Indirect Support:
Hudson is a place where you can be yourself. Situated on a quiet, accessible midtown campus, our community reflects the diversity of Toronto and has provided a balanced education for over 15 years. Starting with a Reggio Emilia-inspired program to engage children’s innate curiosity and creativity, our Lower School offers an experiential, collaborative learning environment. We promote strong foundational skills in math, language and science, complemented by an intentional curricular approach that interweaves critical thinking, the arts, health and fitness, character education and community service. The Upper School’s three-semester system carries on this tradition of balance, with students focusing on fewer subjects at a time for deeper learning. Study periods in the first two semesters allow students to seek support during class hours, participate fully in school life, and make time for personal pursuits. Our extracurricular activities include a full roster of competitive sports, clubs from robotics to creative writing, as well as camp weeks, field trips, and visits to other cities and abroad. Hudson teachers are active coaches, mentors and leaders. With smaller class sizes and frequent opportunities to build relationships outside the classroom, they can give the individual attention necessary to further every student’s unique strengths.
There are many reasons parents choose to enroll their children at a private school, from family tradition to elite sports. Parents who choose Hudson College, however, are less interested in the extremes at the edges of the private education market, and more interested in the foundational elements of a strong academic program and a positive learning experience: consistent social support, a sense of community, the agility to address student interests, and a consistent approach to curricular development. Jeff Bavington founded the school "to be a place where students with all different interests can come and feel part of a larger community, feel at home, and where students themselves can help create" the school environment. And it is.
From the review: There are many reasons parents choose to enroll their children at a private school, from family tradition to elite sports. Parents who choose Hudson College, however, are less interested in the extremes at the edges of the private education market, and more interested in the foundational elements of a strong academic program and a positive learning experience: consistent social support, a sense of community, the flexibility to address student interests, and a consistent approach to curricular development. Jeff Bavington founded
Read The Our Kids Review of Hudson College
Additional notes: Our bus route limited; please contact our Admissions team for details.
Gallery showcasing school life and general photos of Hudson College.
Gallery showcasing specific locations and facilities found at Hudson College.
Whether you live in Downtown Toronto, North York, Thornhill, or Richmond Hill, there are private school education experts and Toronto schools you can speak with on a one-to-one basis, all in one day, at one location.
Attend presentations led by our principals, chat with teachers, tour the school with a student ambassador, and connect with our Admissions team. We look forward to welcoming your family to a Hudson Open House this year!
Take advantage of this special opportunity to attend presentations led by our principals, chat with teachers, tour the school with a student ambassador, and connect with our Admissions team. We look forward to welcoming your family to a Hudson Open House this year!
Attend presentations led by our principals, chat with teachers, tour the school with a student ambassador, and connect with our Admissions team. We look forward to welcoming your family to a Hudson Open House this year!
While we make admissions decisions on a rolling basis, we do encourage families to apply between October and January for the best placement opportunity. Our natural intake years are JK and Grade 7, and may fill more quickly. We do admit to all grades as space is available. Applications can be submitted by email, mail or in person.
Take advantage of this special opportunity to attend presentations led by our principals, chat with teachers, tour the school with a student ambassador, and connect with our Admissions team. We look forward to welcoming your family to a Hudson Open House this year!
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
| Focus |
|---|
| Academic |
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
| Subject | offered |
|---|---|
| Biology | |
| Chemistry | |
| Ecology | |
| Geology | |
| Meteorology | |
| Physics | |
| Physiology | |
| Zoology |
| Subject | offered |
|---|---|
| Evolution as consensus theory | |
| Evolution as one of many equally viable theories | |
| Evolution is not taught |
| Subject | offered |
|---|---|
| Acting | |
| Dance | |
| Drama/Theatre | |
| Graphic Design | |
| Music | |
| Visual Arts |
| Expressive | |
| Disciplined |
| Subject | offered |
|---|---|
| Computer science | |
| Robotics | |
| Web design |
| 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 |
Hudson College offers no/limited support for students with learning difficulties or special needs.
| Subject Type | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject Type | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Read our guide to special needs schools and special education
| Program | offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)
| 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) |
In grade Gr. 12, Hudson College students perform an average of >2 hours of homework per night.
| JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Hudson College | 15 mins | 15 mins | 15 mins | 15 mins | 30 mins | 30 mins | 45 mins | 60 mins | 90 mins | 90 mins | 90 mins | 90 mins | 120 mins | 160 mins |
| Site Average | 6 mins | 7 mins | 15 mins | 17 mins | 22 mins | 29 mins | 34 mins | 40 mins | 52 mins | 56 mins | 68 mins | 80 mins | 96 mins | 109 mins |
| Lettered or numbered grades | JK to Gr. 12 |
| Prose (narrative)-based feedback | JK to Gr. 12 |
| Academic achievement reporting | JK to Gr. 8 |
| Habits and behaviour reporting | JK to Gr. 12 |
| Parent-teacher meetings | JK to Gr. 12 |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Badminton | ||
| Baseball | ||
| Basketball | ||
| Downhill skiing | ||
| Field Hockey | ||
| Football | ||
| Golf | ||
| Ice Hockey | ||
| Ice Skating | ||
| Lacrosse | ||
| Rowing | ||
| Rugby | ||
| Running | ||
| Snowboarding | ||
| Soccer | ||
| Softball | ||
| Squash | ||
| Swimming | ||
| Tennis | ||
| Track & Field | ||
| Volleyball |
| Clubs Offered |
|---|
| Foreign Language Club |
| Math Club |
| Musical theatre/Opera |
| Outdoor Education |
| Photography |
| Poetry/Literature club |
| Robotics club |
| School newspaper |
| Science Club |
| Student Council |
| Yearbook |
| Yoga |
| Animation |
| Art Club |
| Band |
| Chess Club |
| Choir |
| Community Service |
| Computer Club |
| Dance Club |
| Debate Club |
| Drama Club |
| Environmental Club |
| JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
| Day (Domestic) | $15,600 | |||||||||||||
Discounts
| Discount Type | Enrollment Type | Amount |
|---|---|---|
| Full payment | all students | 5% |
| 2nd child (sibling) | all students | 10% |
| 3rd child (sibling) | all students | 10% |
| 4th child (sibling) | all students | 10% |
| Grade range that need-based aid is offered: | JK to 12 |
| Percentage of grade-eligible students receiving financial aid | 0% |
| Average aid package size | $0 |
| Percentage of total enrollment on financial aid | 0% |
| Total aid available | $0 |
This school works with Apple Financial Inc. for processing financial applications
All applications for financial assistance to Hudson College are reviewed by an independent financial services firm, Apple Financial Services, who provide Hudson with a confidential analysis of each family’s financial ability to contribute towards their child’s education. The Student Assistance Committee reviews all applications and grants financial assistance after a careful review of the recommendation by the third party agency. To start the process, please visit their website at www.applefinancialservices.ca.
Tuition assistance is granted on an annual basis; therefore, an Apple Financial Services application must be submitted each year that assistance is needed.
Hudson College requires that students receiving tuition assistance, must remain in good academic standing throughout their academic year, attend school regularly and abide by the Code of Conduct as stated in the Student/Parent Handbook.
The amount of the award is a strictly confidential agreement between Hudson College and the family involved.
| Academic Scholarship Amount: $500 | Academic Deadline: Rolling |
| Eligibility Details: Students grade 7 to 12 | |
Application Details: Apart from offering a variety of Awards and Scholarships to current Hudson students, we also offer Entrance Scholarships to new students who demonstrate excellence in Academics, Athletics, Performing Arts, or Community Service. This is our commitment to assist all talented students in obtaining a fine education, and to achieve their best not only for themselves but also for the wider community.
