10 Elm Avenue, Toronto, Ontario, M4W 1N4, Canada
1079 Linbrook Road, Oakville, Ontario, L6J 2L2, Canada
1903
2014
900
180
JK to 12
JK to 8
Girls
Boys
Boarding, Day
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Progressive
16 to 22
1 to 18
Learning
Learning
$38,990 to $42,490
$75,100 to $78,600
Yes
No
5%
0%
7 to 12
None
$0
$0
60
16
6%
0%
30%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Dec 01, 2023
Not available
Rolling
Not available
Yes: grades JK - 12
No
Yes: grades 9 - 11
No
Clans and tartans, prefects and polo shirts—the initial gestalt is very traditional. Some of the buildings on campus are heritage buildings, which adds to the luster, though they pre-date the founding of the school. Still, the spirit of the school is strikingly modern. The IB program starts early, as does the view to globalism. Branksome has a sister campus in South Korea, offering a hint of the dedication to an international gaze. Lists of notable alumni don't always reflect the work of the school—princes, for example, appear on those lists no matter what they achieve at school or afterward—though Branksome might prove the exception, in part because of the consistency of the achievement it demonstrates. Arts, letters, philanthropy, and leadership are all well represented in the list of notable alumni, just as they are within the school itself. Branksome Hall sets its sights very high, to be sure, and the ideal student is one who shares the core vision and is able to function in a very diverse, challenging, expansive environment.
Read The Our Kids Review of Branksome Hall
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Clans and tartans, prefects and polo shirts—the initial gestalt is very traditional. Some of the buildings on campus are heritage buildings, which adds to the luster, though they pre-date the founding of the school. Still, the spirit of the school is strikingly modern. The IB program starts early, as does the view to globalism. Branksome has a sister campus in South Korea, offering a hint of the dedication to an international gaze. Lists of notable alumni don't always reflect the work of the school—princes, for example, appear on those lists no matter what they achieve at school or afterward—though Branksome might prove the exception, in part because of the consistency of the achievement it demonstrates. Arts, letters, philanthropy, and leadership are all well represented in the list of notable alumni, just as they are within the school itself. Branksome Hall sets its sights very high, to be sure, and the ideal student is one who shares the core vision and is able to function in a very diverse, challenging, expansive environment.
View full reportThere has been a Linbrook School at this site in Oakville for more than 80 years—prior to 2010, it was the site of a public school with that name. The current Linbrook school keeps the name, as the founders liked the continuity it provided within the community, including the educational tradition that the school represented. That said, the current Linbrook shares little more than a name with that school. It’s the only boys’ school in Oakville, and the approach is based in providing a diversity of activity, and physical movement, both within the classroom and without. Students learn in a dynamic, group environment. Classrooms are large to promote small group facilitation. The facilities were entirely updated for the school's opening, and incorporate a full range of instructional technology. The grounds, including green space and play fields, also recommend the school.
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"The teachers are dedicated, knowledgeable, and passionate about fostering a nurturing learning environment."
Shelly Huang - Parent (Oct 23, 2023)
My daughter loves Branksome Hall so much, I remember clearly she told me Branksome Hall and the teac...
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"My experience at Branksome Hall overall was wonderful."
Sara Akbari - Alumnus (Jan 24, 2024)
My experience at Branksome Hall overall was wonderful. I had many supportive teachers throughout the...
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"I was very happy with the quality of instructors and teachers at Branksome."
Deniz Mutlu - Alumnus (Feb 28, 2024)
I had a wonderful experience at Branksome. I joined Branksome in the 3rd grade and continued until m...
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"Branksome Hall is Toronto’s only leading all-years International Baccalaureate (IB) World School for girls (JK-12). Our IB Advantage for Girls sparks students’ curiosity and passion for new challenges through our unique combination of outstanding academics, well-being, international mindedness and strong focus on innovation. Our inquiry-based Liberal Arts curriculum is enriched by our four core values: sense of community, inclusiveness, creativity and making a difference. An independent school, Branksome Hall educates 900 students on our 13-acre campus, nestled in the heart of the Rosedale neighbourhood in downtown Toronto, within walking distance of the University of Toronto, public transit, libraries, theatres and the vibrant intersection of Yonge and Bloor Streets. Our state-of-the-art facilities include an Athletics and Wellness Centre, STEAM Studio, Innovation Hub, Makerspaces and flexible learning environments. We offer a Boarding Program for Grades 7-12 and an immersive Study Abroad Program with our sister school, Branksome Hall Asia on Jeju Island, South Korea. Our graduates are welcomed by leading universities in Canada, the U.S. and around the world, most with scholarships. More than $1.4 million in student financial assistance is provided each year. Discover more at www.branksome.on.ca."
