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Queen Ethelburga's Collegiate:
The Our Kids Report > Academics
Grades Nursery/Toddler TO Gr. 12 — York, United Kingdom (Map)

Queen Ethelburga's Collegiate:

Queen Ethelburga's Collegiate ACADEMICS & EXTRACURRICULARS

Curriculum Traditional

[Show definition of Curriculum]

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

Curriculum approach at Queen Ethelburga's: Traditional

Queen Ethelburga's has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).

[Show: About Traditional?]

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

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

International curriculum & programs at Queen Ethelburga's: Duke of Edinburgh's Award, British National Curriculum

What Queen Ethelburga's says about their overall curriculum and approach:

Lessons at QE employ a variety of different teaching styles and techniques, as our teachers recognise the varying needs and learning approaches of our students. With an emphasis on enjoyment, love of learning and an aspirational approach to gaining qualifications and skills, our teachers and students work in partnership to maximise success in the classroom. Close links between teaching staff and our Co-Curricular team allow students to develop their love of a subject by taking part in practical activities, residential trips and charitable endeavours, in order to understand the application of the skills they have learnt in real life.



Pedagogies and subject courses:

  • Mathematics

    Traditional Math

    Mathematics approach at Queen Ethelburga's: Traditional Math

    Queen Ethelburga's has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).

    [Show: About Traditional Math?]

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

    Mathematics at schools on
      Traditional math - 27%
      Discovery math - 5%
      Equal balance - 68%

    What Queen Ethelburga's says:

    Mathematics is a core subject from the age of 11. We follow a cyclical mathematical curriculum throughout, so previous years' learning is reviewed each year and then new content is taught. All four aspects of mathematics (number, shape and space, geometry and data handling) are taught each year. Examination questions can combine multiple aspects of the curriculum, and also require the use of logical thought and reasoning to answer questions requiring the use of inference, interpretation and evaluation. In the Sixth Form, AS and A Level Mathematics courses include the study of pure mathematics, statistics and mechanics. Students can take A Levels in both Mathematics and Further Mathematics with multiple groups in both subjects. Lessons could contain teacher led activities (teaching new content), student led activities (group or paired work), book work (answering questions) or any combination of these.

    Textbooks and supplementary materials:

    We use the textbooks that are aligned to the Examination Boards for mathematics and to ensure that all relevant material is covered.

    Calculator policy:

    All students are expected to bring a calculator to every maths lesson, as they are required in the majority of examinations.

  • Early Reading


    Early Reading approach at Queen Ethelburga's: Phonics-intensive

    Queen Ethelburga's has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).

    [Show: About Phonics-intensive?]

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

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

    What Queen Ethelburga's says:

    Children are taught the initial phonic sounds rather than letter names, these are done in a specific order in relation to the frequency that they are used in building words. Children then learn to blend sounds together to read whole words.

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

    What Queen Ethelburga's says:

    This information is not currently available.

  • Writing

    Equal balance

    Writing approach at Queen Ethelburga's: Equal balance

    Queen Ethelburga's 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
      Equal balance - 78%
      Systematic approach - 10%
      Process approach - 12%

    What Queen Ethelburga's says:

    When teaching writing, the children learn all of their sounds including digraphs and trigraphs which they then use in the early stages of writing. Alongside this they have writing opportunities in all areas of provision within the Early Years Setting.

  • Science

    Equal Balance

    Science approach at Queen Ethelburga's: Equal Balance

    Queen Ethelburga's 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
      Equal balance - 70%
      Expository - 5%
      Inquiry - 25%

    Teaching approach:

    All students follow a core science curriculum throughout the school. From Grade 6 upwards they are taught biology, chemistry and physics as distinct lessons each week with a good balance between theoretical and practical work. At age 14, we offer GCSEs in the separate sciences as well a Trilogy Science option covering all three sciences and worth two GCSEs. Some students undertake a more vocational BTEC course which is more closely linked to science in the workplace and real world. In the Sixth Form, A Levels in Biology, Chemistry and Physics are very popular options leading to many of our students going onto study Engineering or Medicine. We offer supercurricular medicine classes to help prepare students for future medical careers and give them an insight into ethical issues and practical science.