Please contact the Admissions Office for more details. | |
| For more details, visit: http://www.hudsoncollege.ca/entrance-scholarships | |
| Athletic Scholarship Amount: $500 | Sports Deadline: Rolling |
| Eligibility Details: Students grade 7 to 12 | |
Application Details: Apart from offering a variety of Awards and Scholarships to current Hudson students, we also offer Entrance Scholarships to new students who demonstrate excellence in Academics, Athletics, Performing Arts, or Community Service. This is our commitment to assist all talented students in obtaining a fine education, and to achieve their best not only for themselves but also for the wider community. Hudson applicants who are interested in applying for Entrance Scholarships should complete the Entrance Scholarship Application and submit it together with their Application Form. Our Awards Committee will consider your Scholarship application and notify you of any award given when we respond to your Application. Please contact the Admissions Office for more details. | |
| For more details, visit: http://www.hudsoncollege.ca/entrance-scholarships | |
| Grades | Gender | Living Arrangement | Enrollment | |
|---|---|---|---|---|
| Group 1 | JK to Gr. 12 | Coed | Day | 355 |
| Total enrollment | 355 |
| Average enrollment per grade | 25 |
| Average class size | 15 to 20 |
| Gender (grades) | JK to Gr. 12 (Coed) |
| Boarding offered | No |
| Percentage of students are international students | 20% |
| Number of different nationalities within student population | 30 |
| Five-day boarding programs offfered |
| JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Day Enrollment | 13 | 13 | 20 | 16 | 18 | 12 | 15 | 17 | 36 | 28 | 26 | 46 | 41 | 45 |
| Class Size | 10 | 15 | 16 | 16 | 16 | 16 | 18 | 18 | 18 | 18 | 15 | 15 | 15 | 15 |
| Assessment | Required | Grades |
|---|---|---|
| Interview | JK - 12 | |
| SSAT | ||
| SSAT (out of province) | ||
| Entrance Exam(s) | JK - 9 | |
| Entrance Essay | 9 - 12 | |
| Application Fee |
Day students: Rolling
Our admissions process helps student candidates and their parents become familiar with Hudson, our programmes and our educational philosophy. Listed below are the four main steps for Admission:
STEP 1. Complete the Online Admissions Inquiry Form.
STEP 2. Attend either an Open House day and/or arrange for a Personal Tour.
STEP 3. Complete and submit your student’s Application for Admission with all supporting documentation to Hudson’s Admissions Office. Request that the Confidential School Report be filled out by a teacher, school principal or guidance counsellor and be sent directly to Hudson in a sealed envelope.
Once the full Application for Admission with supporting documentation and Confidential School Report have been received by Hudson, the Admissions Office will contact you to arrange for your student’s in-school visit or interview as follows:
STEP 4. Your Application for Admission will be assessed by the Admissions Committee and families will be notified within a two-week time frame.
We request that all new Applications for Admission be submitted no later than March 1st for the subsequent Academic Year. Those applying for Kindergarten, Grade 7 and Grade 9 are recommended to apply by no later than November for the subsequent Academic Year as space is limited.
For information on the submission of late applications please contact the Admissions Office at 416-631-0082, ext. 120.
Please Note: Requests for financial assistance (Apple Financial) or scholarships must be submitted with your Application for Admission.
Applications (including supporting documents) need to be submitted prior to your in-school visit or meeting.
Student Entry Points
| Student Type | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Day Acceptance (Acceptance rate) | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Services | Offered |
|---|---|
| Career planning | |
| Internships | |
| Mentorship Program | |
| University counseling |
| Key Numbers | |
|---|---|
| Average graduating class size | 50 |
| *Canadian "Big 6" placements | 17 |
| **Ivy+ placements | N/A |
*Number of students in the past year who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.
**Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)
What Hudson College says:
Below, find stories and testimonials about Hudson College.
The Hudson Heroes organized the first annual FUNdraising week seeking to raise money for the Canadian Cancer Society, a charity that the Heroes decided on as a group. On Monday, the students hosted a bake sale with treats they baked themselves. On Tuesday, there was a clothing sale, and students were encouraged to wear the clothing they purchased on the Donate to Dress Down day on Wednesday. The week ended with lunchtime karaoke on Thursday. Hudson Heroes were able to raise a total of $385! Congratulations to the Hudson Heroes for all of their planning and hard work, and thank you to all the students who participated!
...A few months ago, the Hudson Heroes helped film a Public Service Announcement for Tokens4Change, in order to raise awareness for Youth Without Shelter. We had a lot of fun filming for a great cause! The video will be playing on City TV and Omni in the two weeks leading up to the big Tokens4Change canvassing event, which is on Friday, February 2nd. Check out the video at either of the following links: http://www.tokens4change.com/our-art/videography/ and https://www.youtube.com/watch?v=i3dBUUJbysI
On Thursday October 8 Hudson was able to send twelve students to celebrate the volunteer spirit of Hudson’s Heros at We Day 2015! These lucky students were able to join 20,000 other students in a celebration of positive social change and witness the celebration of social activism. This is the kick off event for another year of exciting initiatives with Mr. Llewellyn and the Hudson’s Heros group. This year we are sponsoring a family of six for Christmas, heading out to wrap gifts in December with a charity event, taking part in the Tokens for Change movement and working to develop a relationship with a community in the developing world. All of this excitement offers students the opportunity to expand their leadership potential in an inclusive and encouraging environment while witnessing the effect of the change they are enacting!
