Indirect Support:
Globe Cambridge School ACADEMICS & EXTRACURRICULARS
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Curriculum
[Show definition of Curriculum]
Curriculum approach at GCS: Progressive, International Baccalaureate
GCS has a Progressive, International Baccalaureate approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive, International Baccalaureate?]
GCS has a International Baccalaureate approach to supplementary curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
What GCS says about their overall curriculum and approach:
Globe Cambridge School delivers a rigorous academic program grounded in inquiry, independence, and innovation. As a progressive, internationally minded school, GCS combines the IB Primary Years Programme with Pre-AP and AP pathways to provide a seamless foundation for university success worldwide. Our small-class model (7:1 student-teacher ratio) ensures individualized attention, mentorship, and measurable academic growth. Learning extends beyond textbooks—students explore STEM, the arts, and leadership through interdisciplinary projects, competitions, and community service. Guided by highly qualified faculty, many with graduate and international credentials, students develop critical thinking, resilience, and global perspective. Rooted in equity and inclusion, GCS nurtures both intellect and character, empowering every learner to achieve excellence with confidence and compassion.
International Baccalaureate program(s) offered
| Program | Offered |
|---|---|
| Primary Years | |
| Middle Years | |
| Diploma program | |
| Career-related program |
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at GCS: Equal Balance
GCS has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What GCS says:
At Globe Cambridge School, mathematics is taught through a balanced approach that integrates the precision of traditional methods with the inquiry-driven spirit of discovery learning. Students build strong procedural fluency through structured practice while engaging in conceptual exploration, real-world problem solving, and interdisciplinary projects. From the IB Primary Years Programme to Pre-AP and AP levels, teachers emphasize reasoning, pattern recognition, and communication of mathematical ideas. Small-class instruction allows for differentiated pacing, ensuring that each learner is both challenged and supported. Advanced students extend their skills through contests such as the Waterloo Math Competitions, AMC, and Olympiad preparation, while others strengthen foundations through personalized guidance. This balanced methodology cultivates analytical thinkers who approach mathematics with confidence, creativity, and curiosity.
Textbooks and supplementary materials:
Nelson Mathematics (Ontario) series, Pearson Pre-Calculus and Calculus AP editions, Waterloo Math Contest preparation materials, and teacher-developed inquiry-based problem sets integrated across IB and AP pathways.
Calculator policy:
Calculators are introduced progressively to support, not replace, conceptual understanding. Students first demonstrate mastery of core operations manually before using scientific or graphing calculators (TI-84 or equivalent) for higher-level problem solving, AP coursework, and standardized testing preparation.
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Early Reading
Early Reading approach at GCS: Balanced Literacy
GCS has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive, Whole Language approach).
[Show: About Balanced Literacy?]What GCS says:
At Globe Cambridge School, early literacy is developed through a Balanced Literacy approach that combines systematic phonics instruction with rich, meaningful reading experiences. In the primary years, students receive explicit phonics lessons to build decoding and fluency, supported by guided and shared reading sessions that strengthen comprehension, vocabulary, and expression. Teachers use inquiry-based strategies aligned with the IB Primary Years Programme, encouraging students to connect reading with curiosity about the world. Small-class settings allow for individualized assessment and targeted support, ensuring every child progresses with confidence. Authentic literature, storytelling, and cross-curricular language integration help young readers develop a genuine love of reading while mastering foundational skills. Our goal is not only to teach children how to read, but to help them understand why reading matters.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
What GCS says:
DIBELS assessments are administered to monitor reading fluency, comprehension, and phonemic awareness, guiding individualized instruction and early intervention.
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Writing
Writing approach at GCS: Equal balance
GCS has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What GCS says:
At Globe Cambridge School, writing is taught through a balanced approach that combines structured skill-building with authentic expression. In the early grades, students learn sentence structure, grammar, and organization through direct instruction and guided modeling. These foundational skills are then applied in meaningful, inquiry-based writing tasks inspired by the IB Primary Years Programme, where students write to explore ideas, express opinions, and reflect on their learning. Teachers emphasize both the craft and the purpose of writing—helping students move from sentences to paragraphs to polished compositions. Small classes enable personalized feedback and targeted support at every stage of the writing process—planning, drafting, revising, and publishing. Whether composing creative stories, research reflections, or persuasive pieces, students develop clarity, voice, and confidence as young writers prepared for future academic excellence.
