Star Academy is a small school that believes all children should love to learn. With class sizes of 10 -14 students, Star teachers know every child and therefore challenge them as individuals both inside and outside the classroom. Our Pillars of Child Development guide Star's philosophy and enrich classroom teaching, addressing the well-rounded development of the whole child. Social-emotional learning, daily Physical Education, Outdoor Education, and flexible learning environments are key components of programming.
Star Academy was founded in 1998 and was led by the founder, Belinda Bernardo, until her retirement in 2017. She was succeeded by Julie Benneyworth and Heather Rees, creating a nice continuity in leadership, as well as a substantive dedication to the values that Bernardo instilled in the school, those of respect, curiosity, collaborative learning, and active engagement. Administration has also consistently demonstrated their desire to regularly revisit best practices, adapting instruction, including adoption of 21st century learning, to meet the students where they are, and to take them where they will need to be. Families that enroll often do so in light of those values as well as the things that are unique to the school, including a more intensive commitment to physical education, an 11-month instructional year, and a low teacher-student ratio. Other draws include small class sizes, individual attention, and cross-curricular instruction.
Star Academy - Our Kids Insider Perspective- Parents 2021.mp4
In this Perspective:
Lori Keightley has a son in senior kindergarten at Star Academy. She speaks about the ties between faculty and families - some of the administration have children that also attend the school. She touches on the teacher’s commitment and passion for teaching, along with her son’s enthusiasm to learn and go to school every day.
00:50 - Lori’s process for choosing Star Academy.
01:42 - How Lori’s child responded to being at Star Academy.
02:29 - What her son liked most about Star Academy.
03:00 - What Lori appreciated the most about Star Academy.
03:42 - What surprised her about the school.
04:16 - The school’s highest values.
05:10 - The typical family at Star Academy.
06:02 - Proud moments at Star Academy.
06:46 - The teachers and administration at the school.
08:15 - Three reasons Lori recommends the school to new families.
09:18 - Advice for new families searching for a school.
Star Academy - Our Kids Insider Perspective: Parents
In this Perspective:
1:03 - Tell me about your son.
1:49 - What kind of students are a good fit at Star Academy?
3:02 - What problem were you trying to fix by choosing a private school?
4:55 - What were the common threads between the school you were considering?
6:06 - What red flags were you seeing in public school?
7:06 - What was your first impression of Star Academy?
7:59 - What was your biggest question about the school?
8:39 - What was Logan’s response to the new school?
9:53 - What is Star Academy’s philosophy?
11:16 - How does Star Academy take care of more than just academics?
12:12 - How has his experience at Star Academy evolved?
13:32 - How has the schoolsifted your own perspective on the future?
14:47 - How has your son learned entrepreneurship?
16:00 - Does Logan connect with the big picture purpose of Star Academy?
17:17 - What would you change about the school in the next 5-10 years?
20:17 - Who is the school really for?
21:11 - What challenge would you address if you were the head of the school?
22:51 - How did you and your family feel after the change of schools?
25:08 - How do you feel about the next step?
26:03 - What are you looking for in your next school?
27:06 - Do other parents ask you about Star Academy?
28:21 - What is the relationship like between the school and its parents?
29:46 - Has this experience with Star Academy changed anything for you personally?
31:11 - What are you looking forward to for Logan’s remaining years at Star Academy?
32:21 - How has the school evolved?
34:35 - What do you tell other parents about the school?
35:29 - What advice would you give your past self going through that selection process?
36:31 - What kind of personalities thrive at the school?
38:58 - Do you have any advice for prospective families?
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 Star Academy: Liberal Arts
Star Academy has a Liberal Arts approach to Curriculum (as opposed to Traditional, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Liberal Arts?]
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Curriculum at schools on OurKids.net
Liberal arts - 17%   Traditional - 15%   Progressive - 17%   Montessori - 17%   Reggio Emilia - 17%   Waldorf - 17%
What Star Academy says: The ‘whole student’ is important to us, and therefore our curriculum focuses on a learning environment that addresses cross-curricular academics as well as the social, emotional and physical well being of our students. We develop students who are community-minded and globally focused. Our students are encouraged to challenge themselves, take leadership roles and try new things in order to discover their passions and what makes them tick.