...Our adventures began in London, England early Sunday morning. After checking into our hotel we set out to explore the area. Our first stop was Trafalgar Square where we enjoyed performances by the local artists, the many shops and a tour of The National Gallery. The next day, we enjoyed a full English breakfast and went for a stroll along the Thames River. We walked along the famous Tower Bridge and had lunch near London City Hall. In the afternoon we enjoyed a cruise on the Thames and a great view of London from one of the capsules on London Eye. On day two, our tour bus took us to Windsor Castle, Stonehenge and Oxford University.
The next city on our itinerary was Paris. Our adventure included a very early morning train ride on the Eurostar to the city of light. That afternoon we went to visit Notre Dame Cathedral and enjoyed a delicious dinner in this area. We then walked along the Champs Elysses and took the “Metro” to the Arc de Triomphe. The following day we took a train to the Palace of Versailles and experienced the opulence of the French court. Once we got back into Paris we returned to the Champs Elysses, but this time during the day to do a little shopping! Students enjoyed the famous macaroons at Le Dore. The following day we had a booking at the Eiffel Tower and after making our way to the top, enjoyed an amazing view of Paris. We stayed in this area until evening and after dinner enjoyed a cruise along the Seine. We made new friends from an Italian private school that was also on an excursion to Paris.
The third stop on our tour was Barcelona, Spain. We arrived early in the afternoon on Sunday. After sorting out our hotel accommodations, we rushed to the Camp Nou Stadium for a soccer game between Barcelona and Osasuna. It was a great game and it was amazing to see the world's best soccer player in action, Messi, who scored three goals! One of our students was in heaven as he considers himself FC Barcelona's number one fan. We also toured the Camp Nou Stadium museum. The following day we had a visit to the Sagrada Familia Cathedral; this huge structure amazed most of us. After, we went for a walk on Barcelona beach. It was a great day as the weather was a nice change from Toronto! Being on a beach in March was unbelievable; the water was cold, but just being able to walk on the sand was great for us. On our final day in Barcelona, we visited the Tibidabo Mountain and enjoyed a wonderful view of Barcelona.
Our final stop in Europe was Madrid, Spain, where we arrived early Thursday morning. Delighted with our hotel, the students had time to rest before exploring the city. That afternoon we went for a tour of the Reina Sofia Museum. In the evening we took a stroll through one of Madrid's most famous areas - Sol. The students enjoyed this area, and returned the next day for some shopping. On Friday, we walked around the old colonial part of Madrid and toured the Royal Palace and Plaza Mayor. In the evening we enjoyed a delicious Tapas and Paella dinner.
Europe 2014 was a great trip. From the adventure of train travel on the Eurostar, to the excitement of being at the top of the Eiffel Tower and the relaxation on Barcelona Beach, it was a trip to never forget.
...A large section of snowy ice has begun to melt in a sunny corner of Hudson College, creating an island that appears to float on a puddle of water. Our youngest students saw this island of ice as an invitation to jump on top of it, breaking its mass into dozens of pieces. The pieces of ice then became bricks to build walls and dominos to topple…creations of children’s inventive play. Hudson’s Kindergarten students and their teacher decided to take a large piece of ice into their classroom. This piece of ice – a natural element of the children’s physical environment – became an object of wonder and inquiry in the classroom. As the students examined the ice they were inspired to use descriptive words, to ask questions and propose theories about its texture and coldness. As a collaborative group, they decided to find out how long “the big piece of ice” would take to melt. Predictions and theories were made by the students and documented by their teacher. Through out the day many of the students returned to the ice to re-examine it, to alter their original predictions and to revise their theories about it.
The melting ice will engage students in measurement, they will learn about properties of matter and temperature. They will be inspired to write about the ice, using the descriptive words their teacher documented.
And so, the kindergarten students became immersed in the Reggio Emilia inspired teaching practices that is formally being introduced into the Hudson College elementary program. Within the next couple of years, we hope to enrich all of our elementary grades with Reggio inspired pedagogy.
Our Kindergarten program is designed to establish a solid foundation for our students' future academic success, and is based on experiential learning. From the outset, our young learners are seen as intellectually powerful, naturally inquisitive, and innately creative.
We encourage them to share their thoughts and ideas, to collaborate, and to compare and problem solve together.
