Hitherfield School

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• Milton
• Georgetown

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• 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.

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  Curriculum approach at Hitherfield School: Traditional

  Hitherfield School 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 - 44%
    Liberal arts - 15%
    Progressive - 27%
    Montessori - 13%
    Reggio Emilia - 0%
    Waldorf - 1%
  

  What Hitherfield School says: We have high academic expectations of our students. Our aim is to prepare all students for high school, and for life. Hitherfield School offers a unique experience where your child can learn inside and outside the classroom. Class sizes average 14 students from JK-Grade 3 and 14 from grade 4-8. Small class sizes allow more intimate interaction between teacher and student so that more effective learning can occur. Hitherfield is a private school for children in JK through Grade 8. Developing confidence, decision-making and respect are key components of our school seen throughout daily activities as well as curriculum. Our curriculum is based on the belief that every child has ability and that given the right environment, each child will achieve his or her potential.

  Approach:

  Focus
  Academic

  Pedagogies and subject courses:

  • Mathematics Equal Balance
    Mathematics approach at Hitherfield School: Equal Balance

    Hitherfield School has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).

    [Show: About Equal Balance?]

    These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Mathematics at schools on OurKids.net

      Equal balance - 67%
      Traditional math - 28%
      Discovery math - 5%
    

    What Hitherfield School says: Students all learn at different rates, have their own learning styles and come to us with vastly differing experiences and knowledge base. Fundamental to our approach is that all are given the opportunity to succeed, be confident in math and achieve optimum potential. An initial assessment on entry to the school allows us to understand the strengths and needs of each child and to program effectively for him or her. Individualized programing is a major component of math at Hitherfield.

    Textbooks and supplementary materials: We use a variety of textbooks as well as computer programs throughout the school

    Calculator policy: Students are allowed to use calculators in grades 7/8, for repetitive work where understanding of process is more important than taking time to do lengthy calculations. Students need to be able to calculate mentally, estimate proficiently and truly understand the relationships between decimals, fractions, money, per cent etc.

  • Early Reading Balanced Literacy
    Early Reading approach at Hitherfield School: Balanced Literacy

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

    [Show: About Balanced Literacy?]

    Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.

    Early Reading at schools on OurKids.net

      Balanced literacy - 55%
      Phonics-intensive - 43%
      Whole language - 2%
    

    What Hitherfield School says: Children are all very different and will learn to read at different rates. We introduce phonics skills, word families, interest or them-based sentences and small reading books in Junior Kindergarten. Our teachers utilize two reading programs as well as RAZ in our computer lab. We nurture a love of reading through ongoing individual help and encouragement. Many of our SK children are reading fluently before they enter Grade One.

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

    What Hitherfield School says: This information is not currently available.

  • Writing Equal balance
    Writing approach at Hitherfield School: Equal balance

    Hitherfield School 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 - 80%
      Systematic approach - 9%
      Process approach - 11%
    

    What Hitherfield School says: Our younger children are excited about learning to write! Again, our program is considerably individualized. As spelling is integral to being able to write, our students are introduced to lists of very basic words in SK. These lists, very much individualized, continue up to Grade 8. Students are encouraged to share their work; they are given feedback by their peers and their teachers. They gain in confidence and find satisfaction in expressing themselves in written form. Grammar skills, vocabulary development, and reading quality literature all contribute to their skill in writing poems, stories and a solid 5- paragraph essay by Grade 8.

  • Science Equal Balance
    Science approach at Hitherfield School: Equal Balance

    Hitherfield School 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 - 69%
      Expository - 5%
      Inquiry - 26%
    

    Teaching approach: All children are naturally inquisitive and eager to understand the wonders of the world around them. Wherever and whenever possible, a class commences with an experiment, a presentation of something tangible, or a video that is stimulating and raises questions. As our class sizes are small, every student is included and feels included in what is going on; no-one is afraid to offer his/her opinions, to seek further clarity or to challenge something that someone else is saying. All students in Grade 4-8 are required to participate in our Science Fair held in Term 2 of each year.

    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 Equal Balance
    Literature approach at Hitherfield School: Equal Balance

    Hitherfield School has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).

    [Show: About Equal Balance?]

    These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

    Literature at schools on OurKids.net

      Equal balance - 74%
      Traditional - 22%
      Social justice - 4%
    

    What Hitherfield School says: The world is changing rapidly, and with it the type of literature everyone is reading. Literature from the past as well as the present enables us to appreciate and understand the world we live in- to see changing societal values, to understand historical and present day influences and to experience the richness of language in classical literature as well as the imaginative/fantasy ideas of many contemporary works. Each year we consider anew the works to use throughout the school.

