1847 Bayview Ave, Toronto, Ontario, M4G 3E4, Canada
20, 298136 – 24 St W, Foothills, Alberta, T1S 7A4, Canada
1986
1905
50
750
Preschool to 2
K to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional, Reggio Emilia
Progressive, International Baccalaureate
8 to 10
Varies
Learning, Developmental
In-class adaptations
$8,500 to $24,000
$20,508 to $26,170
No
Yes
0%
11%
None
K to 12
$0
$5,700
8
58
0%
0%
100%
80%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Feb 10, 2024
Not available
Not available
Yes: grades Preschool - 2
Yes: grades K - 12
No
Yes: grades 7 - 12
information not available
information not available
Since Children’s Garden was established in 1986, there has been a nice consistency of approach and leadership through the directorship of Pauline Foulkes. When she began, there were just two students. Though enrolment has grown, Foulkes maintains a very hands-on, involved role within all aspects of care and instruction at the boutique-sized school. Location and size are important, though the quality of the programming, of course, is too, and there are few instances of nursery schools with as long a record of providing such unwavering service. The school is housed, now as from the start, in the Church of St. Augustine of Canterbury, though the program isn’t affiliated with the church and is non-denominational.
View full reportStrathcona-Tweedsmuir School became a school, by that name, in 1971, though its history stretches back more than a century. It is essentially an amalgamation of three schools that excelled in different ways: St. Hilda’s School for Girls, Strathcona School for Boys, and Tweedsmuir: An Academic School for Girls. The current school motto, Nil Nisi Optimum, “nothing but the best,” was originally used by Tweedsmuir: An Academic School for Girls, as was the black watch tartan uniform—in that and other traditions that remain in place reflect the founding schools long, shared histories.
The amalgamation came at a time of economic growth due to a boom in oil and gas exploration in the region. Each school was outgrowing its footprint, and so looked to combining forces. The world, too, was changing, and the move to a co-ed academic atmosphere was equally emblematic of the time. The newly minted Strathcona-Tweedsmuir School also moved to a sizable parcel of land, where the school remains today.
In time, the school would continue to grow its curricular offerings, including Advanced Placement courses, the adoption of Round Square, and the growth of the International Baccalaureate program. STS was also an early adopter of digital technologies in the classroom. Those things are an expression of perhaps the most important tradition that STS expresses, namely that of looking ahead, being flexible, and working to adapt the program to student needs. The ideal student is one who will thrive in a large, vibrant, and challenging academic environment.
"The principal and all the teachers are passionate about creating the optimal environment for young children to adapt to school life, learn and grow."
Omar Hamam - Parent (Oct 16, 2018)
I have 3 children, one attended from preschool to SK and the others are currently in JK and started ...
View full review
"Children's Garden Nursery School provides a theme-based curriculum that is relatively structured which was one of the main selling points for us. There is a calendar sent out each month that shows exactly..."
Benjamin Pham - Parent (Nov 19, 2018)
Our daughter's experience at Children's Garden Nursery School has been fantastic. She is in her 2nd ...
View full review
"The small class sizes are the perfect transition into a formal classroom environment, ensuring that each child feels safe as they take their first steps towards independence."
Dixie Ho - Parent (Dec 03, 2018)
Our older child started in the preschool class at Children's Garden Nursery School and completed the...
View full review
information not available
"Since 1986, we have created a loving and nurturing school environment where young students thrive and have a true sense of belonging. The early years are our specialty; our curriculum is designed to provide a comprehensive learning experience focusing on the whole child, including social, emotional, physical and cognitive development. Daily specialties such as French, Sportball, drama and music are also included in our curriculum. Join us for the upcoming school year and give your child the gift of a lifetime!"
"STS is a Kindergarten to Grade 12, World IB School. Students flourish through well-balanced programming and enriched learning on our 220-acre campus minutes from Calgary, guided by talented and caring teachers. STS students become global citizens, embracing social responsibility while striving for success in all that they do. In addition to a rigorous academic curriculum, students experience a wide variety of co-curricular activities and benefit from a supportive community, rooted in our school's 118-year history."