At Hudson, we have established a Reggio Emilia inspired teaching pedagogy that encourages children to explore, investigate, and grow. The Reggio Emilia approach to teaching originated in Northern Italy and is founded on the belief that children's curiosity about their world, as well as their innate sense of creativity, should guide their learning. Reggio Emilia inspired teachers observe children, support their interests and document their learning in order to reflect on developmentally appropriate ways to help their students expand their knowledge. Long-term collaborative projects connect core academic areas of Language, Mathematics, Science and The Arts.
The following principals guide Hudson College's Reggio Emilia inspired kindergarten program.
The Image of the Child
At Hudson we define our students as capable, imaginative, reflective, knowledgeable, inquisitive learners. Our teachers use the potential in all their students to create learning experiences that are guided by children's interests and talents, while simultaneously meeting curriculum requirements.
Collaboration
Reggio inspired teaching practices depends on collaborative partnerships between parents, teachers and students. Reciprocity of continuous learning takes place between all three partners. Visual documentation of children's learning is made available to the three partners for the purpose of examining the student's learning so as to move it forward.
The Environment
The space in which children learn is defined as the third teacher in Reggio inspired schools. Spaces are intentionally designed for collaborative, inquiry-based work.
The Teacher
The teacher plays a very special role in the children's learning. She is a co-constructor of knowledge, a researcher, a documenter, and an advocate for her students. She makes available the resources for children to engage in their inquiries and guides the learning experiences so that curriculum expectations are mastered.
Projects
Projects are central to children's and teacher's learning experiences. Creativity and critical thinking skills are promoted through hands on projects that inspire discussion. Project ideas come from the children's interests and are tied into the Ontario curriculum expectations.
...The Hudson College Grades 9 to 12 English program is an enriched, incremental and unique curriculum designed to empower students with superior literacy, critical thinking, writing, reading and study skills essential for achieving academic and personal success in both university and in daily life.
The program incorporates Trillium textbooks as well as multiple supplemental texts and media selected to engage students’ interests while teaching them fundamental grammar, sentence forms and kinds, paragraph and essay structure, research and documentation skills, kinds of expository essays, multiple genres and elements of both Canadian and International drama, narration and poetry. By integrating English skills within curriculum content, students enjoy and feel empowered by their learning. Students learn to proficiently identify and apply literary, writing and speaking conventions in the context of all class work, as well as critical thinking, creative problem-solving, reading, writing and study skills that capacitate them to excel.
In order to maximize teaching and learning strategies that benefit each individual student, Hudson teachers test students for their learning styles and multiple intelligences in addition to performing diagnostic skills gap assessments at the beginning of each course. Teachers’ instructional responses, dedicated to closing individual students’ skills and knowledge gaps, meet students’ needs through differentiating instructional and learning strategies, including cooperative, independent and cognitive strategies. Teachers also encourage students to apply particular research-based study techniques that match their individual learning styles and intelligence strengths.
In the event that an individual student’s learning identity requires additional periodic intervention, the Hudson learning skills team then coordinates with the English teacher to provide the student with ongoing coaching and support that helps to ensure academic success.
Throughout each English course, teachers offer comments and administer ongoing assessments that provide students with constructive feedback designed to assist them in realizing learning goals and achieving the success criteria required for the particular English course. This progressive student feedback ensures that students realize proficiency and success in culminating evaluations.
Hudson College English teachers remain up-to-date by participating in professional development programs such as Harvard University’s WIDE World, Ontario College of Teacher’s recommended Additional Qualifications courses, Ministry of Education Development courses and in-house Professional Development programs.
Teachers are encouraged to use problem-based learning so that student work can have a positive impact on both the school and larger communities. Some examples include: participating in cross-curricular humanity programs that utilize critical literacy as a foundation for social action, using drama, research and fundraising as platforms for literacy, creating informative newsletters about community issues, developing literary journals and writing and delivering speeches to invited guests.
Overall, Hudson College’s English program targets and embraces student interests and needs at its core. As Hudson students move on to university they continue to succeed. The Hudson College English program provides a solid foundation that contributes to their success.
In the first week of September 2012, the Grade 3 students at Hudson College were read One Hen: How One Small Loan Made a Big Difference (by Katie Milway). This story, inspired by true events, is about a boy named Kojo who bought a hen with a small loan. The hen’s eggs were sold at market and over time Kojo was able to pay his school fees and eventually open a thriving egg business that employed many people in his poor village in Ghana.
