Hudson College

About Hudson College

Hudson College is a non-denominational, co-ed JK–12 day school situated on a 4.5-acre campus in central Toronto. Recognized for our excellence in delivering a challenging and balanced curriculum, we ensure that learners receive the individual attention needed to develop their unique strengths and interests. Our diverse, inclusive community encourages lively dialogue, academic curiosity, and active participation in co-curricular activities.

Enriched, balanced Ontario curriculum
Dedicated, highly qualified teachers
Reggio Emilia-inspired JK and SK
Engaging clubs, co-curricular activities
Mobile labs with iPads and laptops
SSAF Athletics
AIM French
Hot lunch program (in-house)
Before and after-school care
100% university placement rate

Our Take: Hudson College

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.

Enriched, balanced Ontario curriculum
Dedicated, highly qualified teachers
Reggio Emilia-inspired JK and SK
Engaging clubs, co-curricular activities
Mobile labs with iPads and laptops
SSAF Athletics
AIM French
Hot lunch program (in-house)
Before and after-school care
100% university placement rate

Reviews

The Our Kids Review

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

User-submitted reviews

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Mastering the basics
Nicolette Linton - Parent (Jan 23, 2018)

My daughter is in her fifth year at Hudson College (she joined in Grade One from a French Immersion ... — Read full review

"They both love going to school."
James Hyslop - Parent (Jan 23, 2018)

It starts every morning when I drop my children (grades 7 &2) off at school in the morning. They ru... — Read full review

"nothing but supportive since my first day here"
Daniel DeBarros - Student (May 03, 2018)

My experience at Hudson College has been nothing but wonderful. Coming from a rather large school wi... — Read full review

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Location and Busing

21 Ascot Avenue, Toronto, Ontario, M6E 1E6

School Busing:

Hudson College offers bus transferring. Service options offered are regular rider, door-to-door pickup .

Additional notes: Our bus route limited; please contact our Admissions team for details.

Bus map:

Gallery

School Life Gallery

Gallery showcasing school life and general photos of Hudson College.

School Facilities Gallery

Gallery showcasing specific locations and facilities found at Hudson College.

Athletics facilities

Arts facilities

Campus

Classrooms

Science facilities

Instructional resources

Shared spaces

Promotional video for Hudson College.

Academics

Academics Summary: [Hide summary]

Curriculum: Traditional, Reggio Emilia
- Mathematics: Equal Balance
- Early Reading: Balanced Literacy
- Writing: Equal balance
- Science: Equal Balance
- Literature: Equal Balance
- Social Studies : Core Knowledge
- Humanities and Social Sciences : Equal Balance
- Foreign Languages: Equal Balance
- Fine Arts: Creative
- Computers and Technology: Medium integration
- Physical Education:
- Advanced Placement courses :
- Sex and health education: Not Ontario curriculum
Preschool/K Curriculum: Reggio Emilia
Curriculum Pace: Standard-enriched
Academic Culture: Rigorous
Developmental priorities: Intellectual
Special needs support: No support
Gifted learner support: In-class adaptations
Language: English
Homework Policy:
Report Card Policy:

Curriculum Traditional, Reggio Emilia
[Show definition of Curriculum]

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

Curriculum approach at Hudson College : Traditional, Reggio Emilia
Hudson College has a Traditional, Reggio Emilia approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional, Reggio Emilia?]
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 uni?ed 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 - 43%
Liberal arts - 16%
Progressive - 25%
Montessori - 15%
Reggio Emilia - 0%
Waldorf - 1%

Hudson College has a Reggio Emilia approach to secondary curriculum.

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).

What Hudson College says: Hudson College takes a Humanistic approach to curriculum and is rooted in the progressive philosophy and child-centered movement. Developing every individual into an well-rounded, responsible community member is the prime consideration in our teaching practices. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art and drama. Our teachers are facilitators and provocateurs of knowledge, encouraging critical thought, questioning and self-reflection, while also promoting cooperative and independent learning. Our Preparatory Program in the Middle Years (Grades 6–8) gives special attention to the ‘soft skills’ (organization, self-advocacy, note taking, study skills, collaboration, communication) needed for success in the Upper School and university. Our Grade 9 and 10 students benefit from a supervised study period every day during the first two semesters, as well as tailored workshops to further support effective work habits.