"We fully commit to keeping our class sizes small. When a child is only one of 8 or 10 students, we can guarantee that each child is given an individual academic program that challenges them appropriately, a curriculum that is accelerated or is at a slower pace to ensure that all of the foundational building blocks of learning are in place. Our students are fully prepared to move on to any larger school environment, be it private or public school."
"1. Teachers are genuinely interested in their students at STS. Our school is a community and each individual student matters, is known, and is supported to flourish during their time at STS.
2. Our campus is a global hub in a natural setting; outdoor education and experiential learning is infused into every grade level throughout the year.
3. Student are guided to realize their purpose and calling in life; we do more than just prepare for post-secondary education. We flourish"
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"We often hear from new parents that the main reason they chose our school is due to feeling 'it' during their first tour. 'It' is a feeling that is generated by witnessing happy children actively participating in various activities, witnessing teachers being kind, supportive and showing a true love for what they do best...teach. Many families choose our school solely based on recommendations from past and present families whose children flourished in all areas of development at CGNS."
"1. STS provides every student with committed and talented teachers who intentionally nurture lasting one-on-one relationships.
2. Personalized learning and support services help foster academic excellence and also promote a sense of balanced well-being for every student.
3. State of the art facility and outdoor learning in an expansive natural setting means that students have the best possible opportunities to be outdoors daily for field research, sports, arts, play and reflection."
Information not available
Information not available
"The value of a small school community can never be overlooked.! We are very proud to help facilitate the bond between all CGNS families during their children's time with us and love to hear that even years later, families still keep in touch with one another. We know of CGNS families that even take vacations together...their 'children' are now in university! Our Parent Association events are where families can come together and begin new friendships."
"Parents and students often miss how much support is provided, both academically and emotionally, to ensure that students flourish and reach their full potential while here. Dedicated teachers, counselors, learning strategists, and school leaders are in our hallways, classrooms, acting as coaches, mentors, and leading our outdoor education experiential learning trips. This means your children are truly known, and get to see themselves as appreciated individuals in our community who belong at STS."
"As one parent stated - CGNS is punching way above its weight! Being a small school located in a modest facility, first impressions may be deceiving and there may be the assumption that we are not able to provide a curriculum that matches other private schools. Our parents are often surprised to hear that we have an excellent success rate of children being accepted into their first school of choice when moving onto larger private schools. We are a small but mighty school!"
"Our school builds connections beyond the classroom and actively promotes a positive community for students, parents, alumni, and staff. Most people understand that there is an inherent benefit to being a member of a school community. STS has a long, proud history resulting in an alumni network willing to help the families find belonging and success in their lives. The size of this community combined with many notable individual accomplishments sets STS apart from any other school in our area."
Information not available
Information not available
Information not available
Information not available
Welcome to Children's Garden Nursery School!
I have been very fortunate to call Children's Garden my 'home away from home since our doors opened in our only location back in 1986. Over these years, my goal as owner/principal of the school has always been to maintain integrity in all aspects of the school environment and for children to receive the highest quality of education.
My commitment to the children is to provide them with both a solid academic and social foundation during these early informative years.
My commitment to parents is always to be accountable and fulfill their expectations of an excellent school experience for their children.
I could not meet any of my commitments without my wonderful staff. Although we have a professional workplace, our ability to have fun with the children while working together is what gives Children's Garden Nursery School a welcoming atmosphere the moment you walk through the doors. It is important to me that all of my staff are respected, valued, treated equally, and working at Children’s Garden is not just a job but a way to express their true passion and what they do best….teach children!
I hope that you come and visit us and get to see first-hand why thousands of children have started their educational journey at Children’s Garden Nursery School over the past 37 years.
As Head of School, I am enthusiastic about creating meaningful opportunities and dwelling in possibility. Saying Yes to Your Best is a commitment that STS students, teachers, parents, alumni and staff illustrate each and every day. Rooted in our School's motto, Nil Nisi Optimum, or nothing but our best, this commitment to becoming your best self develops a genuine empathy and care for others, combined with an insatiable curiosity, and the courage to say yes to new adventures, discovery, possibility, belonging and future-preparedness. This is what sets STS apart.