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Science
Science approach at GCS: Equal Balance
GCS has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
At Globe Cambridge School, science education blends rigorous content mastery with inquiry-based exploration. Students build a solid foundation in biology, chemistry, physics, and environmental science through structured lessons that emphasize analytical reasoning, data interpretation, and scientific literacy. Equally important, they do science—designing experiments, testing hypotheses, and applying the scientific method in real-world contexts. From the IB Primary Years Programme’s transdisciplinary investigations to advanced AP labs in senior grades, students develop curiosity and precision in equal measure. Small-class settings enable hands-on experimentation, guided research projects, and personalized feedback from subject specialists. Faculty encourage students to think critically, question assumptions, and connect science to global challenges such as sustainability, health, and technology. This balanced approach ensures that every GCS student graduates not only with deep scientific knowledge, but with the creativity and confidence to lead in an increasingly STEM-driven world
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 GCS: Equal Balance
GCS has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What GCS says:
At Globe Cambridge School, literature is taught as both an art and an inquiry into the human experience. Our program balances classical analysis with contemporary relevance, guiding students to explore diverse voices and global perspectives. From Shakespeare and Austen to Morrison and Márquez, students examine how language, context, and culture shape meaning. Teachers emphasize close reading, critical essays, and Socratic discussion to build analytical precision and expressive fluency. At the same time, inquiry projects invite students to connect literature with themes of identity, equity, and global citizenship—reflecting the school’s inclusive, internationally minded ethos. In the senior years, AP English Literature and interdisciplinary seminars deepen interpretive skill and intellectual independence. Through this blend of tradition and innovation, students graduate not only as skilled readers and writers, but as thoughtful observers of the world.
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 GCS: Thematic
GCS has a Thematic approach to Social Studies (as opposed to Core Knowledge, Expanding Communities approach).
[Show: About Thematic?]What GCS says:
At Globe Cambridge School, Social Studies in the elementary years follows a thematic and inquiry-based approach inspired by the IB Primary Years Programme. Students explore broad concepts such as community, culture, identity, and change through real-world connections that spark curiosity and global awareness. Each unit integrates history, geography, and civics with storytelling, hands-on projects, and discussion—encouraging children to think critically about how people and societies interact. Topics progress from personal and local contexts in the early grades to national and global perspectives by Grade 6, helping students understand their role as active, compassionate global citizens. Small class sizes enable teachers to personalize exploration while guiding students to ask meaningful questions, analyze diverse perspectives, and connect lessons to their everyday lives. The result is a rich, balanced foundation in both knowledge and character, preparing students for the rigor of middle school inquiry and leadership.
Humanities and Social Sciences
Humanities and Social Sciences approach at GCS: Equal Balance
GCS has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What GCS says:
At Globe Cambridge School, the humanities and social sciences are taught through a balanced lens that combines timeless inquiry with modern relevance. Students explore philosophy, history, geography, psychology, and economics not as isolated subjects, but as interconnected ways of understanding the world. Classic texts and “big ideas” form the foundation for discussion, while inquiry projects and case studies connect learning to current global issues—such as sustainability, equity, and innovation. Through Socratic dialogue, debates, and collaborative research, students develop analytical precision, empathy, and persuasive communication. In the upper grades, Pre-AP and AP courses deepen academic rigor, while our small-class setting fosters critical independence and intellectual confidence. This balance of perennial wisdom and pragmatic action ensures that GCS graduates are not only well-prepared for top universities, but also equipped to lead thoughtfully and responsibly in an ever-changing world.