Approach:

Focus

Academic
Pedagogies and subject courses:

Mathematics Equal Balance

Mathematics approach at Hudson College : Equal Balance
Hudson College 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 - 26%
Discovery math - 7%

What Hudson College says: Based on the results of an extensive review of different mathematics programs, Hudson College uses Saxon Math for its elementary division. Saxon Math ensures foundational mastery in underlying mathematical procedures and promotes the accurate use of mathematical language. As well, Saxon Math uses "Investigations" to engage students in thinking critically about mathematical problems and concepts. The Upper School mathematics program delivers the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking with regular opportunities for discovery through proofs, manipulatives and technology. Hudson College uses a balanced approach between exploratory methods and formal methods, where the latest technologies are utilized for exploring the wide range of mathematical applications while providing foundational mastery for the development of mathematical fluency.

Textbooks and supplementary materials: Saxon Math from Kindergarten through Grade 8

Calculator policy: This information is not currently available.

Early Reading Balanced Literacy

Early Reading approach at Hudson College : Balanced Literacy
Hudson College 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 - 53%
Phonics-intensive - 45%
Whole language - 2%

What Hudson College says: At Hudson College, reading and writing is introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is a focus of our elementary language program.

DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.

What Hudson College says: Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8.

Writing Equal balance

Writing approach at Hudson College : Equal balance
Hudson College 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 - 78%
Systematic approach - 10%
Process approach - 12%

What Hudson College says: Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.

Science Equal Balance

Science approach at Hudson College : Equal Balance
Hudson College 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 - 66%
Expository - 6%
Inquiry - 28%

Teaching approach: In our Primary grades, Science is inquiry-based. Most lessons focus on acquiring skills and knowledge through hands-on experiences. In our Elementary grades (5 - 8) Hudson utilizes Equal Balance teaching practices, hands-on experimentation and supports direct-instruction of scientific theory. Formal lab report writing is utilized in preparation for high school science. The Upper School Science program at Hudson follows an equal balance approach, with equal emphasis placed on inquiry-based learning and on knowledge acquisition through a variety of instructional methods. The Ontario Curriculum is covered thoroughly; areas of general interest to the students are explored in greater detail. Experiments are thoughtfully designed to enrich the students’ learning and give experience with instrumentation, procedures and lab reporting skills that will be utilized in their futures beyond Hudson. Students will leave Hudson with a deeper understanding and appreciation for the world around them.

Topics covered in curriculum:

Subject offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Treatment of evolution:

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

Literature Equal Balance

Literature approach at Hudson College : Equal Balance
Hudson College 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 - 73%
Traditional - 23%
Social justice - 4%

What Hudson College says: This information is not currently available.

Social Studies Core Knowledge

Social Studies approach at Hudson College : Core Knowledge
Hudson College 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 Hudson College says: In our primary grades social studies is a thematic approach with a focus on expanding communities. As students move through the elementary social studies curriculum, the focus is core knowledge. Art and drama enhances the social studies program in all elementary grades.

Humanities and Social Sciences Equal Balance

Humanities and Social Sciences approach at Hudson College : Equal Balance
Hudson College has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).
[Show: About Equal Balance?]
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

Humanities and Social Sciences at schools on OurKids.net

Equal balance - 79%
Perennialism - 11%
Pragmatism - 10%

What Hudson College says: In Grade 7 and 8, History and Geography take on both a perennialist and pragmatic approach depending on the specific topic of study in relation to the Ontario curriculum. Hudson College’s Upper School Social Sciences and Humanities Department employs equal balance overall. Where strong foundations and core knowledge (“cultural literacy”) are concerned vis-à-vis theory and pioneers, perennialism is emphasized. Similarly, when making these theories and innovators relevant to real-life and progressive in nature, a more pragmatic approach is emphasized as necessary.

