72 Orchard Dr., Belleville, Ontario, K8P2K7, Canada
451 Ellesmere Road, Scarborough - Toronto, Ontario, M1R 4E5, Canada
Indirect Support:
72 Orchard Dr., Belleville, Ontario, K8P2K7, Canada
451 Ellesmere Road, Scarborough - Toronto, Ontario, M1R 4E5, Canada
2001
2000
45
240
3 to 12
JK to 8
Coed
Coed
Homestay, Boarding, Day
Day
English
English
Academic
Academic
Progressive
Traditional
4 to 6
16 to 24
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$30,750 to $33,270
$9,050
$86,670 to $89,180
No
No
0%
0%
None
None
$0
$0
5
22
67%
0%
100%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Mar 30, 2023
Rolling
Not available
Yes: grades 1 - 12
Yes: grades JK - 2
No
No
information not available
information not available
Every private school exists to meet the needs of a specific set of learners, which is something that on the whole differentiates private education from the public system. And in that sense, you can’t find a better example than Applewood. It isn’t the right school for all students, but for a specific set of students—principally ones that require therapeutic support and individual learning programs—it is unequalled. When students arrive at Applewood they find themselves in an environment in which they are at the centre of the program, not somewhere ancillary to that. They also find a staff that is expert in their needs, and can envision their path to success. It’s a great school, and a great story. The ideal student is the one who is struggling elsewhere, and who can benefit from a dedicated, empathetic, specialized environment.
View full reportCharacter development and academic excellence go hand in hand at Sathya Sai School. The Ontario curriculum is integrated with the values of truth, right conduct, peace, love, and non-violence. Holistic development is a major focus: yoga, prayer, and activities that teach calmness and concentration are regularly provided. Kids thrive in an environment of ample support and compassion delivered by school staff and volunteers in partnership with a parental commitment to those same values. Sathya Sai School offers a huge range of extracurriculars and clubs, as well as service projects which help build key traits and skills such as leadership and responsibility. Kids graduate with a sensitivity to the needs of others and a strong ethical framework as well as impressive academic credentials.
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"The program at Applewood is designed to solicit my child's best performance and to improve her understanding of how the world works."
Vivian Alexander - Parent (Apr 15, 2019)
My daughter is an international student, and we were looking for an environment, that afforded struc...
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"Applewood Academy is a therapeutic boarding school for students requiring individualized academic, clinical, and behaviour-management solutions. We are experienced in special education, psychiatry, psychotherapy, and child/adolescent management. We maintain academic and residential placements by establishing therapeutic relationships; applying cognitive-behavioural management; implementing individualized learning programs; and utilizing continuous clinical and academic support. Academic: Sept-Jun; Summer: Jul-Aug."
"The Sathya Sai School is training future leaders in our community. We offer the Ministry of Ontario Curriculum integrated with a Human Values-based character education program for students from JK to Grade 8. We are a non-profit, independent school of 240 students. The school's curriculum is structured around the five universal Human Values of Truth, Right Conduct, Peace, Love and Non-violence. This focus on Human Values has led us to be ranked a #1 elementary school in Ontario by the Fraser Institute since 2006."
"Applewood Academy stands alone among schools, beginning with our clinical orientation. While other schools have special education departments, Applewood starts with a clinical program used to shape personalized educational and residential programming. This results in more comprehensive clinical plans for each student and a much greater likelihood of success in delivering individualized care and personal growth. Applewood elementary and secondary grades follow the Ontario curriculum."
"The Sathya Sai School is founded on the universal ideals of Truth, Right Conduct, Peace, Love and Non-violence. These values are inherent in each child. Our goal is to nurture these values to achieve excellence. The Sathya Sai Education in Human Values program awakens intuition and consciousness. This brings about transformation of one’s character. We provide students with an environment that helps them gain confidence to become good, intelligent and socially responsible citizens."
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"Families choose Applewood Academy because of the close relationships we establish with the family and the student. We approach education from a clinical perspective, which means that we can quickly understand and respond to the different challenges of each student. We “get” each and every unique situation. Families quickly gain confidence that we can craft and implement a plan—from accommodation, to education, to social/recreational activities—that is going to work. And it does."