Star supports students who require additional assistance to reach their full potential. General tutoring, as well as reading programs such as Orton Gillingham and Direct Instruction programmes like Reading Mastery, are available. Our new Foundations programme serves students that require more direct instruction in a small learning environment.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics at schools on OurKids.net
Equal balance - 65%   Traditional math - 30%   Discovery math - 5%
What Star Academy says: From their first exploration into Mathematics to their understanding and solving of complex problems, Star Academy students develop confidence and competence with their numeracy skills. Recognizing the value of repetition to master math facts, students are also provided manipulatives and opportunities to develop a deeper conceptual understanding of Mathematics. Our teachers design lessons with a focus on understanding each question, not just finding an answer. Our low ratio ensures we can identify the specific area of skill development needed for each individual. Just as a fluid reader needs to develop fluency, comprehension, vocabulary and decoding skills a competent Mathematics student must possess conceptual understanding, decoding of language and symbols, procedural fluency, adaptive reasoning skills and productive disposition. There is a balance between traditional ways in which Mathematics has been taught and projects including financial literacy to ensure students are prepared for their world.
Textbooks and supplementary materials: Traditional textbooks are incorporated to acquire the skills to extrapolate the needed information from a ‘busy’ page of problems. All grades use a variety of everyday materials to reiterate the value and application of Mathematics in our daily lives.
Calculator policy: A calculator is an advantageous tool once the student understands the formulas being calculated. Being able to use a calculator means more than plugging numbers in to it; students must have a sense of what is being asked to see if calculations are reasonable.
What Star Academy says: The importance of early literacy should not be underestimated. It has been shown as the best indicator of long-term school success. Because of this Star Academy has an exceptionally strong early literacy programme that incorporates solid phonics and a whole language approach ensuring best teaching practices, while engaging our young learners. Passionate Ontario Certified teachers who have experience and a wealth of knowledge provide not only a literacy-rich environment, but use a cross-curricular approach to ensure that language is alive and used all day, every day in a manner that children enjoy and employ. Students are also exposed to language and words well beyond their actual reading capabilities as we understand that cognitive abilities need to be extended and explored. Social studies, Science, the Arts, provide rich opportunities for increased vocabulary development using Direct Instruction and exploration, ensuring deep-rooted success that will be the cornerstone of all other learning.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
What Star Academy says: DIBELS testing allows Star Academy three things: ensures children are challenged; informs teaching; shows parents growth.
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.
What Star Academy says: Writing is a complex progressive task and needs to be taught and evaluated over a number of broad headings: Content, Form, Conventions, and Process. Within each of these broad headings there are sub-sets that need to be taught and practiced. At Star Academy we break down this complex task and ensure that each of the 21 skill sets that make up our Writing programme are age and developmentally appropriate. These skill sets are taught by both direct instruction and creative writing, ensuring that both systematic development and creative processes are delivered. Skills are analyzed through thrice yearly writing analysis for each student guaranteeing excellence in both programming and in student mastery. Our students leave Star with excellent writing skills and the knowledge to tackle any form or style.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Teaching approach: Exploring the world around them and marveling at each discovery is one of the fundamental joys of childhood. Instead of squashing this enthusiasm, at Star we capitalize on it by ensuring the skill sets needed for good Scientific learning are incorporated naturally into the exploration, and guiding the learning and knowledge development.
Children are naturally curious about their world, whether it is watching butterflies in the garden or understanding the physics behind
baseball. Research shows that bringing Science to life for them will keep them engaged in the Sciences longer, and will open the doors for 50% more post-secondary programmes.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Literature at schools on OurKids.net
Equal balance - 77%   Traditional - 20%   Social justice - 3%
What Star Academy says: Teaching Literature crosses many subjects and curricula. In it's broadest sense it is a window into past cultures, times and peoples and helps us understand our present day self, society, history and economics. It also is also used to "teach" about plot, characterization, themes, mood, as a way to facilitate essay writing and critique works by self and others. Clearly these skills need to be taught understanding how and when children develop reading and writing skills.
Social Studies approach at Star Academy: Expanding Communities
Star Academy has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge , Thematic approach).
[Show: About Expanding Communities?]
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
What Star Academy says: Children very naturally push back the boundaries of their world, and at Star our Social Studies programme helps do this, getting them to think deeper and more broadly about the world and its' peoples. History, Geography, politics and economics when taught together ensures a more comprehensive understanding and one that does not segment their learning.
Humanities and Social Sciences approach at Star Academy: Perennialism
Star Academy has a Perennialism approach to Humanities and Social Sciences (as opposed to Pragmatism , Equal Balance approach).
[Show: About Perennialism?]