    Treatment of evolution:

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

    Topics covered in curriculum:

  • Literature


    Literature approach at Queen Ethelburga's: Traditional

    Queen Ethelburga's has a Traditional approach to Literature (as opposed to Social Justice, Equal Balance approach).

    [Show: About Traditional?]

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

    Literature at schools on
      Traditional - 22%
      Social justice - 3%
      Equal balance - 75%

    What Queen Ethelburga's says:

    The English Literature programme is integrated with the Language programme. Whilst it is traditional to a large degree as we aim to give students the skills to decode and respond in an appropriate manner (both verbally and in writing), it is also used as a springboard for the exploration of wider issues – gender roles, colonialism, and so forth. Students are encouraged to develop resilience and independence in their study of texts, and are given opportunities to follow their own interests, to work collaboratively and to present ideas to their peers in an appropriate format that can be chosen by themselves. All students cover English Literature as part of the English curriculum throughout the school to the age of 16, with many taking Literature as a separate GCSE. In the Sixth Form, students can choose to take an A Level in English Literature or English Language.

  • Social Studies

    Core Knowledge

    Social Studies approach at Queen Ethelburga's: Core Knowledge

    Queen Ethelburga's 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
      Core knowledge - 40%
      Expanding communities - 28%
      Thematic - 32%

    What Queen Ethelburga's says:

    We aim to provide our learners with an understanding of the world they live in, how it has been shaped and the important issues facing us as we look to the future. By involving students in current affairs, we promote the idea of questioning our past and reflecting our place in today's world. All students in Grades 5 to 7 have one lesson of History and Geography each weeks. In Grade 8 students are able to pick both history and/or geography as part of an extensive options programme where they are able to devote more time to these subjects and develop skills in preparation for further study at GCSE. Whilst inspiring students with a thorough academic study of the subjects, we encourage the students to broaden their understanding with field trips, including coastal erosion of the North Sea and the limestone cliffs of the Yorkshire Dales.

  • Humanities and Social Sciences

    Equal Balance

    Humanities and Social Sciences approach at Queen Ethelburga's: Equal Balance

    Queen Ethelburga's 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
      Equal balance - 82%
      Perennialism - 8%
      Pragmatism - 10%

    What Queen Ethelburga's says:

    In geography, theme-based topics like earthquakes and volcanoes are mixed with real world location studies. In history, students study a range of time periods and important key events that still resonate in the modern world such as World War II and the Holocaust. Relevant skills of enquiry, interpretation and application are developed alongside content to prepare for external examinations. The humanities department seek to challenge students to achieve the highest levels of progress. Lessons are both interesting and dynamic. We aim to prepare our students for the full range of experience that the world has to offer. This includes not only the world of work, but cultural enrichment and an enhanced understanding of humanity.

  • Foreign Languages


    Foreign Languages approach at Queen Ethelburga's: Communicative

    Queen Ethelburga's has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).

    [Show: About Communicative?]

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

    Foreign Languages at schools on
      Communicative - 34%
      Audio-lingual - 3%
      Equal balance - 63%

    What Queen Ethelburga's says:

    Students in Grade 5 study French, German and Spanish on a carousel basis before picking one of these languages to specialise in from Grade 6. Highly competent linguists are able to take a second modern foreign language. Chinese is also available for study as either a first language or an introductory course. As students advance they gain a full understanding of the grammar and linguistic structures needed to succeed in the languages they have chosen. We aim to raise students’ awareness of other cultures and the world beyond their experience by showing students how small the world has become, and how more than one language can better equip them within it. The Modern Foreign Languages department is equipped with a dedicated language lab where students can access authentic materials and practise their listening techniques. A high proportion of our teachers are native speakers of the language they teach.

  • Fine Arts

    Equal Balance

    Fine Arts approach at Queen Ethelburga's: Equal Balance

    Queen Ethelburga's has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).

    [Show: About Equal Balance?]

