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Tall Pines School ACADEMICS & EXTRACURRICULARS
Summary
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Insider community voices
Hear directly from Tall Pines School community as they share insights into the Academics.
Curriculum
[Show definition of Curriculum]
Curriculum approach at Tall Pines School: Progressive, International Baccalaureate
Tall Pines School has a Progressive, International Baccalaureate approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive, International Baccalaureate?]
Tall Pines School has a International Baccalaureate approach to supplementary curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
What Tall Pines School says about their overall curriculum and approach:
This information is not currently available.
International Baccalaureate program(s) offered
| Program | Offered |
|---|---|
| Primary Years | |
| Middle Years | |
| Diploma program | |
| Career-related program |
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at Tall Pines School: Equal Balance
Tall Pines School has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What Tall Pines School says:
This information is not currently available.
Textbooks and supplementary materials:
This information is not currently available.
Calculator policy:
This information is not currently available.
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Early Reading
Early Reading approach at Tall Pines School: Phonics-intensive
Tall Pines School has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What Tall Pines School says:
This information is not currently available.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Tall Pines School says:
The Riggs phonics program is introduced from age 3.
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Writing
Writing approach at Tall Pines School: Equal balance
Tall Pines School has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What Tall Pines School says:
Tall Pines School uses the Riggs Phonics program for children who are emerging readers. Students learn the sounds in the English language and how those letters are formed. The writing road to reading enables the children to learn reading through composing simple words, and sounding out the letters which make up the words. A solid grounding in phonics enables the students to begin reading and writing from a young age.
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Science
Science approach at Tall Pines School: Inquiry
Tall Pines School has an Inquiry approach to Science (as opposed to Expository, Equal Balance approach).
[Show: About Inquiry?]Teaching approach:
This information is not currently available.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at Tall Pines School: Equal Balance
Tall Pines School has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What Tall Pines School says:
This information is not currently available.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
Social Studies approach at Tall Pines School: Thematic
Tall Pines School has a Thematic approach to Social Studies (as opposed to Core Knowledge, Expanding Communities approach).
[Show: About Thematic?]What Tall Pines School says:
This information is not currently available.
Humanities and Social Sciences
Humanities and Social Sciences approach at Tall Pines School: Equal Balance
Tall Pines School has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What Tall Pines School says:
This information is not currently available.
Foreign Languages
Foreign Languages approach at Tall Pines School: Communicative
Tall Pines School has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]What Tall Pines School says:
Tall Pines School offers AIM French from age 18 months and up.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at Tall Pines School: Creative
Tall Pines School has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).
[Show: About Creative?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What Tall Pines School says:
The Tall Pines School Arts Council offers student performances through an Annual Production, and cast members work all year towards the annual production, integrating acting, singing, and choreography with vocal and instrumental music. For younger students, classroom performances showcase the achievements of their music class.
Computers and Technology
Computers and Technology approach at Tall Pines School: Light integration
Tall Pines School has a Light integration approach to Computers and Technology (as opposed to Heavy integration, Medium integration approach).
[Show: About Light integration?]What Tall Pines School says:
Computers and Information Technology are great tools to facilitate and extend learning, however they are not a substitute for hands-on learning. Light integration of computers occurs in the younger grades, with computer classes teaching how to use this useful tool. For Grades 7 & 8 students, technology is completely integrated into their 21st Century learning program. Coding is taught to older students.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What Tall Pines School says:
Healthy living is the focus, with sport and personal exercise being considered to be a vital aspect of student development. Students are encouraged in their personal growth and fitness. Since Tall Pines School is a member of the Small Schools Athletic Federation, teams regularly compete against other schools.
Advanced Placement courses
This information is not currently available.Sex and health education
Sex and health education approach at Tall Pines School: Not Ontario curriculum
Tall Pines School has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]Approach to sex and health education:
Tall Pines School has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What Tall Pines School says:
Family life education is taught at age and developmentally appropriate times, keeping in mind the values of the members of our community. As students approach adolescence, appropriate information about human sexuality is essential.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at Tall Pines School: Montessori
Tall Pines School has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What Tall Pines School says about their preschool/K curriculum approach:
Montessori Toddler and Preschool programs at Tall Pines School are all licensed under the Ministry of Education's Child Care and Early Years Act.