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Humanities and Social Sciences at schools on OurKids.net
What Star Academy says: History and Geography need to be taught in a manner to keep it "alive" for students. No longer is it necessary to drill dates, people and locations. A deeper understanding of the "whys" is important to help students both assimilate the information and become critical thinkers about how it affects today's lives and decisions on individual, national and international levels.
What Star Academy says: Like all of our content driven courses, we strive to ensure that students get realistic, global instruction in French. While it is important that the language structures be taught and tested, equally it is important that authentic texts and learning about cultural backgrounds be present.
What Star Academy says: A few years ago, The Canadian Journal of Education published a study that compared the academic test scores of students who had the arts regularly integrated into their daily academics with those who did not. Over the three years of the study, the students who had regular arts education consistently scored higher academically (Smithrim and Upitis 121). This goes against the old school of thought that the arts are taught at the expense of academics. Star Academy has long since understood the symbiotic relationship between the arts and academics. Our Arts programmes supports: creative thinking, risk taking, innovation, experimentation, collaboration.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Computers and Technology at schools on OurKids.net
Heavy integration - 33%   Light integration - 20%   Medium integration - 47%
What Star Academy says: Using laptops and Smartboards in every class and classroom, Star has evolved a program that empowers students to use technology in a responsible, skillful and meaningful way.
Technological empowerment begins in kindergarten. Students learn basic skills and develop an awareness of the creative power of technology. The Internet is introduced as a research tool, and once again being responsible citizens is key. Students publish journals and share projects with classmates both online and via the Smartboard. Grade 7&8's engage in social media to support environmental projects. Coding is woven into our programming and students and staff are amazed at what can be created.
We advocate teaching students about technology and its useful properties - it is an integral part of their world, responsibility and knowledge are key.
What Star Academy says: There is a growing body of research that supports a positive direct relationship between physical activity and cognitive development. Specifically, there is a positive relationship between regular physical activity and improved executive functions (selective attention, working memory and the ability to effectively switch tasks). So, the more physically active, the more academically successful! All students, from Kindergarten through Grade Eight, participate in 40 minutes of programmed PhysEd class every day. PhysEd classes at Star Academy engage all students ensuring no one feels left out. Our specialized PhysEd teachers spend as much time planning these classes as they would for any other subject area and set specific learning goals for each individual student. The results have been outstanding, with notable improvements in health and skills-related fitness, cognitive skills, as well as social and emotional development. Students go their academic classes more focused, with greater self-esteem, in a spirit of collaboration.
Sex and health education approach at Star Academy: Ontario curriculum
Star Academy has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.
Sex and health education at schools on OurKids.net
Follows provincial curriculum - 55%   Does not follow prrovincial curriculum - 45%
Approach to sex and health education: Fairly value-based
Star Academy has a approach Fairly value-based (as opposed to Mostly value-neutral approach).
[Show: About Fairly value-based?]
Sex is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues .
Star Academy has a approach Progressive (as opposed to Traditional approach).
[Show: About Progressive?]
This approach might involve placing more emphasis on things like planned parenthood, different types of families, sexual and gender identities, diversity, and social justice.
What Star Academy says: Sex-ed curriculum at Star Academy is taught through the lens of respect of self and others. Understanding the students individually helps centre the education around appropriate delivery of topics, ensuring the information is relevant and logical. Parents are always informed of upcoming topics.
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 Star Academy: Academic
Star Academy 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.
What Star Academy says: Following solid research, Star Academy recognizes the importance of teaching strong literacy skills at an early age. Through imaginative free play, language-based lessons, the Arts, independent and guided hands-on activities, students develop language and cognitive abilities that render social intelligence, creative thinking, self-regulation, reading, writing, and problem-solving skills. Star Academy’s Kindergarten it is filled with lessons, music, singing, dancing, improvisations, chatter, and of course, laughter.
Academic and social expectations are formally taught to ensure that students quickly become part of a respectful and caring community, eager to learn and expand their independence and knowledge in a safe and trusting environment.
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 Star Academy: Student-paced
Star Academy has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).
[Show: About Student-paced?]
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
What Star Academy says: No two children learn in the same way, at the same time with the same material. Education is a continuum along subjects and skill sets. We embrace this fact and in doing so see our students soar higher and farther than other systems.
Flexible pacing style
Flexible pacing style
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
What Star Academy says about flexible pacing: Exceptional teachers and a solid global curriculum are crucial to flexible pacing. Star Academy's differentiated lessons and assessments allow for growth beyond expectations. Students who love learning and take initiatives is the result.