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

    Fine Arts at schools on
      Equal balance - 65%
      Receptive - 2%
      Creative - 33%

    Program offers:

    Graphic Design
    Visual Arts

    Visual studio philosophy:


    What Queen Ethelburga's says:

    Creative Arts Department is compulsory for all students to the age of 14 and thereafter is offered at GCSE, BTEC and A Level. It is a mix of both receptive and creative learning. We develop creative thinkers with the ability to express themselves through visual, spoken, musical, creative language, and question the world around them. Our aim is that all students grow in a range of artistic skills, in areas as diverse as music and music technology, performance, acting, dance, stage management, art and design, photography, fashion, 3D design and digital design. We aim for students to become assured communicators with the ability and confidence in presenting their ideas. Opportunities are supported by our committed and nurturing staff, many of whom are also practicing professionals and our excellent facilities – including our 250-seat professional theatre, the music performance and practice rooms, art studios, digital photography suite, darkroom and workshops.

  • Computers and Technology

    Medium integration

    Computers and Technology approach at Queen Ethelburga's: Medium integration

    Queen Ethelburga's 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
      Medium integration - 52%
      Light integration - 17%
      Heavy integration - 31%

    What Queen Ethelburga's says:

    All students to age 14 have compulsory lessons in Computing and Computer science. They also have lessons in Design Technology. From the age of 14, these subjects are optional with GCSEs, A Levels and BTEC qualifications all available. Within computing, the curriculum covers hardware, software, algorithms and programming. It also looks at issues of cyber security and data privacy. Students will learn how to program in different languages and to use this in robotics and web design. Beyond the specific computing courses, all students are asked to bring their own devices to school to use throughout academic lessons. Students' digital literacy is built up in the use of word processing, spreadsheets and presentation software, as well as using the internet safely and productively to assist with learning. Where possible, technology is used to enhance learning in the classroom with the use of Smartboards and other tools.

    Program covers:

    Computer science
    Web design
  • Physical Education

    What Queen Ethelburga's says:

    All of Queen Ethelburga’s students follow a sports programme with the values of fair play, honesty and determination at its heart. Health and fitness is a vital part of school life for QE students with many continuing with sport and exercise, either recreationally or as a route of study. The facilities on campus are outstanding, with the recent development of our dedicated Sports Village, to which all students have additional access outside of formal school hours. Staff cater for all abilities and encourage each student to enjoy all the fantastic opportunities on offer during their time at QE.

  • Advanced Placement courses

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

    - curriculum

    Sex and health education approach at Queen Ethelburga's: - curriculum

    Queen Ethelburga's has a - curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

    [Show: About - curriculum?]

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

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

    Approach to sex and health education: Mostly value-neutral

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

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

    What Queen Ethelburga's says:

    Relationship and sex education is an integral part of the Personal Development curriculum. It is taught with due regard to moral considerations, family life (in its widest definition) and with respect to a diversity of cultures, sexual identity, and orientation. The education provided is age appropriate, inclusive, and respectful of background and belief. The important values are love, respect, and care for each other. Effective sex and relationship education does not encourage early sexual experimentation. It should teach young people to understand human sexuality and to respect themselves and others. It enables young people to mature, to build up their confidence and self-esteem and understand the reasons for delaying sexual activity. Furthermore, it dovetails with other pastoral, behaviour, safeguarding policies, placing the welfare of the child at the centre of the education received.

Preschool/K Curriculum Academic

[Show definition of Preschool/K Curriculum]

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

Preschool/K Curriculum approach at Queen Ethelburga's: Academic

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

[Show: About Academic?]

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

Preschool/K Curriculum at schools on
  Academic - 43%
  Play-based - 24%
  Montessori - 24%
  Waldorf - 2%
  Reggio emilia - 7%

What Queen Ethelburga's says about their preschool/K curriculum approach:

We promote the concept of 'Magic Moments', which are short bursts of planned activities that enable the practitioners to concentrate on key aspects of the Early Years Foundation Stage (EYFS) curriculum and to work on individual children's next steps. We also provide excellent opportunities for children to develop above and beyond the standard curriculum with opportunities to begin learning a modern foreign language, to undertake expert music teaching and to access our superb sporting facilities for regular swimming, dance and multi-skills sessions. All our extra learning opportunities are carried out by specialist qualified professionals.

Language English

Learn about Queen Ethelburga's Collegiate's languages of instruction and enrolment.

Queen Ethelburga's offers English as the primary language of instruction.