Foreign Languages
Foreign Languages approach at GCS: Equal Balance
GCS has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]What GCS says:
At Globe Cambridge School, our foreign language program combines structured language mastery with authentic communication. Students learn through a balanced approach that integrates audio-lingual precision—grammar, pronunciation, and vocabulary drills—with communicative fluency, where language is brought to life through dialogue, cultural exploration, and real-world contexts. From the early grades, students are encouraged to see language as a bridge between cultures and perspectives. In addition to English language enrichment for multilingual learners, students study French, Spanish and Mandarin Chinese, gaining both linguistic competence and cultural literacy. Small class sizes and interactive lessons ensure individualized feedback and confidence in speaking, listening, reading, and writing. This global language foundation prepares GCS students to thrive in international settings, embrace diversity, and communicate effectively in an interconnected world.
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 GCS: Equal Balance
GCS 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 GCS says:
At Globe Cambridge School, the Fine Arts are integral to developing creativity, confidence, and cultural awareness. Our program balances creative practice with art appreciation, empowering students to both make and understand art in its many forms. Through courses in Visual Arts, Music, Theatre, and Graphic Design, students explore technique, expression, and interpretation. Early grades focus on experimentation and imagination, while advanced students refine their portfolios through mentorship and studio practice. Historical and contemporary works are studied not as static artifacts, but as sources of inspiration that connect students to global artistic traditions. With guidance from accomplished artists and educators, learners develop both technical mastery and aesthetic literacy. Whether performing on stage, composing in the studio, or curating digital art, GCS students learn to see creativity as a way to think critically, communicate meaningfully, and shape the world with vision and purpose.
Computers and Technology
Computers and Technology approach at GCS: Medium integration
GCS has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What GCS says:
At Globe Cambridge School, technology is seamlessly integrated across the curriculum to enhance learning, creativity, and problem-solving. While not replacing foundational skills, digital literacy is viewed as essential to academic excellence and future readiness. Students use technology purposefully—from research and data visualization in the sciences to digital storytelling and design in the humanities and arts. Dedicated courses in Computer Science, Robotics, and Web Design introduce students to coding, algorithmic thinking, and ethical technology use. Guided by skilled faculty, learners gain practical fluency in innovation tools while developing the critical thinking to evaluate technology’s impact on society. Across all grades, technology serves as a bridge between disciplines, preparing students to navigate a world where creativity and digital competence go hand in hand.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What GCS says:
At Globe Cambridge School, physical education is an essential part of developing confidence, wellbeing, and leadership. Our program emphasizes both fitness and character—teaching students to value perseverance, teamwork, and sportsmanship as much as skill. From early grades, students participate in a wide range of activities including basketball, volleyball, track and field, yoga, and self-defence, helping them discover lifelong interests in movement and health. Specialized instructors guide students through structured lessons that balance technique, strategy, and personal growth. As students advance, they engage in inter-school competitions, athletic clubs, and wellness workshops that promote balance between physical and mental health. GCS’s modern gymnasium, fitness studio, and access to local sports facilities such as Sunnybrook Park and Banbury Tennis Club provide the ideal environment for active learning. Our goal is to ensure every student leaves with strength of body, clarity of mind, and confidence of spirit.
Advanced Placement courses
- AP Art History
- AP Music Theory
- AP Physics 1
- AP Physics 2
- AP Physics C: Electricity and Magnetism
- AP Physics C: Mechanics
- AP Psychology
- AP Statistics
- AP Spanish Language
- AP Studio Art: 2-D Design
- AP Studio Art: 3-D Design
- AP Studio Art: Drawing
- AP United States History
- AP World History
- AP Biology
- AP Calculus AB
- AP Calculus BC
- AP Chemistry
- AP Chinese Language and Culture
- AP Computer Science A
- AP Environmental Science
- AP European History
- AP Government and Politics: Comparative
- AP Government and Politics: United States
- AP Human Geography
- AP Macroeconomics
- AP Microeconomics
Sex and health education
Sex and health education approach at GCS: Ontario curriculum
GCS 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:
GCS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What GCS says:
This information is not currently available.
Language
Learn about Globe Cambridge School's languages of instruction and enrolment.
GCS offers English as the primary language of instruction.
