculum - 40%

    Approach to sex and health education: Mostly value-neutral

    Fieldstone has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
    [Show: About Mostly value-neutral?]

    By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

    What Fieldstone says:

    This information is not currently available.

Preschool/K Curriculum Academic

[Show definition of Preschool/K Curriculum]

Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

Preschool/K Curriculum approach at Fieldstone: Academic

Fieldstone has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).

[Show: About Academic?]

Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.

Preschool/K Curriculum at schools on OurKids.net:
  Academic - 44%
  Play-based - 23%
  Montessori - 25%
  Waldorf - 2%
  Reggio emilia - 6%

What Fieldstone says about their preschool/K curriculum approach:

The Fieldstone Global Knowledge curriculum was carefully designed to be rich in content and sequential in presentation. Kindergarten students are introduced to all academic disciplines including French, History, and Geography. Students experience an engaging and enduring subject matter that lays a foundation for their future schooling and instills in them a love of learning. The English, Math, and Science curriculum is administered following the Cambridge Primary guidelines and philosophies. This prepares students for the completion of the entire Cambridge programme.

Language English

Learn about Fieldstone School's languages of instruction and enrolment.

Fieldstone offers English as the primary language of instruction.

Language of enrolment include: English, French, Mandarin

Online Learning

Fieldstone School'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.

Fieldstone School offers online courses to students.


Course schedule

PeriodGradesNumber of CoursesStart - End
Full year JK to 12 8 Sep 06, 2022 — Jun 23, 2023

Course format

TypeOffered
Distance
Asynchronous
Synchronous

Academic support and services

TypeOffered
Dedicated teacher per course
Exam proctoring
Student progress tracker
Regular office hours
Additional support
Study groups
Special needs support

Curriculum Pace Student-paced

[Show definition of Curriculum Pace]

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

Curriculum Pace approach at Fieldstone: Student-paced

Fieldstone has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).

[Show: About Student-paced?]

The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

Curriculum Pace at schools on OurKids.net:
  Student-paced - 23%
  Standard-enriched - 59%
  Accelerated - 18%

What Fieldstone says about their curriculum pace:

Fieldstone offers students an enriched and challenging curriculum. The programme is individualized to meet the needs of each student. Students work in groups and individually depending on the tasks at hand.


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 Fieldstone says about their flexible pacing:

Students are grouped according to ability in the classroom. They all complete and study the same programme; however, assessments and expectations vary depending on ability.

Academic Culture Rigorous

[Show definition of Academic Culture]

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

Academic Culture approach at Fieldstone: Rigorous

Fieldstone has a Rigorous approach to Academic Culture (as opposed to Supportive approach).

[Show: About Rigorous?]

A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

Academic Culture at schools on OurKids.net:
  Rigorous - 51%
  Supportive - 49%

What Fieldstone says about their academic culture:

Fieldstone promotes a rich academic environment and celebrates academic performance. Students are provided with additional academic support in both curricula through the use of our after-school tutorial sessions. Students are also encouraged to demonstrate their academic abilities in math contests, science competitions, and after-school clubs.

Developmental priorities Intellectual

[Show definition of Developmental priorities]

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

Primary Developmental Priority: Intellectual

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

Secondary Developmental Priority: Balanced

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

What Fieldstone says about their developmental priorities:

At Fieldstone, we prepare our students to be future global leaders. We encourage them to take risks, challenge themselves, and take an active role in the community. We cultivate and celebrate our students' individual strengths and successes. We ensure that they are supported throughout their time at Fieldstone and that they are prepared for further success at the post-secondary level.

Special needs support

[Show definition of Special needs support]

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

What Fieldstone says about their special need support:

Students with a clinically-diagnosed learning disability are invited to apply. Our school's learning specialist will review psychological education reports, report cards, and any other reports to assess if our school is the right fit for the student. A 'Buddy Day' (half or full day visit to our school) and assessments may be required before acceptance is offered. If enrolled, a Student Success Plan (SSP) will be developed to support the student. This plan will outline the student's strengths and needs, and will include accommodations and modifications necessary to promote student achievement. The learning specialist will ensure that the plan is followed and that any adjustments are made as needed. The learning specialist will also visit the student in class regularly in order to offer any additional support.

A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:

Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
  • Learning disabilities
    Dyslexia (Language-Based Learning Disability)
    This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
    Auditory Processing Disorder (APD)
    This is a sound differentiation disorder involving problems with reading, comprehension, and language.
    Dyscalculia
    This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
    Dysgraphia
    This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
    Language Processing Disorder
    This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
    Nonverbal Learning Disorders (NLD)
    These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
    Visual Perceptual/Visual Motor Deficit
    A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
  • Developmental
    Autism
    Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
    Asperger's Syndrome
    On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
    Down syndrome
    his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
    Intellectual disability
    This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
    Williams syndrome
    This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
    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 Emotional
    Troubled behaviour / troubled teens
    roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
    Clinical Depression
    This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
    Clinical anxiety
    This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
    Suicidal thoughts
    This involves persistent thoughts about ending one's life.
    Drug and alcohol abuse
    This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
    Oppositional Defiant Disorder (ODD)
    This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
  • Physical
    Multiple sclerosis
    This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
    Cerebral palsy
    his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
    Muscular dystrophy
    Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
    Spina Bifida
    This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
    Dyspraxia (Developmental Coordination Disorder)
    This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
    Blindness
    Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
    Deafness
    Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
    Cystic Fibrosis
    Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
    Multiple physical
    Accommodating a wide range of physical conditions and disabilities.