"Families choose the Sathya Sai School because of its highly rated academic programs and integration of character education. Families regularly comment on their child's awareness of social issues and social responsibilities. Many parents have noted that their child's behaviour at home and in the community have been recognized as exemplary. While reaching toward their highest potential, they have also changed the lives of people around them with their compassion, self-discipline and wisdom."
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"We can’t overstate the significance of Applewood Academy’s clinical orientation. Many of our families arrive overloaded with diagnoses and reports, whether academic, behavioural or medical. Our ability to make sense of all this information and to map out a clinical program that pulls in the education component is without parallel. Our follow-through with families is just as good. Applewood is never closed during the school year; we are always here to communicate and optimize."
"Meditation/Silent Sitting. Parents report that their children continued to engage in silent sitting/meditation at home, even after graduating from the school. There were observable improvements in their children's behaviour - they were calmer and able to handle stress better. Meditation and silent sitting have had a long-term impact on their performance in higher grades."
"What families find surprising about Applewood Academy is the quality of care. Our materials speak to the level of care that we provide, but experiencing our care first hand is typically a revelation for families. Care for Applewood students doesn’t end after the academic day is done, nor Friday afternoon. From individualized learning plans, to the most suitable accommodation option, to after-school activities that are both fun and build towards a normalized life; care is what we are all about."
"Sathya Sai School students love coming to school. When they are ill and cannot attend, they feel sad to have to miss even one day of school. A student who joined in grade 7 had been bullied at his previous school and did not want to attend school. After joining the Sathya Sai School, he was jumping out bed early in the morning and could not wait to come to school to learn and share with his friends. Many families appreciate the fact that their child has introduced meditation to them."
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Every stage of life brings exciting challenges as well as problematic obstacles. At Applewood Academy for Progressive Learning, we offer students a confidential and safe classroom to learn the necessary skills to manage.
Applewood Academy for Progressive Learning began building its team of educational and mental health professionals in 2001. Students and families are offered a dedicated staff with specialized experience in Special Education, Psychiatry, Psychology, Psychometry and Social Work.
Applewood Academy for Progressive Learning is a privately operated school, licensed by the Ministry of Education, to provide educational programming for students from kindergarten to grade 8, who have exceptional treatment and behavioural needs.
At Applewood Academy for Progressive Learning, our primary goal is to provide children with opportunities for academic success and thereby create a positive attitude toward an environment that is often avoided, due to their previous negative experiences.
Applewood Academy for Progressive Learning’s mission is to maintain the child’s academic placement through the development of therapeutic relationships, the application of behavioral management techniques, the implementation of individualized learning programs and continuous clinical and academic support.
Applewood Academy’s vision is that children with specialized treatment needs will have access to high quality, compassionate and therapeutic educational programming that allows for the simultaneous delivery of educational and therapeutic interventions.
Applewood Academy for Progressive Learning has set its’ goals:
We look forward to hearing from you with any inquiries you may have. Feel free to contact us at any time!
Sincerely,
Terry Stevenson
Welcome to Sathya Sai School, a non-denominational, unique elementary school (JK-Gr.8) that integrates character development with academic excellence. The result has been the blossoming of human excellence through self-transformation in hundreds of students.
The universal human values, namely Truth, Right Conduct, Peace, Love and Nonviolence and the five teaching techniques – Universal Prayers, Silent Sitting, Story Telling, Group Singing and Group Activities - help develop a child holistically. Our faculty members strive to be exemplars of human values.
At Sathya Sai School of Toronto-Canada, the advanced academic programme is balanced with Daily Prayers, Meditation, Yoga, Music, Choir and Band, Physical Education, team sports, leadership and extracurricular activities. Service activities (local, national and international) are integral to the school culture.
The harmonious trilateral partnership between parents, teachers and volunteers ensures a child’s physical, social, emotional, intellectual and spiritual well-being. The parents must attend "Dynamic Parenting" classes to understand human values and inculcate the same in their children.