Foreign Languages Equal Balance

Foreign Languages approach at Hudson College : Equal Balance
Hudson College has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual , Communicative approach).
[Show: About Equal Balance?]
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

Foreign Languages at schools on OurKids.net

Equal balance - 61%
Audio-lingual - 2%
Communicative - 37%

What Hudson College says: In the Primary and Junior grades, students develop their French communication skills in part with the AIM program: proficiency with speaking, listening, reading, and writing is fostered through scaffolded techniques based on story-telling that features high-frequency vocabulary. In the intermediate years, students follow the Trillium-listed Odyssée series, wherein learning situations are presented with engaging themes and a wide variety of text forms designed to promote authentic communication in French. In our Upper School, students are taught the foundation of the French language using the rules of grammar and are then encouraged to use what they have learned based on structure and rules to express themselves in the most natural way in both spoken and written form. The goal is for the learner to show that s/he comprehends the language by means of natural use.

Fine Arts Creative

Fine Arts approach at Hudson College : Creative
Hudson College has a Creative approach to Fine Arts (as opposed to Receptive , Equal Balance approach).
[Show: About Creative?]
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.

Fine Arts at schools on OurKids.net

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

Program offers:

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

Visual studio philosophy:

Expressive
Disciplined

What Hudson College says: In middle school, the art program focuses on creating a sense of curiosity, creativity and confidence in students. This involves exposing students to art through trips to galleries, inviting in guest artists from the community and being challenged to think about the importance of art in the world. The creative process and experience not only develops critical thinking skills, but is also an outlet for students to express themselves in different ways, while building confidence in themselves. The Upper School Visual Art program at Hudson College takes a balanced approach to developing observational, technical and critical thinking skills. The creative process not only fosters imagination and innovation, but further develops the ability to solve complex problems. Working in a broad range of media helps to build students confidence and creates an environment where they are encouraged to grow and take risks.

Computers and Technology Medium integration

Computers and Technology approach at Hudson College : Medium integration
Hudson College 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 - 47%
Light integration - 23%
Heavy integration - 30%

What Hudson College says: This information is not currently available.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What Hudson College says: Our athletic program provides students with important life skills whether they play on competitive or intramural / house-league teams. Team and individual sports play a vital role in developing one’s physical, intellectual, social and emotional well-being. In addition to these benefits, athletic participation helps students develop self-confidence, sportsmanship, co-operation, discipline, commitment, pride and resiliency. At Hudson, we offer a wide variety of competitive and recreational sporting experiences for our students. Our students are encouraged to find their passion through physical activity and athletic involvements which will in turn compliment their academic endeavours as our students learn the value of hard work, commitment and discipline.

Advanced Placement courses

This information is not currently available.

Sex and health education Not Ontario curriculum

Sex and health education approach at Hudson College : Not Ontario curriculum
Hudson College has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]
The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.

Sex and health education at schools on OurKids.net

Does not follow prrovincial curriculum - 46%
Follows provincial curriculum - 54%

Approach to sex and health education:
Hudson College 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.

Hudson College '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

Advanced Placement courses

Sex and health education
Preschool/K Curriculum Reggio Emilia

[Show definition of Preschool/K Curriculum]

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

Preschool/K Curriculum approach at Hudson College : Reggio Emilia
Hudson College has a Reggio Emilia approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Academic approach).
[Show: About Reggio Emilia?]
Reggio Emilia programs aim 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. Projects 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. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.

Preschool/K Curriculum at schools on OurKids.net

Reggio emilia - 5%
Play-based - 19%
Montessori - 31%
Waldorf - 2%
Academic - 43%

What Hudson College says: Hudson uses a Reggio Emilia-inspired teaching pedagogy that encourages children to explore, investigate and grow. With the belief that children’s curiosity and innate sense of creativity should guide their learning, teachers engaging a Reggio approach observe children, support their interests and document learning to reflect on developmentally appropriate ways of expanding students’ knowledge. Long-term collaborative projects connect core academic areas of Language, Mathematics, Science and the Arts.

Focus
Academic

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

Subject	offered
Computer science
Robotics
Web design

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.

Curriculum Pace approach at Hudson College : Standard-enriched

Hudson College 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 - 57%
Accelerated - 16%
Student-paced - 27%

What Hudson College says: Hudson College adheres to the Ontario Curriculum. As well, our teachers engage in ongoing student assessment so as to enrich our students' learning experience by covering topics more in-depth and with more vigor. This is evident in our language programs that promote critical thinking and higher level writing skills.