Read our guide to special needs schools and special education


Academic support

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

Mild but clinically diagnosed learning disabilities

TypeOffered
Accommodations
Modifications
Extra support

What Fieldstone says:

When one of our teachers has a concern about a child's learning, they first meet with our learning specialist. Our specialist will then work with the student both in the classroom and in a one-on-one setting in order to get a better idea of the student's learning needs. The teacher and learning specialist will meet with parents to develop a student success plan that outlines individual learning goals and accommodations. If, after the plan has been implemented, it is believed that more support is needed, the learning specialist will recommend a psychological education assessment, occupational therapy support, or speech therapy.


Additional support

TypeOffered
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy

Gifted learner support Dedicated gifted school

[Show definition of Gifted learner support]

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

Curriculum Delivery: Acceleration and enrichment

There is an equal emphasis on acceleration and enrichment.


In-class adaptations

Program Offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What Fieldstone says about their gifted learner support:

Gifted learners require supports to ensure that learning remains relevant, engaging, and challenging. We draft a Student Success Plan (SSP) for each gifted student that outlines the student's stregths and needs so that they may be supported appropriately. Our "Global Perspectives" programme offers exceptional project-based learning opportunities, and our Cambridge curriculum offers gifted learners a more rigorous and challenging curriculum that they find exciting, stimulating, and rewarding.

Homework Policy

[Show definition of Homework Policy]

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

Nightly homework

In grade Gr. 12, Fieldstone students perform an average of 2 hours of homework per night.

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What Fieldstone says about their flipped classroom policy:

This information is not currently available.

Report Card Policy

[Show definition of Report Card Policy]

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

How assessments are delivered across the grades

TypeGrades
Lettered or numbered gradesGr. 1 to Gr. 12
Prose (narrative)-based feedbackJK to SK
Academic achievement reportingGr. 1 to Gr. 12
Habits and behaviour reportingJK to SK
Parent-teacher meetingsJK to Gr. 12

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

Fieldstone School offers 7 competitive sports and 11 recreational sports.

  Competitive offered          Recreational offered
all sports]
  • Archery
  • Curling
  • Ultimate
  • Badminton
  • Baseball
  • Basketball
  • Canoeing/Kayaking
  • Cricket
  • Cross-country skiing
  • Cycling
  • Downhill skiing
  • Equestrian
  • Fencing
  • Field Hockey
  • Figure Skating
  • Football
  • Golf
  • Gymnastics
  • Ice Hockey
  • Ice Skating
  • Lacrosse
  • Martial Arts
  • Mountain biking
  • Racquet Ball
  • Rowing
  • Rugby
  • Running
  • Sailing
  • Skateboarding
  • Snowboarding
  • Soccer
  • Softball
  • Squash
  • Swimming
  • Tennis
  • Track & Field
  • Volleyball
  • Weightlifting
  • Wrestling

Clubs offered

Fieldstone School offers 22 clubs and extracurricular programs.

  Clubs offered           Clubs not offered
all clubs and programs]
  Foreign Language Club
  Habitat for Humanity
  Jazz Ensemble
  Math Club
  Musical theatre/Opera
  Ballet and Classical Ballet
  Online Magazine
  Outdoor Club
  Outdoor Education
  Paintball
  Photography
  Poetry/Literature club
  Radio club
  Robotics club
  Round Square
  School newspaper
  Science Club
  Scouting
  Student Council
  Yearbook
  Yoga
  Animation
  Art Club
  Astronomy Club
  Audiovisual Club
  Band
  Chess Club
  Choir
  Community Service
  Computer Club
  Dance Club
  Debate Club
  Drama Club
  Environmental Club

What Fieldstone says about their extracurricular activities:

  • Fieldstone students prepare and perform a Shakespeare play annually.
  • There are extensive musical opportunities at Fieldstone.
  • Our participatory, rather than competitive, approach to co-curricular activities encourages all students to engage in a rich and diverse school experience.
  • The small size of our school allows students to have exceptional leadership opportunities and participate in an extensive range of activities within a supportive and nurturing social culture.
  • Our high school students register for the Duke of Edinburgh's Award at no cost, and they are mentored closely as they work toward earning this internationally-recognized achievement.
  • Our high school DECA (business leadership) Team competes at the provincial level.

THE OUR KIDS REPORT: Fieldstone School

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