The universal human values, which underlie all the learning at our school, have resulted in a high level of academic achievement in our students, together with a sensitive awareness of the needs of others. This has made them welcome additions to the high schools, universities, and workplaces of their choice, where they shine as examples to others through their diligence, ethical conduct and sense of community service.
Please visit our website to learn more about our school programs.
Sincerely,
Revathi Chennabathni
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Many of our students have experienced frustration and lack of success in the school setting. Some also struggle with peer connections in this setting. We strive to create a program in which our students feel emotionally and practically supported in reaching their highest potential in the school setting. The elementary program focuses academically on the a direct instruction program model and Ontario curriculum. The high school program focuses on direct instruction programming and supported distance education through local community schools and Independent Learning Courses. Applewood Academy for Progressive Learning is structured around 5 key presentational competencies that support successful transition through school and into adulthood: 1. Academics: The student increases his/her academic functioning; 2. Internal Regulation: The student improves emotional and behavioural functioning; 3. Social Presentation: The student matures in social functioning equivalent his/her ability; 4. Safety: The student achieves and maintains a safe presentation; 5. Participation: The student maintains an academic based placement
The essence of the Sathya Sai School lives in our five universal human values of Peace, Love, Non-Violence, Right Conduct, and Truth. It permeates all that we do by balancing character with academic excellence. Student voice and choice are embedded in the school environment so that students become active partners in the learning process. We encourage students to engage with the materials, promote collaboration, and encourage self-reflection to evaluate their learning. Learning is implemented through science fair projects, role plays, public speaking events, and service-learning assignments that run through all grades. Through hands-on methods, students inquire and draw meaningful conclusions. We are also committed to building a 21st-century skill-set critical to student success. Digital literacy begins early in primary grades, and students learn digital ethics. French also starts early in the primary grades. Teachers gather evidence of learning from various sources (triangulation of data) that accurately reflect how students work towards expectations. Assessment as of and for learning also plays a critical role in improving student achievement.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Applewood provides direct instruction programming until the student achieves Ontario Curriculum grade level in remedial math.
Since each student in a mathematics classroom has a unique identity and readiness to learn new concepts and skills, learning begins with a focus on fundamental concepts and foundational skills, delivered through carefully planned direct instruction using a variety of platforms. Our resources include textbooks/workbooks, Jump Math, Mathletics, and websites such as IXL, Prodigy, SplashLearn, and manipulatives. Following that, problem-solving tasks are assigned to introduce, clarify, or apply the concept and skills learned using strategies which are then enhanced further by contests such as Gauss and Spirit of Math. This balanced pedagogy engages students and allows them to demonstrate their learning by representing, connecting, and justifying their thoughts as they find relevance in what they learn. Teachers also raise awareness of math-related careers by exploring real-world applications and providing opportunities for career-related project work, such as a business fair, where students can learn financial literacy and become budding entrepreneurs.
Variety of material are used to support the mathematics program. Each students receives an individual program that is developed by the teacher using several learning tools the meet the students need.
Students are allowed to use calculators only when they have shown they are able to add, subtract, multiply and divide independently as a basic skill.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Applewood uses the direct instruction reading programs. Kindergarten to Grade 2 level teach sounds and sounding out. Grades 3-8 focus on grade level vocabulary, reading fluency and reading comprehension. Students who are not receiving direct instruction are completing programs from the Ontario Curriculum and/or individual academic programs developed to enhance a specific academic skill.
At Sathya Sai School, we aim to ensure that our students become proficient, thoughtful readers and writers, who can think critically and communicate confidently and purposefully. To achieve these goals, we follow the balanced literacy approach to teaching language. Teachers engage students through read-aloud, modeling reading, thinking, and comprehension strategies. This enables students to see what good reading looks like and it initiates many habits of the mind necessary for proficient readers. Our classroom libraries provide students with leveled books that cater to the different interests of our young readers. Book talks, guided reading, reading buddies, book clubs, and annual book fairs are some of our successful reading programs and events that get our children excited about reading. Upper grades move to analyses of writing structures and archetypes connections.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
A psycho-educational assessment is completed for each student and is updated yearly using assessments - such as the Wiatt.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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.