  • Social Studies Core Knowledge
    Social Studies approach at Hitherfield School: Core Knowledge

    Hitherfield School 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 - 44%
      Expanding communities - 25%
      Thematic - 31%
    

    What Hitherfield School says: At Hitherfield, we are interested in helping students to learn and providing them an opportunity to be thoughtful inquirers. We focus on effective teaching that brings the principles to life in social sciences subjects. This pedagogy includes an understanding of important social studies concepts or ideas, an awareness of and an understanding of personal identity and its multi-layered nature, skilled use of methods and techniques necessary for the development and expression of an understanding of the social studies, the ability to participate, interact, engage in dialogue and contribute, the disposition to learn, the ability to explore and analyse their own and other people’s values, and commitment to values such as social justice and equity.

  • Humanities and Social Sciences Perennialism
    Humanities and Social Sciences approach at Hitherfield School: Perennialism

    Hitherfield School 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 - 9%
      Pragmatism - 9%
      Equal balance - 82%
    

    What Hitherfield School says: Students experience a strong core foundation in history and geography and are also very much involved in present day events, conflicts, and problems through our weekly "Around the World" discussions, projects and essays. They sit exams 3 times each year,in all subject areas, so that understanding can be measured.

  • Foreign Languages Communicative
    Foreign Languages approach at Hitherfield School: Communicative

    Hitherfield School 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 - 36%
      Audio-lingual - 2%
      Equal balance - 62%
    

    What Hitherfield School says: Much of our program is focused on students acting out different scenarios so that they feel the language and come to terms with it as a means of expression. Students learn the vocabulary needed for these presentations, they listen to and react to each other, they perform for parents. Additionally, students do have set times for learning how to conjugate verbs, write sentences and short paragraphs, and respond to questions -according to ability.

  • Fine Arts Equal Balance
    Fine Arts approach at Hitherfield School: Equal Balance

    Hitherfield School has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).

    [Show: About Equal Balance?]

    These programs have an equal emphasis on receptive and creative learning.

    Fine Arts at schools on OurKids.net

      Equal balance - 59%
      Receptive - 1%
      Creative - 40%
    

    Program offers:

    Subject	offered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What Hitherfield School says: We believe that all students should have the opportunity to express themselves in as many ways as possible. Building self-confidence is an integral component of our program and encouraging each child to do his/her best, especially in our May Plays, has had significant impact on our student population over the years. The"Plays" are the #1 highlight of our school year, according to a recent parent survey. For Visual Arts, the emphasis is on doing one's best. In Music, students are exposed to theory, history and playing of the instrument. We have two teachers with Art Specialist Qualifications.

  • Computers and Technology Medium integration
    Computers and Technology approach at Hitherfield School: Medium integration

    Hitherfield School 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 - 48%
      Light integration - 21%
      Heavy integration - 31%
    

    What Hitherfield School says: Our computer lab is equipped with 16 I-Macs, as well as a mobile cabinet that houses 16 I-Pads. Additionally, we have one Smart Board that can be moved from class-to -class. Teachers use the lab according to their own programs, interests and student initiatives. Our Kindergarten teacher uses the lab for the RAZ reading program and basic numeracy skill development. Our Grade 7/8 teacher uses the lab for individual math programs, research and writing assignments.

    Program covers:

    Subject	offered
    Computer science
    Robotics
    Web design

  • Physical Education

    What Hitherfield School says: The emphasis is on trying one's best, developing skills, and sportsmanship. We have two teachers in the school with Phys Ed Specialist Qualifications.

  • Sex and health education Ontario curriculum
    Sex and health education approach at Hitherfield School: Ontario curriculum

    Hitherfield School 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 - 54%
      Does not follow prrovincial curriculum - 46%
    

    Approach to sex and health education:

    Hitherfield School 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.

    Hitherfield School's approach to sex-ed: This information is not currently available.

  
  

  Jump to:

  • Mathematics

  • Early Reading

  • Writing

  • Science

  • Literature

  • Social Studies

  • Humanities and Social Sciences

  • Foreign Languages

  • Fine Arts

  • Computers and Technology

  • Physical Education

  • Sex and health education
• 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)

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  Preschool/K Curriculum approach at Hitherfield School: Academic

  Hitherfield School 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 - 42%
    Play-based - 20%
    Montessori - 30%
    Waldorf - 2%
    Reggio emilia - 6%
  

  What Hitherfield School says: Children learn and are ready to learn at different stages. Our program looks at the individual child- readiness, maturity and happiness in the class environment. When children are ready, they are introduced to math and reading skills. Art, community awareness, circle time, play and social skills are integral components of this class.