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 Star Academy: Supportive
Star Academy has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Academic Culture at schools on OurKids.net
Supportive - 50%   Rigorous - 50%
What Star Academy says: While academic rigor can exist without a holistic, supporting environment, one should not have to choose between the two.In fact, research has suggested that without a culture of clear standards and support, academic excellence may be short lived. Star Academy understands and delivers this.
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 Star Academy says: Decades of educational research have confirmed the need to develop children in a holistic manner. Academic achievement is vital, yet children truly flourish in an environment where social, emotional and physical development are considered essential.
We believe that children should—even at the earliest age—develop an awareness of the larger community. At Star Academy, students are given meaningful opportunities to apply their emerging talents to enrich their world.
Star Academy’s Five Pillars of Child Development (Academic, Physical, Social, Emotional, Global) are the embodiment of our commitment to holistic education and ensures that everyone develops to their full potential.
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.
What Star Academy says about their special need support: All children have the right to learn in an environment that understands and supports their learning style. At Star Academy our low ratio, passionate teachers, and specialty programmes (OPUS) help students with Learning disorders by looking at the root of the problem and remediating them. Many programmes offer support to "keep up" but at Star we believe, like building a house, the foundation must first be strong and secure.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
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.
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).
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.
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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).
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.
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.
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.
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.
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.
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.
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 is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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 (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Accommodating a wide range of physical conditions and disabilities.
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:
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)
Curriculum delivery: This information is not currently available.
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. 8, Star Academy students perform an average of 1.5 hours of homework per night.
This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).
What Star Academy says about their flipped classroom policy: Math is typically a subject where flipping the classroom works best, specifically for the older grades. Flipped lessons, with teacher moderating, allow students to achieve more and understand in greater depth. It also allows for differentiation and gifted learning.
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.
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.
What Star Academy says:
Noon and afterschool clubs allow students to explore and take risks in areas that they may not have before. New clubs are constantly being added. Students have a say in club offerings.
Competitive sports: 1 Recreational sports: 9
Legend: Competitive offered Recreational offered
Track & Field
Star Academy offers 16 clubs and extracurricular programs.
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”).
What Star Academy says about their tuition: This information is not currently available.
2nd child (sibling)
3rd child (sibling)
4th child (sibling)
Need-based financial aid
Star Academy does not offer need-based financial aid.
Merit based Scholarships
Star Academy does not offer merit-based financial awards.
Private schools come in all shapes and sizes. Some larger schools have enrolment 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 enrolment. For instance, here you can learn about a school’s enrolment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrolment per grade.
Preschool to Gr. 8
Average class size
10 to 14
% of international students (total enrolment)
Number of different nationalities within student population
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.
We invite interested parents to contact us to arrange a tour and meeting with the Principal or Director. Following your visit, we can arrange a time for your child to visit and join their current grade class. Like all things at Star Academy, our application process is individualized. We see acceptance as a two-way street and maintain that true home-school partnerships begin at the beginning!
Acceptance Rate: N/A
This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.
Student Entry Points
This shows approximately how many openings there are likely to be in each grade in a typical year, as well as the estimated acceptance rate for each grade level.
Day Acceptance (Acceptance rate)
Type of student Star Academy is looking for:
Star Academy has a wonderfully diverse student population. All students who are wanting to "learn to love to learn", grow, gain meaningful friendships, and be challenged are welcome.
Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.
Accomplished runner-Represented Team Canada-World Youth Olympics-Nanjing, China; Junior PanAm Games-Edmonton, World Juniors-Poland; currently ranked second in Canada by Athletics Canada; attends University of Tulsa-full academic and athletic scholarship.
Our Alumni go on to great things! It is clear to see by their successes that our Five Pillars have resonated with their future lives. In our alumni we have young men and women who are in: Women's rights; law, Veterinary Medicine, Politics, International sports, to name but a few highlights.
Bachelor of Arts, Geography; Graduate Diploma in Education; Masters of Science, Environmental and Development Education; Private School Principals Qualificaitons
Learn to love to learnTM is not only our mission statement, it’s what makes us unique. It speaks to the personalized approach that Star Academy takes towards everything we do.
Creating an environment where children are happy, engaged, and excited to attend is the beginning of a successful academic career. Investigative active learning, open ended discovery, and project-based learning experiences enhance our curriculum and engage all learners.
Star Academy is an environment where children come to thrive and grow, develop and learn. We hope to share our school with you.