Great schools exist with a strong, vibrant community, and a shared priority for the well-being and educational success of our students and alumni. We are proud to welcome exceptional students from across the globe, with a wide array of backgrounds, interests, and talents. I fervently believe in the importance of creating impactful and personalized learning opportunities, both in the classroom and through a diverse co-curricular program, and I can assure you that our dedicated teachers and staff are focused on ensuring your children have access to all they need to succeed and flourish.
I can think of no higher priority than the future of our children, and my vision is that as a team at STS, we contribute to moving them forward in their journey towards their hopes, dreams, and goals. We will do so in a respectful manner, honouring the individuality and diversity of our community. As we prepare to deliver on a new strategic plan and inspire commitment, trust, and belief in our collective abilities to change the world for the better, I say to you, the future is bright.
The STS spirit and ethos are infectious and inspiring. We have a history of innovation, tradition and extensive collaboration with the community, and we will continue to build on our humble roots, be unapologetic in our pursuit of academic excellence, and continue to offer a myriad of experiences to nurture the spirit and passion of our students. As the educational landscape is rapidly changing, it is imperative that we stay current, protect our core and ensure our young charges are cared for, ready for the challenges and opportunities that today presents as well as an exciting future.
I have never been more optimistic about our ability to deliver a rigorous and relevant educational experience for current and prospective students, and I give you my word that I will continue to work tirelessly to provide the best environment for your children.
Progressive
International Baccalaureate
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.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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.
Small class sizes allow us to accommodate, modify, and create individualized learning paths that meet the diverse need of our learning environment. This student-centered approach allows students to take responsibility for their learning while providing them with the proper guidance and support needed to meet specific learning objectives. Catering to the individual’s needs will result in a deeper understanding, higher self-esteem and motivation or desire to keep learning. Students will be able to discover and explore through hands-on learning, problem-solving, predicting, questioning, and risk-taking in both small and large group settings.
At Strathcona-Tweedsmuir School, students thrive in a culture of academic excellence. Students are empowered in their learning and strive to exceed their own expectations for achievement. STS supplements the standard Alberta Education curriculum with the International Baccalaureate Programme beginning in the Elementary with the IB Primary Years Programme, moving to Middle School with the IB Middle Years Programme and ending with the IB Diploma Programme in Senior School. Excellence in teaching and learning is fostered through critical thinking and inquiry. Throughout our students' years at STS, we focus on new and effective practices, incorporating current research and literature into all of our courses. We educate our students in an environment that combines state of the art technologies, outdoor experiential education with opportunities to develop the individual as a whole.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Young children develop early math skills in a variety of areas, including problem-solving and reasoning, number concepts, geometry, and spatial sense, measurement, and patterns & relationships. These skills are taught through hands-on manipulatives and while playing and having fun through daily experiences, activities, and routines. Splashlearn is an online math program that supports all in-class learning.
The STS math curriculum balances traditional skill acquisition with real-world application. Examples of real-world application include applying knowledge of exponents to pay-it-forward challenges, using statistical analysis to debate climate change, and turning learning about profit margins to running ones own mini-business.
We use a variety of resources to cover teaching math skills at this level.
Information not available
Balanced Literacy
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.
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.
Children who have developed the understanding that words can be segmented into sounds tend to be better readers than those with poor phonological and phonemic awareness. Phonemic awareness is not a concept that all children discover on their own. However, when taught to analyze the individual sounds in words, children can more quickly and accurately connect those sounds to letters and then blend groups of sounds into words when reading. Studies have shown that phonemic awareness skills are often deficient in children who struggle in learning to read and write. In addition to Phonics, we do implement Whole Language when needed. Our online guided reading program from kindergarten onwards is Raz Kids.
Elementary students work closely with their homeroom teachers and our Early Literacy Instructor to assess, build, and challenge reading skills. Students use multiple learning tools and approaches to build reading fluency including high-frequency site words, phonics, one-on-one reading with teachers and peers and iPads among others.