• Curriculum Pace Standard-enriched
  [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.

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  Curriculum Pace approach at Hitherfield School: Standard-enriched

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

  [Show: About Standard-enriched?]

  Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

  Curriculum Pace at schools on OurKids.net

    Standard-enriched - 58%
    Accelerated - 15%
    Student-paced - 27%
  

  What Hitherfield School says: Our school follows the provincially based curriculum, but wherever possible, students are challenged to reach beyond those standards.

  Flexible pacing style

  Flexible pacing style	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 Hitherfield School says about flexible pacing: This information is not currently available.

• Academic Culture Supportive
  [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.

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  Academic Culture approach at Hitherfield School: Supportive

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

  [Show: About Supportive?]

  A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

  Academic Culture at schools on OurKids.net

    Supportive - 52%
    Rigorous - 48%
  

  What Hitherfield School says: We believe that all students have ability and that it is our job to determine how to work with each one so that he/she is able to reach potential. When students are able, we push them beyond grade level expectations; when they need support, we find weaker areas and offer support and individual help. Many of our students have gone on to be accepted at prestigious, private high schools.

• Developmental priorities Balanced
  [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.

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  Primary Developmental Priority: Balanced

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

  Secondary Developmental Priority: Emotional

  The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."

  What Hitherfield School says: We aim to shape our students into kind, caring individuals with high moral standards, who are willing and able to apply themselves to be the best possible adults in every way - hard working, determined, able to face adversity, ready to meet challenge, and accepting of others.

• 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.

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  What Hitherfield School says about their special need support: We have children with ADHD in the school. For some of these, their difficulties are less pronounced because they are able to receive the attention they require in our small classes. The best way for us to determine if a child will benefit from being in our school is for the parents to bring him/her to the school for a "try out" day.

  Academic Support:

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

  Mild but clinically diagnosed ADHD:

  Subject Type	offered
  Accommodations
  Modifications
  Extra support

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  Summary: All additional support programs are offered through CCAC.

  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

• Gifted learner support In-class adaptations
  [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.

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  Dedicated gifted programs:

  Program	offered
  Full-time gifted program (parallel to rest of school)
  Part-time gifted program (pull-out; parallel to rest of class)

  Curriculum delivery: This information is not currently available.

  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 Hitherfield School says: Every year we have a few students attend Hitherfield who are exceptionally gifted. We allow them to progress at their own speed under the direction of the teacher. We also offer them specific tasks such as leading a group of inquiry, producing a special project of interest to themselves and presenting to their peers, compiling a study unit that others can follow and giving extended work on areas of student interest.

• Language English
  Hitherfield School offers English as the primary language of instruction.

  Language of enrollment include: English
• 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.

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  In grade Gr. 8, Hitherfield School students perform an average of 1.5 hours of homework per night.

  Nightly Homework

  	PS	JK	SK	1	2	3	4	5	6	7	8
  Hitherfield School	0 mins	15 mins	15 mins	15 mins	15 mins	30 mins	45 mins	45 mins	60 mins	60 mins	90 mins
  Site Average	2 mins	6 mins	7 mins	15 mins	17 mins	22 mins	29 mins	34 mins	40 mins	52 mins	56 mins

  What Hitherfield School 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.

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  How assessments are delivered across the grades:

  Lettered or numbered grades	Gr. 1 to Gr. 8
  Prose (narrative)-based feedback	Preschool to Gr. 8
  Academic achievement reporting	Gr. 1 to Gr. 8
  Habits and behaviour reporting	Preschool to Gr. 8
  Parent-teacher meetings	Preschool to Gr. 8

Hitherfield students are happy, eager to learn, and proud of what they are able to accomplish. Our teachers are dedicated, willing to listen, and determined to help your child reach potential. I encourage you to participate in your child’s learning experience by communicating with teachers frequently, helping in the classroom or at special events, and by consistently nurturing a positive attitude toward the learning process and your child’s successes.

The interaction between parents, staff and students at Hitherfield is very important. Parent help, expertise and interest enable us to provide a broader scope of experiences than would otherwise be possible.
We are looking forward to the year ahead, to new as well as familiar faces, and to helping the children meet challenges and achieve excellence in whatever they do, according to their individual abilities.

Thank you for choosing Hitherfield for your children!

Ann Scott, Principal