We help Burlington parents raise children who understand the world as a place created for them by the God who loves them.
Trinity draws teachers, students, and parents from more than 40 Burlington-area churches. Together, we share a common goal: That our children will grow to become firmly rooted and faithful disciples of Christ.
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 Trinity Christian School : Traditional
Trinity Christian School has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a uni?ed curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Curriculum at schools on OurKids.net
Traditional - 43%   Liberal arts - 16%   Progressive - 25%   Montessori - 15%   Reggio Emilia - 0%   Waldorf - 1%
What Trinity Christian School says: Trinity Christian School offers a distinctively Christian curriculum. The curriculum is designed to nourish the whole child through his or her heart, mind and spirit, and build the child’s relationship with God, others, and the world.
One of the tools that we use to foster spiritual, emotional, and interpersonal growth is Responsive Classrooms. Part of this includes morning meetings and an opportunity for students to share with their peers daily.A Trinity education leads and guides children to understand their role in God’s world by developing strong collaborative and communication skills and encouraging creativity and critical thinking.
Although Trinity’s academic program aligns with the standards and expectations of the Ontario Ministry of Education curriculum documents, it is infused with a Christian perspective and worldview.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Mathematics at schools on OurKids.net
Traditional math - 27%   Discovery math - 7%   Equal balance - 66%
What Trinity Christian School says: The JUMP (Junior Undiscovered Math Prodigies) Math program provides our students with a foundation and framework for mathematical success. The program encourages a thorough understanding of math skills and concepts. Strategies to develop mental math fluency are encouraged to promote confidence in every learner. Each lesson begins with focused and targeted instruction, followed step by step practice and ongoing assessment. Each math strand listed above is covered twice per year in grades 1-8 and enrichment is provided using a variety of additional math resources.
Textbooks and supplementary materials: This information is not currently available.
Calculator policy: This information is not currently available.
What Trinity Christian School says: The Reading program in the primary division (JK-3) focuses on learning to read. As students transition into the junior (4-6) and intermediate (7-8) divisions, the focus shifts to reading to learn. The structure of our reading program in the primary and junior divisions is derived from the Daily Five/CAFÉ (Comprehension Accuracy Fluency and Expanding Vocabulary) model. The key components of this model are development of strong comprehension skills, reading accuracy, fluency and vocabulary. As students transition into the intermediate division, these skills are revisited and reviewed as they prepare for secondary school.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Trinity Christian School says: This information is not currently available.
What Trinity Christian School says: The Writing program follows the framework provided in the Traits of Writing. Various additional resources based on the traits are incorporated as well. Grammar, spelling, vocabulary and penmanship instruction are all included in the writing program.
A variety of curriculum is used within the framework described above and includes but is not limited to:
Literacy Place from Scholastic Canada
Working with Words by Patricia Cunningham (grades JK-6)
The Canadian Spelling Program by Ruth Scott (grades 7-8)
The Ontario Writing Assessments (OWA) are used to formally assess our students, to guide instruction and to provide additional instructional strategies in writing.
Teaching approach: The study of science and technology allows our students to observe and experience the wonder of God’s revelation of Himself in creation. Curriculum units developed by the Ontario Alliance of Christian Schools (OACS) and Christian Schools International (CSI) guide the science instruction and provide a Christian perspective for each unit of study. Students receive instruction in the following four science strands: Life Systems; Structures and Mechanisms; Matter and Energy; and Earth and Space Systems.
The science and technology strand of Creation Studies includes three main goals:
To relate science and technology to God’s world and the environment by developing an understanding of our roles as stewards of creation.
To develop the skills, strategies, and habits of mind required for scientific inquiry and problem solving.
To understand the basic concepts and terms associated with the study of science and technology.
What Trinity Christian School says: The study of social studies provides our students with the opportunity to explore the world around them and to build the skills necessary to develop and maintain it.
For students in grades 1-6 the following strands are explored:
Heritage and Identity: This strand includes an understanding of the connections between the past and present; the interactions within and between diverse communities (including the student’s own communities); and the rights and responsibilities associated with citizenship. Students develop an understanding of personal, cultural and national identities, both past and present and the significant contributions to Canadian heritage.
People and Environments: This strand focuses on natural and built environments and the connections between the two. Students explore geographic, social, political, economic and environmental issues in the context of local, regional, national and global communities. Students also develop an understanding of the social and environmental responsibilities of citizens and the various levels of government.
What Trinity Christian School says: For students in grades 7-8, the Social Studies program is divided into History and Geography. History is organized chronologically and focuses on the story of Canada from the early eighteenth century until 1914. Students learn how to apply concepts of historical thinking and to develop their understanding of how we study the past. Geography is organized thematically and provides students with opportunities to explore a variety of topics in physical and human geography. Students develop their spatial skills and learn how to apply concepts of geographic thinking to the inquiry process.
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 Trinity Christian School : Academic
Trinity Christian School 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 Trinity Christian School says: Sending your children to school for the first time is a big step: For you and your children. We work with parents and caregivers to ensure this goes well. We look forward to years of learning and sharing with your child and we do all we can to provide your child with a supportive and caring environment.
At Trinity we offer 3-, 4- or 5-day options for your JK and Kindergarten child.
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 Trinity Christian School : Standard-enriched
Trinity Christian School has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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 Trinity Christian School : Supportive
Trinity Christian School 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 - 54%   Rigorous - 46%
What Trinity Christian School says: While we would categorize ourselves as a more supportive school culture, this by no means suggest that we do not put an emphasis on excellence in students’ academics. We do choose to elevate values of empathy, strong communication skills, and critical thinking skills as core facets of our curriculum that are of equal importance to the performance of the child on evaluations.
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: Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Secondary Developmental Priority: Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
What Trinity Christian School says: This information is not currently available.
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.
Trinity Christian School offers No support
Trinity Christian School offers no/limited support for students with learning difficulties or special needs.
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).
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.
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.
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 Trinity Christian School says about their tuition: This information is not currently available.
Need-based financial aid
Grade range that need-based aid is offered:
JK to 8
Percentage of grade-eligible students receiving financial aid
Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.
JK to Gr. 8
Average enrollment per grade
Average class size
JK to Gr. 8 (Coed)
Percentage of students are international students
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.
SSAT (out of province)
Day students: Rolling
What Trinity Christian School says:
This information is not currently available.
Acceptance Rate: N/A
Type of student Trinity Christian School is looking for:
This information is not currently available.
Since 1964, Trinity Christian School has been a faithful presence in the greater Burlington area by being an extension of home and church. Our passion is to provide a Christ-centred education that empowers students to be agents of change and reconciliation in the world today.
At Trinity, you join a diverse community of believers drawn from over 40 churches of various denominations and representing a richness of cultures, ethnicities and denominations. We are united in the opportunity to train our children to be the hands and feet of Jesus, while providing them with an excellent academic and extracurricular experience. Our dedicated and loving staff support each student's development, as they help them achieve their goals.
At Trinity Christian School, we value:
a Biblical foundation and Christian worldview that guides all we do
equipping each child to become a disciple of Christ and a faithful steward in the world
cultivating a passion for learning
continuous improvement to promote excellence
innovation through reflection and renewal
a school community that comprises a variety of denominations, races, and socio-economic backgrounds, within the Christian faith
a culture of humility, respect and integrity
I look forward to meeting you as you explore enrolling your children at Trinity Christian School.