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.
We LOVE inventive spelling! We do not correct the child's work until we know that a child has built up a certain level of confidence with their risk-taking and that a love for writing is well established. We typically take note of where the child is having issues with spelling and grammar and build upon these skills in other areas of the program.
Information not available
Inquiry
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.
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.
Due to the young age of our students, science activities are a natural part of our theme related curriculum. Our goal is to give the children fun and interactive experiences when exploring science for the first time. Developing skills such as being a good observer, being open-minded, being inquisitive are all perfect traits for budding young scientists!
Information not available
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
Traditional
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.
Information not available
Information not available
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
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 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.
Because our young children are concrete thinkers, age-appropriate social studies experiences start with children's own lives and experiences. After their family, the classroom is the first society that young children belong to. For them, early social studies learning grows from their interactions with the exposure to people and lessons taught in our school setting. As a school community we are involved in several Community Outreach programs throughout the school year such as collecting unwrapped toys for a local toy drive, Capes for Kids supporting Holland Bloorview etc. Diversity, Community roles, Geography, History and Ecology are important factors of our social studies curriculum.
Information not available
Pragmatism
Not applicable
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.
Information not available
Information not available
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.
The goals of the French Program are: • To introduce a new language in a fun and engaging way. • To familiarize children with the phonetics of French. • To learn a variety of basic, day to day vocabulary. French is taught through the use of songs, games, books, work sheets, stories, poems, art, and dance. All of these teaching methods are used to provide a variety of ways for children to access and apply French vocabulary. The children are given instruction in small groups, ensuring a fun and relaxed atmosphere that is non-competitive. Children are never pressured to speak French; rather they are encouraged to feel comfortable trying out new sounds and words and are encouraged and rewarded with smiles and praise.
Information not available
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
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
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.
Art is about the excitement of exploration, children get to play with different media, including Paint, Sculpture, Still life drawing, Collage, Mural work, Photography and Multimedia. Children also learn about the elements of design: Line, Shape, Colour, Texture, Value, Space and Form. Our students experience art in the world around them through stories, songs, movement, and of course, lots of messy fun. Our Musical Theatre program serves to introduce the students to dramatic storytelling, puppetry, creative movement, imaginative play, and music. Our kindergarten, grade 1 & 2 students are involved in the creation and performance of a musical play twice a year.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
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.
At Children's Garden Nursery School, we have iPads for each child to use. We have a variety of math and language programs that serve as a ‘virtual teacher assistant’ as the classroom teacher is able to gain access to pre-test and post-test assessment data to determine each child’s success in mastering various reading and math skills.
Technology is woven into the curriculum from Grade 1 on. Our 1-to-1 laptop program begins in Grade 6 with school provided laptops. Grades 10-12 students use laptops and/or tablets of their choice. Students in Grades 7-9 are required to take courses in design which includes engineering, architecture, digital media, and robotics.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Sportball introduces children between the ages of 2-8 years old to the FUNdamentals of 7 different sports: soccer, hockey, basketball, baseball, volleyball, tennis and golf which are taught in a non-competitive atmosphere. Children also have the opportunity to get involved in fun games that focus on developing gross motor skills, building self-esteem, confidence and teamwork. Sportball instructors are thoroughly screened and well trained. Coaches are First Aid and CPR certified and have related education and/or experience with children.
The Athletics Program at Strathcona-Tweedsmuir School is consistent with our mission. Character and leadership are the cornerstones of our program and we look for ways to enhance them at every opportunity. Character is developed through successes and failures in team and individual sports including basketball, badminton, volleyball, field hockey, rugby, cross country running and track and field. It is through these athletic endeavours that students learn the values of sportsmanship and co-operation as well as determination and perseverance towards a common goal.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
We provide a well-balanced curriculum that meets each child’s individual needs. Our experienced teachers spend time assessing and getting to know the children in their class. Group dynamics, individual personalities, energy levels, maturity, and level of academic knowledge are all factors that the teachers take into account when planning for the school year ahead. Our curriculum includes; learning activities for Multiple Intelligences, Math, Language, Geography, Science, History, Cultural studies, Global awareness, Community Outreach, Core French, Sportball, Musical Theatre, Theme Based Curriculum, Mindfulness Activities, Handwriting Without Tears, Raz Kids Reading Program, Splashlearn Math Program.
