560 Guelph Line, Burlington, Ontario, L7R 3M4, Canada
10 Elm Avenue, Toronto, Ontario, M4W 1N4, Canada
2021
1903
25
900
1 to 8
JK to 12
Coed
Girls
Day
Boarding, Day
English
English
Academic
Academic
Progressive
Liberal Arts, International Baccalaureate
Varies
16 to 22
Learning, Developmental, Behavioral
Learning
$24,000
$38,990 to $42,490
$75,100 to $78,600
No
Yes
0%
5%
None
7 to 12
$0
$0
3
60
0%
6%
90%
30%
1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2023
Not available
Rolling
Yes: grades 2 - 8
Yes: grades JK - 12
No
Yes: grades 9 - 11
information not available
Clans and tartans, prefects and polo shirts—the initial gestalt is very traditional. Some of the buildings on campus are heritage buildings, which adds to the luster, though they pre-date the founding of the school. Still, the spirit of the school is strikingly modern. The IB program starts early, as does the view to globalism. Branksome has a sister campus in South Korea, offering a hint of the dedication to an international gaze. Lists of notable alumni don't always reflect the work of the school—princes, for example, appear on those lists no matter what they achieve at school or afterward—though Branksome might prove the exception, in part because of the consistency of the achievement it demonstrates. Arts, letters, philanthropy, and leadership are all well represented in the list of notable alumni, just as they are within the school itself. Branksome Hall sets its sights very high, to be sure, and the ideal student is one who shares the core vision and is able to function in a very diverse, challenging, expansive environment.
Read The Our Kids Review of Branksome Hall
Elevate Learning Centre provides an opportunity for students with unique needs to thrive in a supportive environment. With programming designed specifically for diverse learners, students receive small group instruction, daily social and emotional learning, and structured literacy. Elevate believes all students can thrive when supported in the right way. Its programming focuses on literacy, numeracy, executive functioning, and socio-emotional skills, enabling students to learn strategies to self-regulate independently. A high educator-to-student ratio means students receive the support they need to thrive and build their academic and social confidence.
View full reportClans and tartans, prefects and polo shirts—the initial gestalt is very traditional. Some of the buildings on campus are heritage buildings, which adds to the luster, though they pre-date the founding of the school. Still, the spirit of the school is strikingly modern. The IB program starts early, as does the view to globalism. Branksome has a sister campus in South Korea, offering a hint of the dedication to an international gaze. Lists of notable alumni don't always reflect the work of the school—princes, for example, appear on those lists no matter what they achieve at school or afterward—though Branksome might prove the exception, in part because of the consistency of the achievement it demonstrates. Arts, letters, philanthropy, and leadership are all well represented in the list of notable alumni, just as they are within the school itself. Branksome Hall sets its sights very high, to be sure, and the ideal student is one who shares the core vision and is able to function in a very diverse, challenging, expansive environment.
View full report
"It's exactly the type of education experience he needs."
Dana Cooke - Parent (May 10, 2023)
To put it simply, my son loves going to school each day. In the past, he has been frustrated and oft...
View full review
"I can't think of a way for them to further improve the quality of life for the students, because they are already doing a great job at it!"
Stacey Bourbonnais - Parent (May 10, 2023)
If I ask my son, he says he likes how the school goes to the food bank or goes swimming. He enjoys t...
View full review
"The atmosphere exudes warmth, camaraderie, and inclusiveness, as students from diverse backgrounds and with various learning needs come together to form a cohesive and spirited community."
Najwa Colangelo - Parent (May 10, 2023)
My child's experience at Elevate Learning Centre has been truly transformative. She has found a nurt...
View full review
"The teachers are dedicated, knowledgeable, and passionate about fostering a nurturing learning environment."
Shelly Huang - Parent (Oct 23, 2023)
My daughter loves Branksome Hall so much, I remember clearly she told me Branksome Hall and the teac...
View full review
"My experience at Branksome Hall overall was wonderful."
Sara Akbari - Alumnus (Jan 24, 2024)
My experience at Branksome Hall overall was wonderful. I had many supportive teachers throughout the...
View full review
"I was very happy with the quality of instructors and teachers at Branksome."
Deniz Mutlu - Alumnus (Feb 28, 2024)
I had a wonderful experience at Branksome. I joined Branksome in the 3rd grade and continued until m...