Montessori Approach
Tall Pines School's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
| Toddler | Primary | Lower Elementary | Upper Elementary | Middle | High | |
|---|---|---|---|---|---|---|
| Age groupings How children are grouped by age for each class.' |
– | – | n/a | n/a | n/a | – |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
– | – | 2 hours | 2 hours | 1.5 hours | – |
| Tests and assignments How often students are given tests or assignments in each class.' |
– | – | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) | – |
| Graded work How often students have their work graded in each class.' |
– | – | Semi-regularly (Moderately Non-Orthodox) | Semi-regularly (Moderately Non-Orthodox) | Regularly (Non-Orthodox) | – |
| Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
– | – | 10% | 10% | 10% | – |
Overall approach
Moderately Orthodox
46% of schools
Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.
Classroom practices
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Whole-class lectures
Orthodox
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
Moderately orthodox
Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.
Moderately non-orthodox
Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.
Non-orthodox
Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.
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Special education
Orthodox
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
Moderately orthodox
External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.
Moderately non-orthodox
External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.
Non-orthodox
External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.
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Specialist classes
Orthodox
We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.
Moderately orthodox
We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.
Moderately non-orthodox
We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.
Non-orthodox
We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.
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Modern-day technology
Orthodox
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
Moderately orthodox
Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.
Moderately non-orthodox
Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.
Non-orthodox
Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.
Teaching assistants
This school uses teaching assistants.
Language
Learn about Tall Pines School's languages of instruction and enrolment.
Tall Pines School offers English as the primary language of instruction.
Language of enrolment include: English
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at Tall Pines School: Accelerated
Tall Pines School has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
[Show: About Accelerated?]
What Tall Pines School says about their curriculum pace:
We progress faster through the Ontario curriculum.
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 Tall Pines School says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at Tall Pines School: Supportive
Tall Pines School has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
What Tall Pines School says about their academic culture:
Students are expected to do their very best whether they are enrolled in Montessori or Progressive programs at Tall Pines School. Within the Montessori program, students are self-directed, with the guidance of teachers. Within the Progressive program, students learn as a group within the teacher-centred curriculum. Ample support is provided through small class sizes and caring teachers who nurture each student. Every child has their strengths, and the programs are tailored for those unique gifts. Every student is supported, challenged, and encouraged to work to their potential.
Developmental priorities
[Show definition of Developmental priorities]
Primary Developmental Priority: Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Secondary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
What Tall Pines School says about their developmental priorities:
Athletics, the Arts, Leadership, Intellect, Communication Skills and a love for the Natural World are all ways we seek to engage our students.These students will become young leaders who shape the world for the generation to come. It is our role as educators to help every child discover the unique gifts that they bring to the world, and to help them to discover how best to use those gifts to benefit society.
Special needs support
[Show definition of Special needs support]
What Tall Pines School says about their special need support:
We do not offer special education classes, however, some students with learning differences can be accommodated in our regular classes. Each case is evaluated on an individual basis to ensure there is a good fit between our program and the learning needs of the student.
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (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.DyscalculiaThis 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.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis 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 DeficitA 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.
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DevelopmentalAutismRefers 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 SyndromeOn 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 syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis 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 syndromeThis 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.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled 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 DepressionThis 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 anxietyThis 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 thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis 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.
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PhysicalMultiple sclerosisThis 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 palsyhis 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 dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis 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.BlindnessVisual 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."DeafnessHearing 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 FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
What Tall Pines School says:
Our school aims to have every student working to their potential and provides excellent support to enable this to happen. For a small number of students with a learning difference, the school can provide an excellent program because of our ability to tailor the program to fit individual learning needs.Occasionally, there are students with learning differences for whom the program at Tall Pines School would not be a good fit. The school may recommend another facility for such individual students. Each student's application is considered on an individual basis.
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
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.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
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 Tall Pines School says about their gifted learner support:
Since Montessori education is individualized, students learn at the pace which is right for them and direct their own learning with the assistance of the teacher/guide. Gifted students are not specifically identified; rather, the program accommodates every kind of learner, each student working at their own pace. Within our Junior School traditional program, teachers may modify the program to accommodate advanced learners. The aim is for all students to be challenged.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 8, Tall Pines School students perform an average of 2 hours of homework per night.
| PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Tall Pines School | 0 mins | 0 mins | 0 mins | 30 mins | 30 mins | 30 mins | 45 mins | 45 mins | 60 mins | 90 mins | 120 mins |
| Site Average | 2 mins | 6 mins | 7 mins | 16 mins | 20 mins | 26 mins | 32 mins | 37 mins | 44 mins | 56 mins | 61 mins |
What Tall Pines School says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Lettered or numbered grades | Gr. 1 to Gr. 8 |
| Prose (narrative)-based feedback | Preschool to Gr. 8 |
| Academic achievement reporting | JK to Gr. 8 |
| Habits and behaviour reporting | Preschool to Gr. 8 |
| Parent-teacher meetings | Preschool to Gr. 8 |