Applewood delivers writing instruction with a focus on the conventions of proper spelling, sentence structure, and punctuation. Students learn the basic structures of the paragraph and the essay, along with the writing skills necessary to produce them, There is an emphasis on clear and concise communication.
Writing is not just a matter of convenience but also a form of art to explore and express. The approach to teaching writing is also similar to reading. The teacher prepares, facilitates, guides, and models students--leading them to independence through a gradual release of responsibility. Most grades use the 6+ One Traits of Writing Model. Reflections and journal writing are aids to inculcate introspective skills. Vocabulary enrichment and phonic instructions are used to enhance reading and writing competencies as part of our balanced literacy program. Writing activities that students see as meaningful and that challenge them to think creatively about topics and concerns. Students explore various forms and styles of writing in different genres and engage in the creative process as they plan, draft, revise, and publish their work.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Applewood exposes the elementary students to the Ontario Science Curriculum standards through a variety of hands on activities and highly visual presentations. High School level students receive courses through community High School programs and/or academics individually developed to teach and expand academic skills.
Students are provided hands-on opportunities in school or through science field trips in order to develop and refine their inquiry skills, problem-solving skills, and critical and creative thinking skills while discovering fundamental concepts through direct instruction. The activities offered enable students to Engage, Explore, Explain, Elaborate, and Evaluate, promoting collaborative, active learning in which students work together to solve problems and investigate new concepts by asking questions, observing, analyzing, and drawing conclusions. Science fairs are held at the school with little guidance, allowing students to become freethinkers while they analyze how the science behind everything works. Opportunities to relate knowledge and skills to wider contexts by integrating science with other subjects motivates students to learn in a meaningful way and become lifelong learners.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Applewood uses a variety of texts to enhance students learning. Students are exposed to a variety of literature through their individual learning programs, direct instruction, and through curriculum based learning.
The study of Language and Literature in Sathya Sai School is focused on developing language skills essential to students for understanding themselves and others so that they find fulfilling careers and become responsible citizens. Students are encouraged to exercise their higher-order thinking skills to voice their perspectives as they read various forms of literature. The school uses strategies and resources that recognize and reflect diversity in the classroom and cater to the individual strengths and needs of students. Students are encouraged to connect with their own experiences as well as with the world through different lenses. Students read and analyse works of recognised, diverse writers from their own time as well as earlier eras. Thus by reading from a wide spectrum of materials they are challenged to become receptive to varying ideas and perspectives as they grow in their ability to think independently and critically.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
Students are exposed to the experiences of children their own age around the world and in different historical time periods.
Social Science at the Sathya Sai School, especially for the early grades, is highly linked with the backgrounds and experiences of the local community. More traditional geography and history lessons are used at the lower grades. However, the emphasis overall is on projects about family and community histories. Social justice also plays a central role. Children learn quite a lot about the historical experiences of minority communities in Canada and are encouraged to think critically about their own communities and the roles they played.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Applewood uses real life, current, and past examples of what students of similar age would be experiencing in other countries in present day as well as what experiences would be relevant to those in other historical periods. Individual and curriculum based programming is included in the Social Sciences.
Humanities and social sciences in the Sathya Sai School provide a vehicle for our moral philosophy of universal human values. History and geography are used to examine past and current social and moral issues in the world which are then linked back to our understanding of universal human values. More traditional geography and history lessons are used at the Junior and Intermediate levels, focusing on the development of Confederation, settlers, and their impact on Indigenous communities. In geography at the higher levels, the focus is on World Human Patterns and Economic Systems and Immigration with an emphasis on Canada. However, the emphasis overall is on projects about family and community histories. Social justice also plays a central role. Children learn quite a lot about the historical experiences of minority communities in Canada and are encouraged to think critically about their own communities and the roles they play.
