11181 Yonge Street, Richmond Hill, Ontario, L4S 1L2, Canada
159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada
Indirect Support:
11181 Yonge Street, Richmond Hill, Ontario, L4S 1L2, Canada
159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada
1994
2022
Varies
10
Preschool to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Arts
Montessori, International Baccalaureate
Progressive
10 to 20
10
In-class adaptations
$16,550 to $27,000
$11,000
No
Yes
0%
0%
None
None
$0
$0
0
1
0%
0%
85%
90%
Preschool, 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
Rolling
Not available
Not available
Not available
Yes: grades 9 - 12
Yes: grades K - 8
No
No
information not available
information not available
Century began its life in 1994 when Sybil Taylor founded the Montessori school. The program has grown considerably since then, and in a variety of ways, most notably with the development of the high school program. The school is housed within a heritage building that provides a welcome sense of place and purpose. While the middle and high school programs perhaps venture away from the core of the Montessori method, they nevertheless retain a sense of community, hands-on learning, and peer support. The ideal student is one that can thrive within a challenging academic environment, and who is preparing for success at university.
View full reportAurora Alternative Micro School (AAMS) is a small JK to Grade 12 school with a unique approach to education. AAMS boasts small class sizes and low student-to-teacher ratios, which promotes engagement and interaction, and which provides the opportunity for fun activities like cooking. Even for a small school, it has a remarkably close-knit and intimate community where all kids feel like they belong. AAMS also offers personalized learning, in combination with a traditional curriculum, to capitalize on children’s innate curiosity and love of learning. Finally, the school prioritizes the development of critical thinking, artistic expression, confidence, and leadership skills in all of its students, from kindergartners to older teenagers.
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"Since 1994, Century Private School has offered a safe, pleasant, and nurturing environment for students from Montessori preschool to secondary school. We are dedicated in providing best education to our students achieving excellence through their experience with us. "
"Aurora Alternative Micro School ! A holistic educational experience in Toronto's East End catering to the Primary, Junior and Intermediate grades. We offer a direct, expansive and heartfelt learning opportunity. At Aurora, we combine traditional pedagogy with relational, outdoor and child centred philosophies."
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"Our school is aimed at families es who are seeking a real and relational alternative to traditional and systemized education. At Aurora, we believe in creating community for our students and families. We have created an organic and alive curriculum weaving together parental and student voice with a host off teaching philosophies. Our motto 'where all is possible' really is the nucleus of the school's intention."
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"Families choose Aurora Alternative as they see their children thriving with other students of differing ages and feeling the joy of learning and living. Not only are students exploring traditional reading, writing and mathematical skills, they are given space to cook, create, play, and suggest avenues for their own learning. We also explore the city and visit all that Toronto has to offer."
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"Aurora Alternative focus is to create relational, critical thinking, and emotionally articulate individuals. Through drama, play and group building activities student are given opportunities to think about themselves as learners and as vulnerable human beings. Students learn their strengths and also where they are meet challenges, frustration and disappointment within themselves and in relation to other. Aurora Alternative also really focusses on the joy of learning."
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"Aurora is a vibrant learning experience where parents can drop off their kids and know that they are happy, nurtured and growing. We believe in creating leaders and we have many Grade 9- Grade 12 students who volunteer and teach activities based on their passions. We encourage Aurora students to share their passions with the belief that students are teachers."
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As Principals, we are committed to creating a positive and collaborative learning environment to inspire our students to reach their full potential and achieve academic success.
As a passionate educator of 30 years, I have been inspired by the many countries I have lived in and visited. Having taught in London, England for 15 years as a French/Spanish and Comparative Religions High School teacher, I thrived in the multiculturalism of a city bustling with immigrants and refugees. The students I met, filled my heart with their courage, determination and joy. I was inspired by their desire to improve their life circumstances through the gift of education. In those classrooms, student respect was earned as many of the systems that they had relied on had failed them. Finding ways to engage them was a challenge, but what a delight when their curiosity was tweaked and their trust was gained. It was here that I began to understand the power of learning and the importance of relationship. I learnt that there is no end to the possibility and potential here.