Language of enrolment include: English, Mandarin
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at GCS: Accelerated
GCS has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
[Show: About Accelerated?]
What GCS says about their curriculum pace:
Our curriculum accelerates beyond provincial standards through enriched IB, Pre-AP, and AP pathways. Students engage in advanced coursework, interdisciplinary projects, and university-level critical thinking earlier than peers, supported by small-class mentorship that deepens understanding and prepares them for top global universities.
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 GCS says about their flexible pacing:
Our small-class model allows flexible pacing through differentiated instruction, ability grouping, and guided independent study. Students may advance in specific subjects while receiving individualized support to strengthen core skills, ensuring both accelerated progress and balanced academic growth within a supportive environment.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at GCS: Rigorous
GCS has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What GCS says about their academic culture:
At Globe Cambridge School, we cultivate a rigorous yet nurturing academic culture that inspires excellence through curiosity, discipline, and purpose. Students are challenged to reach their fullest potential through inquiry-based learning, personalized mentorship, and internationally recognized programs such as IB, Pre-AP, and AP. High expectations are matched by strong support—our small class sizes allow teachers to know each student deeply, guiding them toward both academic mastery and intellectual independence. Our community celebrates effort as much as achievement, encouraging students to take intellectual risks, think critically, and pursue knowledge with confidence. This balance of rigor and care prepares GCS graduates to thrive at top universities and to lead with integrity in an ever-changing world.
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 GCS says about their developmental priorities:
At Globe Cambridge School, we aim to nurture intellectually curious and emotionally confident leaders who think critically, act compassionately, and engage with purpose. Our inquiry-driven curriculum—spanning IB, Pre-AP, and AP programs—cultivates creativity, logic, and global perspective, preparing students to excel academically and think beyond convention. Equally, we emphasize emotional intelligence and resilience through mentorship, arts, athletics, and community engagement. Students learn to communicate authentically, embrace challenges, and lead with empathy. We believe true excellence lies in the balance between intellect and character. By guiding students to connect knowledge with humanity, GCS helps them grow into thoughtful, confident individuals who are prepared not only for university success, but for meaningful lives of impact.
Special needs support
[Show definition of Special needs support]
GCS offers Full-time Dedicated Class
Students are placed in a separate special education class.
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 GCS says:
At Globe Cambridge School, we believe that every student deserves the opportunity to succeed within a supportive and inclusive learning environment. While our academic program is rigorous, our small class sizes and individualized instruction allow us to identify and address emerging learning challenges early. For students who develop mild learning difficulties or attention challenges, teachers provide personalized accommodations, extra academic support, and learning strategy coaching. We collaborate with families and, when needed, recommend external specialists to ensure appropriate interventions. However, our program is best suited for students who can engage successfully in a mainstream academic environment with mild-to-moderate support. Students with severe or full-time special education needs may be better served in a specialized setting designed to meet those requirements.
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 GCS says about their gifted learner support:
At Globe Cambridge School, gifted and high-achieving learners thrive through a combination of academic acceleration and enrichment. Within our small-class environment, teachers customize learning pathways—allowing students to explore advanced concepts, engage in independent research, and apply knowledge through interdisciplinary projects. Supported by mentorship and Pre-AP/AP options, gifted learners are challenged to think critically, lead confidently, and reach their full intellectual potential while remaining engaged and inspired.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 12, GCS students perform an average of 1 hour of homework per night.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| GCS | 45 mins | 45 mins | 45 mins | 45 mins | 45 mins | 45 mins | 60 mins | 60 mins | 60 mins | 60 mins | 60 mins | 60 mins |
| Site Average | 16 mins | 20 mins | 26 mins | 32 mins | 37 mins | 44 mins | 56 mins | 61 mins | 76 mins | 84 mins | 100 mins | 107 mins |
What GCS says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Academic achievement reporting | Gr. 1 to Gr. 12 |
| Habits and behaviour reporting | Gr. 1 to Gr. 12 |
| Parent-teacher meetings | Gr. 1 to Gr. 12 |