Kojo’s story inspired the Grade 3s to talk about the different experiences children around the world have in how they live. Together, they created a list of the “things” that all children need to be healthy and happy. We agreed that these needs were the basic “rights” of children. The students were pleased to know that they had come up with many of the same rights for children as the United Nations: that children all over the world should have enough food to eat, clean water to drink, a home to live in, doctors and medicine when they are sick, and the opportunity to go to school.
Through different texts the Grade 3 students came to understand that many children around the world did not have their basic needs met. Kojo’s story inspired them to take action - to raise money for loans for families in developing countries so that they could meet the basic needs of their children. A lesson was taught on the use of small loans (provided by organizations like KIVA) to help families in developing countries achieve economic independence.
And so the Grade 3 Hudson College KIVA micro-loan project was launched.
For the rest of the academic year, the Grade 3 students were immersed in a curriculum that focused on the fundamental belief that children as young as 7 and 8 years of age are capable of understanding, and engaging in critical literacy as a foundation for social action – or as the academics call it – critical pedagogy.
The KIVA project provided students with learning experiences that involved them in collaborative work intended to facilitate positive social change. The ideas of democratic responsibility was integrated into social studies, science and language arts through a variety of texts that promoted discussions related to the needs and rights of children.
The culminating task for this yearlong project took place in May 2013. The students turned their classroom into an art gallery by displaying the artwork they had worked on through out the year. They sent formal invitations to their parents and family friends to attend an after school potluck buffet. At the buffet, guests were told about the benefits of micro-loans as a charitable contribution and encouraged to purchase their children’s artwork to create funds for our KIVA project.
Fifteen Grade 3 students raised $430 for KIVA micro-loans and have also learned a great deal about international issues, setting and achieving goals, collaboration, and that they can change the world one step at a time.
By Rose Bastien, Grade 3 Teacher at Hudson College ...
Last week, the grade 7 and 8’s travelled by train to our nation’s capital for four days of political, historical, and cultural excitement. Day-in and day-out it rained on us, but that didn’t hinder our drive to explore this wonderful city. Making our way through the rainy streets, our first adventure was a remarkably terrifying tour of a century old prison-turned hostel. There, the students were led on an exciting, yet terrifying journey through the century old prison cells and were led to the actual gallows where the last Canadian prisoner was sentenced to hang. Quite an experience that sent shivers down everyone’s spines.
We also travelled to the Canadian Museum of Civilization where the students were able to explore firsthand the history of Canada. Next we were off to the National Gallery of Canada where the students were in for a treat when they were exposed to the works of Van Gogh, Monet and Warhol, along with a host of many other famous artists.
Just when we thought it was going to rain on us the whole trip, the sun peaked through just in time for our bike ride along the Rideau Canal. The students had the opportunity to enjoy the scenery while riding along the Canal.
Our students then had the opportunity to see firsthand where Canadian politics actually happen when they visited the Parliament Buildings. Our last tour saw us visit the Canadian War Museum. Of all the places we went, the War Museum had the most powerful effect on the students. They were led through the trenches of World War I, and bore witness to the realities of war. They learned of all the sacrifices Canadian Soldiers made throughout the past century, and they had the chance to speak first-hand with one of Canada’s Veterans; a memory that will stay with them for a long time.
As our voyage was coming to a conclusion, we were led to the beautiful Gatineau Part where we embarked upon a two-hour hike. The kids were not deterred by the unseasonably cold weather, and we all were impressed by the beauty of the landscape that surrounded us. For four days we were treated to the richness Ottawa had to offer; an experience that started in the train station, and ended with all of us leaving with memories that will last forever.
By Mr. Gianniotis, Grade 7 Teacher ...
When choosing an elementary school for our son, we created a short list of schools we were interested in and Hudson College was at the top of that list. We did a lot of on-line research, but the two most valuable tools in helping us make our decision were attending the Hudson College open house and speaking to parents whose children attended the school.
Attending the Hudson College open house provided us with a great opportunity to get an overall sense of the school. We not only toured the facilities, but we met several members of the faculty, had the opportunity to ask questions about the curriculum, and about daily life at the school. We arrived at the open house with a list of specific questions that reflected what was important to us: How is technology used in the classroom? What are the projected class sizes? What extra curricular activities were available? Having a list of prepared questions allowed us to get an understanding of what the school had to offer, and it also helped us to determine whether it was the right school for our son. We realized that attending the open house allowed us to become not only familiar with the curriculum, but get a feel for the school’s atmosphere and community.