Kindergarten at Strathcona-Tweedsmuir School is an innovative, collaborative and inquiry-based program that instills a joy and love for life-long learning. It promotes the development of the whole child in a safe and nurturing learning environment. We believe each day should be filled with laughter, shared stories and learning experiences so their unique talents will emerge and flourish.
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.
Assessing a child's learning style, understanding of concepts being taught and readiness to move forward to the next stage needs to happen on a regular basis in order for a child to meet with success.
STAND School - hybrid learning; we have created a pathway for you to continue learning in the way you do best – without sacrificing the importance of in-person collaboration.
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.
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”.
Although we have a strong academic curriculum, we have to take into serious consideration that these are young children and often this is their first experience of being in a school setting. Our responsibility to our students is to first and foremost, create a warm and nurturing environment in order for each child to feel secure and willing to take a risk with their learning. Once this has been established, trust in their teacher allows each child to reach their full academic potential. These early years are a crucial time for building a solid academic foundation.
Information not available
"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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
School should be a place where a child can experience love and respect as well as intellectual stimulation. Thus, when we consider the education of a child we should view the process as both social and intellectual – after all, what a child feels influences his or her desire to learn. Although we offer a sound curriculum at Children’s Garden, our primary concern is the child’s emotional and social development. We will foster independence and self-confidence, cooperation, respect, and over-all social awareness of the world around them.
Strathcona-Tweedsmuir School (STS) inspires compassionate, curious, and creative global citizens who lead with courage. We are a diverse community where students pursue lives of purpose, flourishing emotionally, physically, and intellectually.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
---|---|---|---|---|
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.
| ||||
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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CGNS is proud to welcome a literacy specialist to our school family starting in September 2022. Should your child already have a psycho-educational assessment with recommendations for additional remedial instruction, or if you feel your child needs some extra support to get them back on track after a year of online learning; our literacy specialist teacher will work one-on-one with your child during school hours at an agreed-upon schedule. Parents are billed directly for this extra support. Your child will have the opportunity to be part of a regular classroom environment while participating in an individualized program designed to help them meet with success.
Information not available
Communication between the school and parents is crucial in determining if Children’s Garden Nursery School is the best program for your child. It is not our mandate to willingly take on a child where we don’t have the expertise or staff to support that child. Should a child develop learning difficulties during their time with us, every effort would be made to assist the parents in obtaining information from community agencies and organizations to ensure that the child’s needs are met.
Families applying to Strathcona-Tweedsmuir School will be ask to provided any documentation related to previous IPP supports or psychological-educational testing. This information will be used during admission to determine if the level of accommodations and supports required match our program offerings.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
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
K - 12
0%
11%
$0
$5,700
100%
80%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Feb 10, 2024
Not available
Not available
Yes: grades Preschool - 2
Yes: grades K - 12
No
Yes: grades 7 - 12
No
Yes: grades 7 - 12
No
Yes: grades K - 12
No
Yes: grades 7 - 12
No
No
Children who are eager to learn! Curious, fun-loving, ready to listen to direction, ability to focus, and be part of a group.
The Strathcona-Tweedsmuir School experience encourages students to find their passions, give back to their community, and prepare themselves for a life of purpose. To that end, our students are inspired to seek excellence in scholarship, leadership, and character.
Interested families must submit an Application Form to arrange a private tour of the school.
There is no application fee.
A deposit of two months tuition is required to secure your child's space.
Annual Early Decision Deadline - November 30
Annual Regular Decision Deadline - February 10
Annual Rolling Admission begins February 11 for a select number of remaining seats
The full application to STS includes:
2. Confidential School Report Form
3. Final Report Cards from previous two years
4. Most Recent Report Card or Progress Report from the current year
5. Interview
6. Individual or Group Assessment