"Linbrook School is a not-for-profit, independent day school and Oakville’s only boys' school. At Linbrook, we recognize that every boy has his own special skills; athletes, musicians, performers, artists, writers and humanitarians will all have the opportunity to shine and thrive as members of our school community. Exceptional teachers, an engaged parent community, and a beautiful school with character, modern amenities and expansive, outdoor learning spaces comprise the Linbrook experience."
"As the only independent day and boarding school for girls in Toronto to offer the International Baccalaureate programs (Primary Years Programme, Middle Years Programme and IB Diploma Programme), Branksome students are empowered to discover their passions, find their voice and actively shape positive change. The school has broken ground on a new Innovation Centre and Studio Theatre (iCAST) for the arts and STEM, a first-of-its-kind facility for any JK-Grade 12 institution in Canada."
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"Branksome's enriched liberal arts program is viewed as the gold standard by universities worldwide. Our excellent location and amazing facilities attract families from all areas of the city, and the world, creating a diverse environment where everyone feels included. The breadth of extra-curricular and leadership opportunities ensure students feel connected to and empowered by our community. Student well-being and social-emotional learning are prioritized to foster healthy relationships."
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"The IB is not just about a comprehensive academic experience. The IB curriculum is adaptable and flexible, providing students the opportunity to personalize their educational experiences by selecting subjects that are a good fit for both their interests and their skill development. Grounded in the liberal arts tradition, IB teaches students – at every age – to become critical thinkers and effective communicators of their ideas and opinions. As a result, they develop habits that last a lifetime."
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"New families to Branksome often comment on the welcoming and caring environment they experience once they join the community. Our inspiring and supportive faculty make learning fun and help students to develop a growth mindset. Students love learning in Branksome's state-of-the-art facilities, including an Athletics and Wellness Centre, STEAM Studio, Innovation Hub, indoor rock-climbing wall, playgrounds, tennis courts, Makerspaces, and through our business incubator program, Noodle."
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“Branksome Hall will change your life.”
This is something I've told new students and families countless times over my more than two decades serving as Branksome’s Principal.
Since our founding in 1903, thousands of great women have walked our halls as Branksome students. They have been routinely welcomed into the finest colleges and universities around the world, with many receiving scholarships. Branksome alumnae have gone on to make a difference in just about any and every imaginable field and endeavour. I can't help but be awed by the impact they have had, and continue to have, on the world around us.
But I shouldn’t be surprised. Our alumnae's inspiring achievements are, in many ways, a direct reflection of their Branksome experience. Everything we do is guided by our powerful mission: each day, we challenge and inspire girls to love learning and shape a better world.
Branksome is a unique school. As Toronto’s only all girls, all years IB World School, we offer our students an academically excellent program in tandem with unmatched commitments to global engagement and well-being. At Branksome, girls are taught the skills they need to thrive in our changing world. They learn how to find their own strong voices and develop as lifelong learners.
As you read through this website, you’ll discover more about the Branksome difference and what sets us apart. When you’re ready to learn more, drop by our campus for an Open House or reach out to our Admission team. We look forward to welcoming you and sharing more about what makes our school so very, truly remarkable.
Sincerely,
Karen L. Jurjevich
Principal
It is my pleasure to introduce Linbrook School, Oakville’s independent day school for boys. Thank you for including us in your search for a school that upholds your values and reflects your vision. Within our community, we support our boys’ learning styles and respect their unique personalities. We are committed to providing an exceptional experience our students will remember and appreciate for a lifetime.
We are fortunate to live in a society that continues to seek answers and provide insight into how children develop. Research on brain function has helped to clarify the physical differences of boys and girls, and we may confidently say that boys and girls learn differently and socialize in their own distinct ways. Research also confirms that boys thrive in an all boys’ learning environment. At Linbrook, we proudly offer a diverse program that allows students to explore their interests and discover their own special talents. We recognize the value of a strong mind, a healthy body and a vibrant spirit. Therefore, in addition to providing a challenging academic curriculum, we also emphasize athletics, visual arts, music, leadership, public speaking and outdoor education. Most importantly, we teach our young men the significance of moral integrity.
On behalf of the staff at Linbrook, we would be delighted to have an opportunity to share in your son’s education. I welcome you to join us for a discussion about how we may work together to enrich your son’s life. Our door is always open, and we look forward to meeting you soon.
Progressive
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
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.