I also had grown up hearing stories and reading articles about Summerhill school, revolutionary in their mission to impassion and engage young minds and hearts. I wanted to bring this energy and philosophy to the urban classroom. I was fortunate enough to teach in Paris for several years, complimenting my understanding of teaching in a diverse and inner city environment , but with a fresh twist. Added to this mix, my travels to Israel and life on Kibbutz opened my eyes to the importance of nature as an inherent teacher and impressed on me the value of community and camaraderie. This was accentuated in New Zealand where I furthered my understanding of ecological literacy and the interconnectedness of life and learning. As a parent of a child in TDSB’s alternative outdoor education Equinox Holistic Alternative school, the years of accompanying school trips to the Evergreen Brickworks and the Pine Project helped me see, first hand, the deep rooted impact of this type of enrichment.
My travels brought me to Toronto which is where I now call Home. I have been working for the TDSB initially as a Grade 5 /6 French Immersion and Core teacher and also a Grade 7 and 8 Core Homeroom teacher.
In addition, I graduated from the Transpersonal Therapy Centre in 2008 and have a small practice where I work with individuals and families. As well, I have facilitated many groups for adults working with personal growth, movement and meditation.
All these experiences, the places and the people, are integrated into the fabric of who I am as a human being and who I am as a teacher.
Progressive
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Not applicable
Our Preschool and Kindergarten Casa classes follow the Montessori method of teaching. Our elementary and high school students follow the Ontario curriculum with opportunities for enrichment. The foundation of learning at Century is built on three pillars: Character, Leadership, and Community Service. Century Private School is now an IB Candidate School.
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Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Our Mathematics program is introduced using concrete materials, which allow the student to develop sound computational and geometric skills. These skills provide the students with the strengths that allow them to progress to the abstract level where they develop proficient problem solving skills through the application of critical and analytical thinking.
Students will develop their confidence with math skills and explore the magical world of numbers. We will start with an introduction to the abacus and the origins of counting. As students grow, the math curriculum will focus on the principles of addition, subtraction, multiplication and division. At Aurora, we will make math learning as experiential as possible and create opportunities to integrate math skills into real world situations. All students will be given in a workbook for their particular age level which they can use at home. Students will also have access to computers and are able to learn coding through programs such as Scratch and Scratch Junior.
Jump Math
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Not applicable
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.
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In the Montessori classroom, children are introduced to the phonetic sounds of the alphabet with the use of sandpaper letters, which incorporates the sense of touch to reinforce learning. Once a child has mastered the sounds associated with each letter, they are then introduced to the large moveable alphabet, and begin to build three-letter phonetic words. The movement and activity is a stimulating process, which fosters the desire to sound out words and read.
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Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
progress developmentally, the curriculum transforms to meet their changing inner requirements. Literacy and Languages At Aurora, we aim to nurture the love of reading and writing. Students will develop their ability to express their ideas; we start with letters, continue to forming words and sentences and then by the end of the primary years, students will be able to see their work grow in sophistication as their vocabulary and grammatical understanding develops. The school offers a broad and vibrant Library cultivating creativity, curiosity and imagination. Each year students will write their own stories and will have them formatted and printed into a bound book. Students will also have spacious time to play, as it is our experience that students love of storytelling starts and is integrated through this sacred time. Basic French and Spanish will be introduced during these years. Be prepared for a trip to the local French bakery!
Inquiry
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.
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.
The student's natural curiosity and innate need to learn through discovery is nurtured by the sciences. Through a curriculum that includes studies in Chemistry, Physics, Astronomy, Zoology, and Botany, the students are exposed to the fundamental theories and concepts of science with the goal of giving them an understanding of the natural and physical world and their interdependencies. Classroom instructional units are complemented by field trips to help the students make the connection between the principals and theories learned and their role and the functions in the real life applications.