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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At Sathya Sai School, the teaching of Core French begins from Junior Kindergarten (JK). Our students are introduced to the fundamentals of the French language through recitations, poems, songs, dialogues, and other modes of communication. French is taught once a week from JK to Grade 3. However, it is taught everyday from Grade 4 to Grade 8, in line with the Provincial Ontario Curriculum. The students go through the four strands of learning: listening, speaking, reading, and writing. The students learn a lot through various audio visual means, as well as group and individual project work. This boosts their confidence in writing, speaking or expressing themselves in the French language.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
The visual arts program is student-driven with a focus on creativity and art as a therapeutic outlet.
The Sathya Sai School offers an enriched arts education for students in music, drama, yoga, dance, digital arts and visual arts. Visual Art is taught independently as a subject and is integrated into other subjects. The school's philosophy of universal human values is embedded into Performing Arts curricula. The goals of the school are to enrich and accelerate aesthetic development; to stimulate creativity and original thinking; and to create an enduring respect and passion for learning within a climate of artistic and academic excellence.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computer are used in the school to enhance learning experiences and/or as a defined accommodation but are not a focus which would distract from the core learning required by our students.
Computers and technology play a fairly central role at the Sathya Sai School despite not being an explicitly "technology-focused" school. Nonetheless, coding is a central part of every grade's curriculum. Technology should be implemented into education as quickly as possible, but only when it is relevant. When nothing else works, technology can often achieve educational goals, but only when it is employed as a tool to boost learning. Students at this age require more scaffolding, but technology can help them develop higher-order thinking skills if used responsibly.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Ministry of Education supports and promotes the participation of students in daily physical activity. Consequently, Applewood Academy must ensure that all elementary students, including students with special needs, have a minimum of 20 minutes of sustained moderate to vigorous physical activity each school day during instructional time. The goal of daily physical activity is to enable all students to improve or maintain their physical fitness and their overall health and wellness, and to enhance their learning opportunities. Daily physical activity may include walking, active games, yoga, dance, aquatics, sports, and fitness and recreational activities (where facilities permit). In addition to daily physical activity Applewood provides Ontario Curriculum based learning.
The Sathya Sai School's Physical Education curriculum endeavours to create a healthy mind in a healthy body alongside a good sense of fair play. Good morals and manners come first and so sportsmanship is the first priority. Students are to be strong competitors while still being fair competitors. Basketball, badminton and cricket are some of our top sports and teams either exist for them or are in the works. There is also an all-grades sports day that runs every year.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Applewood provides programming for Kindergarten students that is focused on developing the foundations of learning in a supported and structured environment. Students are provided direct instruction programming that is suited to individual needs in conjunction with a mental health supported structured environment. Play based and therapeutic play based activities is an integral part of the programming.
We focused on teaching and learning within the four frameworks namely: Belonging and Contributing, Self-Regulation and Well Being, Demonstrating Literacy and Mathematics Behaviour, Problem Solving and Innovation. This school creates a heart culture that enables everyone to feel welcomed and belonged. Our twice-a-day Meditation and bi-weekly Yoga practices play an integral part in the student’s self-regulation and well-being. This balances their overall mental and emotional health. The children gain Mathematics and Literacy concepts through various learning experiences in a play-based inquiry method. The kindergarten teachers create opportunities for students to render service which ultimately leads to individual transformation because the school believes that a student’s holistic growth is an inspiration and contribution to society.
Standard-enriched
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.
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.
We tailor the instruction of multiple subjects to meet the individual needs of the students. Cyber learning and technology are used to support and enhance the learning/experience, enticing and encouraging learning that is not well served through traditional educational practices.
We have a student-centred approach based on their learning abilities. We encourage students to think out-of-the-box, with curiosity and creativity.
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.
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.
Applewood treats all students with respect and compassion. The following fundamental principles make up our service philosophy to enhance academic achievement: • We work in partnership with all of our students in a way that fosters dignity, self-respect and independence. • We demonstrate cultural proficiency, gender sensitivity, diversity and respect for individuals’ needs and strengths and promote these values within our professional networks and collaborations. • We focus on the students strengths in all aspects of programming, and promote individual achievement as a primary treatment objective.