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Branksome Hall is Toronto’s only all-years International Baccalaureate (IB) World School for girls. Our IB Advantage sparks students’ curiosity and passion for new challenges through our unique combination of outstanding academics, well-being, international mindedness and strong focus on innovation. Our inquiry-based Liberal Arts curriculum is enriched by our four core values: sense of community, inclusiveness, creativity and making a difference. A Kindergarten to Grade 12 independent school, Branksome Hall educates 900 girls on our 13-acre campus in downtown Toronto. Our state-of-the art facilities include an Athletics and Wellness Centre with two saltwater pools, STEAM Studio, Makerspaces and numerous flexible learning environments. We offer a Boarding Program and an immersive Study Abroad Program with our sister school, Branksome Hall Asia in South Korea. Our graduates are welcomed by leading universities in Canada and around the world, most with scholarships. More than $1.4 million in student financial assistance is provided each year. Branksome continues to set the pace for innovation in girls’ education, ensuring today’s students are well-prepared to solve tomorrow’s complex problems.
Linbrook boys will benefit from an academic program that provides them with a strong foundation for future learning. Within our differentiated classrooms, curriculum expectations are individualized; teachers skillfully provide support and offer enrichment to suit each unique learner. Students are enthusiastically encouraged to put forth their best effort and reach their personal goals. At Linbrook, learning is a rewarding experience since content is meaningful and hands-on activities are regularly provided. Our diverse workspaces and student-centred instructional practices support boys’ learning styles and teach them to responsibly approach tasks. In addition, we stand by our small class sizes and proudly offer state-of-the-art technology.
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.
The Mathematics program at Branksome provides opportunities for university-bound students to develop a strong understanding of mathematics; practise strategies for applying knowledge and skills to solve complex problems in both real-life and abstract situations; communicate reasoning using mathematical conventions and terminology; and become proficient in using graphing calculators and relevant computer software. Students will learn new mathematical concepts and skills through class discussion, group work and individual practice. In all grades, students will be encouraged to develop specific study strategies that can promote academic success here at Branksome and later at university.
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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.
Reading instruction in the early years is both explicit and systematic. Teachers in the early grades focus on essential early literacy skills through structured literacy lessons. Important skills include phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. This instruction may take place in a whole class and small differentiated groups. Unit of Inquiry provides students with an opportunity to utilize newly learned skills during content area instruction. A variety of assessment practices and measures are used to gather data to support instruction and goal setting from benchmark assessments to diagnostic tasks, progress monitoring to outcomes evaluation assessments.
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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.
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Equal Balance
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.
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.
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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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Core Knowledge
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).
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
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Academic
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.
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.
The Junior School sparks a joy and interest in learning that will stay with a student for life. Caring teachers stimulate natural curiosity. Small classes allow for the personal attention that helps a young girl thrive and develop her self-esteem. Students follow a curriculum that provides a solid grounding in basic skills and promotes good study habits. From the earliest age, girls learn to express themselves as competent communicators and to develop self reliance. Students learn through inquiry-based instruction within a variety of subject disciplines, including English and French, Mathematics, Science, Social Studies, Art, Music, and Physical Education.
The Linbrook approach supports teaching methods and learning spaces that encourage movement, inspire the pursuit of knowledge, and offer a warm and supportive environment. With access to training by leading experts on boys’ education, our staff members understand and are passionate about how boys learn.
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.
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.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
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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
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
As Branksome Hall is an independent school with a rigorous admissions process, our students with identified learning needs are generally high-functioning students. They have formal, individual, written plans based on a psycho-educational assessment, medical documentation or social emotional documentation. Provincial funding is not available for our Learning Strategies program. For this reason, Branksome is unable to support students whose learning needs exceed the inclusive classroom.
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Branksome Hall follows an inclusion and Learning Diversity Policy where every student is the responsibility of every classroom teacher and where our teachers take ownership of the special learning needes of students in their classroom and differentiate their instruction to meet those needs.
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CompetitiveComp. |
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 |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
7 - 12
5%
0%
$0
$0
30%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Dec 01, 2023
Not available
Rolling
Not available
Yes: grades JK - 12
No
Yes: grades 9 - 11
No
Yes: grades 7 - 11
No
No
No
No
No
No
No
Students who thrive at Branksome Hall are thoughtful learners who seek knowledge and think critically. Even at a young age, Branksome Hall students are comfortable with differing points of view and they ask challenging questions and solve complex problems. It is important that students are interested in engaging with the school, their community and the world around us. Some key words that describe the Branksome Hall student include risk-taker, communicator, thinker, inquirer, principled, caring, open-minded, balanced, reflective, spirited and awe-inspiring.