Language of enrolment include: English

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 Queen Ethelburga's: Standard-enriched

Queen Ethelburga's 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
  Standard-enriched - 59%
  Accelerated - 18%
  Student-paced - 23%

What Queen Ethelburga's says about their curriculum pace:

Students choose from over 100 Enrichment Activities from the following categories : Community, Creativity, Culture, Health & Exercise and Leadership. We work with students to make sure that the activities enable them to make the most of the opportunities and develop their knowledge, skills and experience beyond the classroom.

Flexible pacing style

Type Offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What Queen Ethelburga's says about their 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 Queen Ethelburga's: Rigorous

Queen Ethelburga's 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
  Rigorous - 50%
  Supportive - 50%

What Queen Ethelburga's says about their academic culture:

Academic standards at Queen Ethelburga’s are exceptionally high and lead to outstanding results. Our flexible curriculum, innovative and dynamic teaching, excellent facilities and professional staff ensure all students have the maximum chance of success in their studies. However, we believe that our approach nurtures something just as important; the personal and social skills that our students will benefit from for the rest of their lives.

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 Queen Ethelburga's says about their developmental priorities:

Alongside academic success, we aim to provide a holistic education which supports students to develop their knowledge, skills and experience beyond the classroom. Lessons at QE employ a variety of different teaching styles and techniques, as our teachers recognise the varying needs and learning approaches of our students. With an emphasis on enjoyment, love of learning and an aspirational approach to gaining qualifications and skills, our teachers and students work in partnership to maximise success in the classroom.

Special needs support

[Show definition of Special needs support]

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

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

Special NeedNeed
Forms of SupportA
  • 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.
    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.
    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
    Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
    Asperger's Syndrome
    On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
    Down syndrome
    his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
    Intellectual disability
    This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
    Williams syndrome
    This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
    Fetal Alcohol Spectrum Disorder (FASD)
    Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
  • Behavioral and Emotional
    Troubled behaviour / troubled teens
    roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
    Clinical Depression
    This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
    Clinical anxiety
    This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
    Suicidal thoughts
    This involves persistent thoughts about ending one's life.
    Drug and alcohol abuse
    This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
    Oppositional Defiant Disorder (ODD)
    This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
  • Physical
    Multiple sclerosis
    This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
    Cerebral palsy
    his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
    Muscular dystrophy
    Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
    Spina Bifida
    This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
    Dyspraxia (Developmental Coordination Disorder)
    This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
    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."
    Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
    Cystic Fibrosis
    Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
    Multiple physical
    Accommodating a wide range of physical conditions and disabilities.

Read our guide to special needs schools and special education

Academic support

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

Mild but clinically diagnosed learning disabilities

Extra support

Additional support

Social skills programs
Occupational therapy
Speech-language therapy

Gifted learner support No Support

[Show definition of Gifted learner support]

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

Curriculum Delivery: This information is not currently available.

In-class adaptations

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

What Queen Ethelburga's says about their gifted learner support:

This information is not currently available.

Homework Policy

[Show definition of Homework Policy]

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

Nightly homework

In grade Gr. 12, Queen Ethelburga's students perform an average of 2 hours of homework per night.

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What Queen Ethelburga's 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 gradesGr. 2 to Gr. 12
Prose (narrative)-based feedbackNursery/Toddler to Gr. 12
Academic achievement reportingGr. 2 to Gr. 12
Habits and behaviour reportingNursery/Toddler to Gr. 12
Parent-teacher meetingsNursery/Toddler to Gr. 12

Extracurricular Activities

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

Sports offered

Queen Ethelburga's Collegiate offers 16 competitive sports and 16 recreational sports.

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

Clubs offered

Queen Ethelburga's Collegiate offers 22 clubs and extracurricular programs.

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

What Queen Ethelburga's says about their extracurricular activities:

  • Performance Sport Programme in athletics, basketball, netball, soccer, field hockey, rugby, cricket and swimming. Students receive specialist high-level coaching to enable them to pursue their chosen sport and represent that sport at county level or above. Each students' programme follows a unique scheme of work including the latest tactical, technical, physical and mental training. They have sessions in strength and conditioning, performance analysis & nutrition as well as opportunities to coach younger groups. They are designed with individual talent development as the key component and present opportunities for students to develop their skills through to UK and international competition.

THE OUR KIDS REPORT: Queen Ethelburga's Collegiate

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