Science is all around and within us! With this in mind, the science curriculum will focus around these units. Animals and their habitat Food and Health Compounds and experiments Making structures The science curriculum will be supported by Scientists in the School and the Toronto Wildlife Association visits.
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
Zoology
Not applicable
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
At Aurora, students will develop an understanding of the world around them through an understanding of countries and continents and stories of people’s culture sand experiences. Students at each age will be invited to create a family tree and share stories of their own personal family history and the geographical paths that have brought them to the present day.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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.
Information not available
We offer French and Spanish.
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
Creative
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.
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.
The arts program is an important part of the school's curriculum as it contributes to the overall development of the student. The arts program encompasses Visual Arts, Music, and Drama. Study of the arts foster intellectual, social, and emotional growth, nurtures creativity and gives students other means of expression, verbally and non-verbally. It encourages self expression and communication as well as strengthening their critical and creative thinking skills. It gives them skills to work effectively in groups as well as the confidence to work independently. The Arts program is a vital component of an integrated curriculum, showing the relationship among subject areas and demonstrating the connectivity that exists in all disciplines. A specialist in each area of expertise teaches the Visual Arts, Music and Drama programs.
At Aurora, we see the arts as an evocative and powerful gateway for self expression. Students will delve through the realms of their imagination using as many mediums as possible; (clay, acrylics, baking, play dough, sand sculptures, water colours, wooden and magnetic tiles. In fact, there is no end to the kaleidoscope of possibilities here!) Students will each be given a sketch book to harness and explore their creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
All students have access to a laptop and explore graphic design and Scratch.
Web design
Robotics
Computer science
Our goal is to provide an active start to physical education Our program is geared towards helping the children gain self confidence, social skills and emotional control while being exposed to the games and sports taught throughout the school year. From our casa program to high school our students are learning co-ordination and skills that pertain to each sport taught.
This will be an integral part of the school day and students will be encouraged to move their body, play together and learn new skills. We offer volleyball and tennis lessons. We have many parks in the area with a range of green spaces, beach, creek and woodland areas.
Play-based
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
Our Preschool and Kindergarten classrooms follow the Montessori method of education. The program is based on self-directed activity, as students develop their "absorbent minds". With guidance from our Montessori directresses, students explore the five areas of the classroom (Mathematics, Language, Culture, Sensorial and Practical Life) in an effort to develop their natural desire to learn.
At Aurora, we focus on a play based approach for our young learners. We provide a range of learning centres revolving around imagination and creativity that helps our students develop healthy relationships with their peers. We also encourage outdoor play and inquiry.
Student-paced
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.
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.
Supportive
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 “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.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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The goal of our school is to inspire excellence in three ways: by developing skills of Leadership, building character, and by instilling in our students the importance of community service. We recognize the importance of developing the "whole child", and ensure that in addition to academic excellence, we foster a culture that creates caring and compassionate global citizens.
At Aurora, we aim to nurture your child academically, emotionally, spiritually cultivating a capacity to develop secure and healthy relationships. We believe in this way, that as students come to understand themselves holistically that they can forge a healthy and happy life in the world.
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
Information not available
Information not available
Information not available
Information not available
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 |
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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
85%
90%
Preschool, 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
Rolling
Not available
Not available
Not available
Yes: grades 9 - 12
Yes: grades K - 8
No
No
No
No
Yes: grades 9 - 12
No
Yes: grades 9 - 12
No
Yes
No
Students who are committed to personal growth find the most success at our school.
We accept families and students who are looking for an alternative to mainstream and traditional education. Students will be looking to share their interests and curiosities and develop their critical and creative skills. Families will be looking for a more scared and holistic educational experience.
All the applicants are required to go through an interview prior to acceptance and complete English and mathematics assesment tests.
There will be a yearly $200 fee for supplies.
