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The Maples Academy ACADEMICS & Curriculum
Summary
- Curriculum
Traditional, International Baccalaureate - Preschool/K Curriculum
Montessori - Montessori Approach
Moderately non-orthodox - Language
English - Curriculum Pace
Standard-enriched - Academic Culture
Supportive - Developmental priorities
Balanced - Special needs support
Withdrawal Assistance - Gifted learner support
Dedicated class; in-class adaptations
Page Contents
Insider community voices
Hear directly from The Maples Academy community as they share insights into the Academics.
Curriculum
[Show definition of Curriculum]
Curriculum approach at The Maples Academy: Traditional, International Baccalaureate
The Maples Academy has a Traditional, International Baccalaureate approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional, International Baccalaureate?]
The Maples Academy 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.
International curriculum & programs at The Maples Academy: French National Curriculum
What The Maples Academy says about their overall curriculum and approach:
We focus on providing the best academic fundamentals through the globally recognized inquiry- based learning, International Baccalaureate (IB) Programmes. We offer the IB Primary Years Programme (PYP) (Jk to 6) and IB Middle Years Programme (MYP) (Grades 7-8). We now have a Montessori Program for Pre-K to Grade 1.
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 The Maples Academy: Equal Balance
The Maples Academy has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What The Maples Academy says:
Students experience a range of teacher-guided and student-discovery through investigation. We encourage "real-life" application.
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 The Maples Academy: Phonics-intensive
The Maples Academy has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What The Maples Academy says:
The need to communicate is instinctive. The development of early literacy is fundamental to that need to communicate; it supports and enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships. In the Kindergarten Programme , it is recognized that the teaching of language should be in response to the developing experiences, needs and interests of the student, rather than the consequence of a predetermined, prescriptive model for delivering language. The following general outcomes are interrelated and interdependent and are addressed throughout the year: - explore thoughts, ideas, feelings and experiences; comprehend and respond personally and critically to ideas and information: manage ideas and information; enhance the clarity and artistry of communication.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
What The Maples Academy says:
Beginning in Kindergarten students are administered the DRA (Developmental Reading Assessment) 3 times a year.
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Writing
Writing approach at The Maples Academy: Process approach
The Maples Academy has a Process approach approach to Writing (as opposed to Systematic approach, Equal balance approach).
[Show: About Process approach?]What The Maples Academy says:
This information is not currently available.
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Science
Science approach at The Maples Academy: Inquiry
The Maples Academy has an Inquiry approach to Science (as opposed to Expository, Equal Balance approach).
[Show: About Inquiry?]Teaching approach:
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.
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 The Maples Academy: Equal Balance
The Maples Academy has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What The Maples Academy says:
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.
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 The Maples Academy: Thematic
The Maples Academy has a Thematic approach to Social Studies (as opposed to Core Knowledge, Expanding Communities approach).
[Show: About Thematic?]What The Maples Academy says:
Our social studies program is based around the JK-gr. 6 Unit of Inquiry that the students are working on through the IB curriculum.
Humanities and Social Sciences
Humanities and Social Sciences approach at The Maples Academy: Equal Balance
The Maples Academy has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What The Maples Academy says:
This information is not currently available.
Foreign Languages
Foreign Languages approach at The Maples Academy: Equal Balance
The Maples Academy has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]What The Maples Academy says:
This information is not currently available.
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 The Maples Academy: Equal Balance
The Maples Academy has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What The Maples Academy says:
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Computers and Technology
Computers and Technology approach at The Maples Academy: Medium integration
The Maples Academy has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What The Maples Academy says:
Effort is made to integrate the development of digital literacy through the curriculum. A focus on STEM starts in Kindergarten and progress through to grade eight with students using coding such as Python to further develop their critical thinking skills.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What The Maples Academy says:
At The Maples Academy, Physical Education is designed to help students develop the knowledge, skills, and confidence needed to lead active, healthy lives. Students benefit from instruction in both our well-equipped gymnasium and our spacious outdoor playground, providing opportunities to build fundamental movement skills in a variety of environments. Through individual activities, team sports, cooperative games, and fitness challenges, students strengthen their physical abilities while developing teamwork, resilience, sportsmanship, and leadership. Our diverse learning spaces encourage active participation throughout the year, allowing students to enjoy engaging, age-appropriate experiences that promote lifelong fitness, personal well-being, and a positive attitude toward physical activity.
Sex and health education
Sex and health education approach at The Maples Academy: Ontario curriculum
The Maples Academy has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]Approach to sex and health education:
The Maples Academy has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What The Maples Academy says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at The Maples Academy: Montessori
The Maples Academy has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What The Maples Academy says about their preschool/K curriculum approach:
Our early years program combines the philosophies and approaches of both the Montessori and International Baccalaureate. We feel this best prepares our students for the challenges of our IB PYP program beginning in grade one.
Montessori Approach
The Maples Academy's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
This information is not currently available.
Overall approach
Moderately Non-Orthodox
21% of schools
Schools that are faithful to the original Montessori program and principles, but sometimes 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 The Maples Academy's languages of instruction and enrolment.
The Maples Academy offers English as the primary language of instruction.
Language of enrolment include: English
Language immersion include: French immersion
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at The Maples Academy: Standard-enriched
The Maples Academy has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
What The Maples Academy says about their curriculum pace:
JK- grade 6 is an authorized Primary Years Program IB school
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 The Maples Academy says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at The Maples Academy: Supportive
The Maples Academy has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
What The Maples Academy says about their academic culture:
At The Maples Academy, we foster a strong academic culture where curiosity, perseverance, and a love of learning are at the heart of every classroom. Small class sizes enable teachers to provide personalized instruction while maintaining high academic expectations for every student. Through engaging, inquiry-based learning and a supportive environment, students are encouraged to think critically, solve problems creatively, and take ownership of their learning. Guided by the Montessori Kindergarten Program, the IB Primary Years Programme philosophy and Ontario curriculum expectations, we develop confident, resilient learners who embrace challenges, demonstrate integrity, and strive for personal excellence while building the skills needed for success in secondary school and beyond.
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 The Maples Academy says about their developmental priorities:
Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.The focus on fundamentals and individualized approach ensures student success while our Phys. Ed, Arts, and language specialists nurture the whole student
Special needs support
[Show definition of Special needs support]
The Maples Academy offers Withdrawal Assistance
Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.
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 The Maples Academy says:
We would meet with the family to discuss program accommodations in consultation with diagnostic and medical specialists.
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: Acceleration and enrichment
There is an equal emphasis on acceleration and enrichment.
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 The Maples Academy says about their gifted learner support:
This information is not currently available.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 8, The Maples Academy students perform an average of 1 hour of homework per night.
| PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| The Maples Academy | 0 mins | 30 mins | 30 mins | 30 mins | 30 mins | 45 mins | 45 mins | 45 mins | 45 mins | 60 mins | 60 mins |
| Site Average | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins |
This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).
What The Maples Academy 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 | JK to Gr. 8 |
| Prose (narrative)-based feedback | Preschool to Gr. 8 |
| Academic achievement reporting | Preschool to Gr. 8 |
| Habits and behaviour reporting | JK to Gr. 8 |
| Parent-teacher meetings | JK to Gr. 8 |