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 Hudson College says about flexible pacing: This information is not currently available.

Academic Culture Rigorous

[Show definition of Academic Culture]

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

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

Academic Culture at schools on OurKids.net

Rigorous - 46%
Supportive - 54%

What Hudson College says: Hudson College promotes a strong academic culture. We provide ongoing assessment of our students to ensure that we exceed provincial standards in math, reading and writing skills. Developmental Reading Assessments (DRAs) – administered twice yearly; and the Canadian Test of Basic Skills (CTBS) – administered mid –year; continuously confirm our high academic achievements in relation to provincial or national standards. Hudson College students understand that high academic performance is necessary to gain entrance into competitive university programs. To-date, Hudson graduates have experienced a 100% percent acceptance rate into the post-secondary programs of their choosing.
Developmental priorities Intellectual

[Show definition of Developmental priorities]

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

Primary Developmental Priority: Intellectual

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

Secondary Developmental Priority: Balanced

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

What Hudson College says: Hudson College is proud to help our students develop into independent, self-advocating, intelligent, global-minded individuals. While we promote independence in thought and action, our students also develop a strong sense of responsibility to their school, local, and global community. This strong sense of responsibility towards others is developed through the inclusion of topics that promote social awareness. Through a number of experiences, we equip our students with a strong sense of character, dedication to community, and leadership skills, preparing them to take on leadership roles in a variety of future life and career opportunities.

Special needs support No 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.

Hudson College offers No support

Hudson College offers no/limited support for students with learning difficulties or special needs.

Academic Support:

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

Mild but clinically diagnosed ADHD:

Subject Ttype	offered
Accommodations
Modifications
Extra support

A - Forms of Support

Accommodation:

Modification:

Remediation:

B - Environments

Indirect Support:

Resource Assistance:

Withdrawal Assistance:

Partial Integration:

Full-Time Class:

Special NeedNeed

Forms of SupportA

EnvironmentsB

ADHD

Learning disabilities

Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
Developmental

Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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.

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: 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.)

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 Hudson College says: This information is not currently available.

Language English

Hudson College 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.

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

Nightly Homework

	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	5 mins	7 mins	15 mins	17 mins	23 mins	29 mins	34 mins	40 mins	51 mins	56 mins	69 mins	80 mins	96 mins	109 mins

What Hudson College says about their flipped classroom policy: This information is not currently available.

Report Card Policy

[Show definition of Report Card Policy]

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

How assessments are delivered across the grades:

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

Extracurriculars

[Show definition of Extracurriculars]

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

Sports Offered	CompetitiveComp	RecreationalRec
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

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

	JK	SK	1	2	3	4	5	6	7	8	9	10	11	12
Day (Domestic)	$15,600

What Hudson College says about their tuition: The annual $600 Activity and Materials Fee covers some transportation, EdTech equipment/software, Phys-Ed equipment, and certain co-curricular activities and programs. It does not cover uniforms, Upper School textbooks, after-school care, hot lunch, some transportation costs, admission fees to events, field trips and venues, overnight trips, or the full cost of the Lower School skating program.

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%

Need-based financial aid

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

Application Deadline:

Rolling deadline Repeats annually

More information:

www.applefinancialservices.ca

Application Details:

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.

Merit based Scholarships

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. 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

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

Enrollment

[Show definition of Enrollment]

Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	JK to Gr. 12	Coed	Day	350

Additional Statistics:

Total enrollment	350
Average enrollment per grade	25
Average class size	15 to 20
Gender (grades)	JK to Gr. 12 (Coed)
Boarding offered	No

International Students:

Percentage of students are international students	20%
Number of different nationalities within student population	30
Five-day boarding programs offfered

Student distribution:

	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

Admission

[Show definition of Admission]

Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		JK - 12
SSAT
SSAT (out of province)
Entrance Exam(s)		JK - 9
Entrance Essay		9 - 12
Application Fee

Application Deadlines:

Day students: Rolling

What Hudson College says:

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:

JK - A half-day visit (JK's may also visit for a full day)
SK – Grade 8: A full-day visit and entrance assessment
Grade 9: Entrance assessment and interview
Grade 10 – 12: An interview

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.