Our foundational philosophy at the Sathya Sai School is to leave no student behind. Towards this end, our teachers ensure that all students’ academic styles and learning approaches are understood and that teaching material is delivered in a student-centred manner. We know that each student is unique, and our program is designed to help students reach their highest potential. Our teachers inspire students to be confident lifelong learners, responsible global citizens and champions of excellence.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Applewood aspires to shape our students into those who: - Have an improved understanding of self; identity, personal strengths, community and cultural awareness, existing resources and personal goal setting. - Achieve academic success and personal achievement with the consistent support and encouragement of the team. - Develop appropriate coping skills, ability to address emotional/behavioural problems and improved mental health. - Experience increased expectations regarding self-management and life skills, in correlation with functioning potential, until reaching full maturity.
We inspire human excellence through our approach that balances the child's emotional, physical and intellectual needs. This holistic style uses the five Universal Human Values of Truth, Right Conduct, Peace, Love and Non-Violence. We realize that every child is innately divine. Our teaching method employs direct instruction through songs, storytelling, meditation and group activities. We integrate these five human values into the more comprehensive curriculum and enrichment activities.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia 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. | ||||
Dysgraphia 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.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness 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." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
• Integration of psychometric and outcome measures into ongoing Treatment Plan. • Development and adherence to the student’s Treatment Plan. • Provision of clinical consultation services to Applewood Academy based on the student’s level of risk and need. • Treatment Update meetings and Program reviews with Clinical Director • Provision of clinical services to the student internally and/or externally depending on the student’s need. Recommendations for clinical services may include but are not limited to, art, group, play, cognitive behaviour and solution focused therapies. • Fostering the student’s sense of belonging in a school environment, peer group and/our community. • The identification and accessing of community based supports for both the student and family. • Provision of predictable staff availability to support the student in processing historical and current school/life experiences and, whenever possible, to maintain the same educational and clinical team.
Information not available
Applewood engages in regular assessment of it's students, supporting and accommodating those who have learning difficulties. The ongoing attention to a students Academic Care Plan allows the team to adjust a students plan as necessary while measuring goal achievement. Those with clinically diagnosed learning disabilities are welcome at Applewood Academy.
Information not available
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RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
100%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Mar 30, 2023
Rolling
Not available
Yes: grades 1 - 12
Yes: grades JK - 2
No
No
No
No
No
Yes: grades 3 - 8
No
No
Yes
No
AAPL works with students who have difficulty functioning within a regular classroom setting due to behavioural, emotional, social, and psychological problems. These students often have been previously diagnosed with ADHD, bipolar disorder, autism spectrum disorder, depression, learning disabilities, etc.
Students of the Sathya Sai School are expected to strive to: - Achieve academic excellence; - Apply the five Human Values in daily life; - Develop good study and work habits such as concentration, time management and commitment; - Display friendliness and cooperation by forming positive relationships with peers and adults; - Show respect for other people’s feelings, values and beliefs; - Show initiative and willingness to accept responsibility; and - Render selfless service to the community.
Given our focus on both treatment and academics, AAPL requires the completion of a detailed application form as well as consent to access and review any previous clinical information related to the student's problems (i.e., school, psychological, medical, psychiatric, etc. reports). This background information, as well as our independent clinical assessment, enables us to develop an individualized treatment and academic plan for the student.
The application must be made using the online Application for Admission.
All applicants and parents for Junior Kindergarten to Grade 2 will receive an in-person interview to determine whether our school and your family are a good fit. Applicants will then be placed in a pool and students will be selected by lottery.
All applicants for Grades 3 to 8 will write a Placement Test, based on the curriculum of the student’s current year. Applications are open to siblings of students already enrolled, subject to the same criteria as other applicants.
The decision of the Admissions Committee will be final.
Applicant must be either a Canadian Citizen, a Permanent Resident, or on a Student Visa.