After attending the open house, Hudson College referred and connected us to several parents whose children already attend the school. We spoke to several parents who shared their impressions and experiences, which we found to be really helpful. Speaking one-on-one to current Hudson College parents allowed us the opportunity to ask more personal questions—for example, finding out what it was like to integrate into the school, learning a little bit more about the student-teacher relationships, and the overall atmosphere of the school.
Choosing a new school for your child is one of the most important decisions you’ll make as a parent. One size does not fit all, so it’s important to find the right school for your child. Attending an open house, connecting with the individuals who run the school, and speaking to parents whose children are currently enrolled in the school can be extremely helpful when making your decision.
Our son is now in his third year at Hudson College and he is thriving academically and socially. As a parent with a child at the school, I am always happy to speak to prospective parents, as I know how valuable and helpful it was when making our decision.
By Christine L. A Grade 3 Parent at Hudson College ...
Hudson’s first ever AIR, “Artists-in-Residence”, was a school-wide event recently held in Hudson’s gym. The event was organized by the high school Arts Club, including both staff and students. The idea came from a desire to further enhance arts education at the school in a way that the entire school could be actively involved in celebrating the importance of the arts, not just in school, but in society as a whole. The intent was to provide a forum where students, those with experience and skills in the arts and those without any background in the arts, could come together and express themselves through a variety of different media. Painting, music, dance, poetry, photography, and film were the focus of this year’s event.
Hudson’s gym was turned into a giant artist’s workshop. The walls were covered with large pieces of paper and paint stations were set up to encourage students to paint in a variety of different colours and forms. Mrs. Kopplin, the high school’s art teacher, gave students tips and strategies on creating different types of art including Pointillism and Pop Art, as students experimented with different forms and ideas. In the center of the gym a dance performance, led by Ms. Shannon’s student belly dance troupe, performed a variety of tribal belly dance routines, wearing beautiful costumes they had designed themselves, taken from Ms. Shannon’s vast costume collection. A microphone was also set up to create an “open mic”, where students could sing, read a poem, or tell a story for the entire room to hear. A variety of poems and literary works were also provided for students to read if they didn’t have work of their own.
Two weeks prior to the event the entire school was encouraged to begin submitting their art work, including poems, photographs, paintings, and sculpture, so it could be put on display or performed in the gym during AIR. On stage, a group of students performed music they had been practicing for weeks. A box filled with smaller instruments, including cymbals and drums, was also provided for any other students who wished to sit down and join the band. Projected on the wall throughout the event was a slide presentation of student-taken photographs and artwork. It’s important to emphasize that all these activities were going on at the same time.
While this event was taking place, each high school class was brought into the gym, one at a time, in order to witness and actively participate in this happening. Students were encouraged to pick up a paint brush, a musical instrument, take pictures, join in the dance performance, or read something into the live microphone, so each student could have an opportunity to become part of the creative process and part of the art itself.
A key purpose of this event was to allow for improvisation, and to create an “arts-friendly” space where students would be able to draw inspiration from each other to create and express themselves. It proved to be a great success, with students dancing and singing while they painted, watching the dance performances, the slide show, reading poems aloud, and taking photographs of each other. In order to document the creative chaos taking place, a group of students acted as a film crew, filming students and teachers while they participated, and interviewing the participants on why they believe the arts are an important part both of education, and a means of enriching our lives. Hudson’s staff and students proved that regardless of our cultural or artistic background, everyone can create in some form, and in the words of one philosopher, we all have the opportunity to “live our lives like a work of art”.
By Mr. Monteith ...
With over 35 years’ experience as an educator in schools and universities, I understand the importance of personalizing student programming to meet each learner’s individual needs. At Hudson College, we provide academic and co-curricular programs designed to develop every student’s abilities and successfully transition to the next stage of education and life.
Hudson is a place where dedicated, highly qualified teachers and staff work to see that students at every level are provided with a nurturing, challenging and engaging experience every day. Starting from our Kindergarten program through Grade 12, our enriched program always encourages students to strive for the betterment of themselves and the wider community.
Some say it’s all about what you learn; I say first it’s all about how you are treated and nurtured in that learning environment ‒ only then will successful learning follow. Please visit our College to see how our smaller class sizes, well-balanced academics and supportive teachers make the difference to all our students; I look forward to meeting you soon.
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