Acceptance

Acceptance Rate: 77%

Type of student Hudson College is looking for:
The type of student Hudson College is looking for is a well-rounded individual, capable of meeting the challenges of a strong academic program yet whom values having time to develop other interests and abilities through participation in a variety of clubs and activities. Hudson students appreciate a balanced learning environment in which to be fully engaged in their school community, while also focused on academic and personal excellence. Our motto is “Be Yourself”, and we strive to teach our students that through their personal development, they will find their true passions, and have the courage to follow their own path to success.

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

University Placement

[Show definition of University Placement]

Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.

Services	Offered
Career planning
Internships
Mentorship Program
University counseling

Key Numbers
Average graduating class size	50
*Canadian "Big 6" placements	17
**Ivy+ placements	1

*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)

Schools our students attend (last 4 years): • Brock University • Carleton University • Lakehead University • Laurentian University • McMaster University • Nipissing University • OCAD University • Queen's University • Ryerson University • Trent University • University of Guelph • UOIT • University of Ottawa • University of Toronto • University of Waterloo • University of Windsor • Western University • Wilfrid Laurier University • York University • Dalhousie University • McGill University • Mount Allison University • Simon Fraser University • University of Alberta • University of British Columbia • University of Calgary • University of Manitoba • Bishop's University • Concordia University • University of Regina • University of Victoria • Baylor University (USA) • New York Film Academy (USA) • Parsons The New School for Design (USA) • Purdue University (USA) • Rutgers University (USA) • School of the Art Institute of Chicago (USA) • University of California, Berkeley (USA) • University of California, Irvine (USA) • University of Florida (USA) • University of Houston (USA) • University of Texas at Austin (USA) • Chulalongkorn University (Thailand) • Dow International Medical College (Pakistan) • FIFA, Singidunum University (Serbia) • IE (Instituto de Empresa) University (Spain) • ISEFAC Bachelor Business School (France) • ITESM University (Mexico) • Musashino Art University (Japan) • Tecnologico de Monterrey (Mexico) • Universidad Autonoma del Estado de Morelos (Mexico) • Universidad La Salle de Mexico (Mexico) • University of Le Harve (France) • Universidad Nacional Autonoma de Mexico (Mexico) • Universidade de Sao Paulo (Brazil) • University of Sussex (UK)

What Hudson College says:

Since the inception of the school, 100% of Hudson students have been accepted to many outstanding post-secondary institutions in Canada and abroad. To date, Hudson Alumni have attended 61 universities and over 120 programs. Our distinguished university acceptance record can be attributed to the dedication of our teaching staff, the commitment of our students, a large range of extra-curricular involvement opportunities provided to students and small class sizes. In addition, each student is given personal assistance during the university application process. Hudson graduates have also selected a dynamic range of post-secondary programs, which is a testament to our continued commitment to providing students with a balanced curriculum. We are proud to say that a relatively equal number of female and male graduates have attended a myriad of programs in STEM, Liberal Arts. Business and Fine Arts fields. Our graduates have seized the many academic and extracurricular opportunities that Hudson College has offered over the course of their high school career. They are well on their way to becoming motivated and vibrant individuals who will make positive contributions to our society. We look forward to their future journeys and we wish each student happiness and success.

Stories & Testimonials

Below, find stories and testimonials about Hudson College.

FUNdraising Week at 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!
...
Tokens4Change

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

...
We Day 2015

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!
...
March 2014 – Hudson High School – Europe Trip

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 Reggio Emilia Inspired Approach to Teaching

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.
...
Hudson College Grades 9 to 12 English Program

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.

...
THE HUDSON COLLEGE GRADE 3 KIVA PROJECT

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 ...
Grade 7 & 8 Trip to Ottawa

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 ...
Hudson College: How Attending an Open House Can Be an Invaluable Tool When Choosing A School

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 ...
A.I.R Artists in Residence 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 ...

Principal's Message

Mr. Jack Bavington, Principal

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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