View full review
"Elevate is a micro-school for diverse learning needs. At Elevate, we believe that all students can thrive and succeed when they are supported in the right way. Our learning program is designed for the unique needs of students with learning disabilities, ADHD, Type 1 ASD, and other exceptionalities to build student self-esteem and create motivation for learning. Our students work in small groups with one educator providing direct instruction based on student needs."
"Branksome Hall is Toronto’s only leading all-years International Baccalaureate (IB) World School for girls (JK-12). Our IB Advantage for Girls sparks students’ curiosity and passion for new challenges through our unique combination of outstanding academics, well-being, international mindedness and strong focus on innovation. Our inquiry-based Liberal Arts curriculum is enriched by our four core values: sense of community, inclusiveness, creativity and making a difference. An independent school, Branksome Hall educates 900 students on our 13-acre campus, nestled in the heart of the Rosedale neighbourhood in downtown Toronto, within walking distance of the University of Toronto, public transit, libraries, theatres and the vibrant intersection of Yonge and Bloor Streets. Our state-of-the-art facilities include an Athletics and Wellness Centre, STEAM Studio, Innovation Hub, Makerspaces and flexible learning environments. We offer a Boarding Program for Grades 7-12 and an immersive Study Abroad Program with our sister school, Branksome Hall Asia on Jeju Island, South Korea. Our graduates are welcomed by leading universities in Canada, the U.S. and around the world, most with scholarships. More than $1.4 million in student financial assistance is provided each year. Discover more at www.branksome.on.ca."
"At Elevate Learning Centre, we believe that ALL students can thrive and succeed when they are supported in the right way. Our program was created to specifically support students with diverse learning needs. We assess all students before they join us to identify their unique strengths and areas for growth. We use intense remediation and direct instruction in literacy and numeracy to solidify foundational skills with the goal of transitioning students back to their home school."
"As the only independent day and boarding school for girls in Toronto to offer the International Baccalaureate programs (Primary Years Programme, Middle Years Programme and IB Diploma Programme), Branksome students are empowered to discover their passions, find their voice and actively shape positive change. The school has broken ground on a new Innovation Centre and Studio Theatre (iCAST) for the arts and STEM, a first-of-its-kind facility for any JK-Grade 12 institution in Canada."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Time and again our families emphasize our care and our expertise. They love that students are in small groups or working 1:1 for dedicated, tailored support. They report that students who hated reading are now reading chapter books. Students that were reluctant to go to school are excited each day. Our parents also appreciate our consistent communication about what strategies we're using, and how they can continue at home."
"Branksome's enriched liberal arts program is viewed as the gold standard by universities worldwide. Our excellent location and amazing facilities attract families from all areas of the city, and the world, creating a diverse environment where everyone feels included. The breadth of extra-curricular and leadership opportunities ensure students feel connected to and empowered by our community. Student well-being and social-emotional learning are prioritized to foster healthy relationships."
Information not available
Information not available
"We believe learning happens inside and outside of the classroom. We offer frequent trips into the community, enough that they can seem commonplace. This includes trips to the library, to our local food bank to volunteer, weekly swim time, and in and around the city to support student learning. These trips are fun, but they are also a valuable opportunity for students to learn more about their community and get involved."
"The IB is not just about a comprehensive academic experience. The IB curriculum is adaptable and flexible, providing students the opportunity to personalize their educational experiences by selecting subjects that are a good fit for both their interests and their skill development. Grounded in the liberal arts tradition, IB teaches students – at every age – to become critical thinkers and effective communicators of their ideas and opinions. As a result, they develop habits that last a lifetime."
"We believe that open and reciprocal communication is the key to student success. We welcome parent and student feedback as it is a crucial component to student progress and achievement. You may be surprised to see students jumping on our little trampoline or sitting quietly on the couch with headphones on. We encourage our students to voice their needs, and we listen. If they need time, we will give them time."
"New families to Branksome often comment on the welcoming and caring environment they experience once they join the community. Our inspiring and supportive faculty make learning fun and help students to develop a growth mindset. Students love learning in Branksome's state-of-the-art facilities, including an Athletics and Wellness Centre, STEAM Studio, Innovation Hub, indoor rock-climbing wall, playgrounds, tennis courts, Makerspaces, and through our business incubator program, Noodle."
Information not available
Information not available
Information not available
Information not available
Welcome to Elevate Learning Centre! Thank you so much for taking the time to learn more about our community. I am so grateful to have the opportunity to support our students on their learning journey. Please don't hesitate to reach out if you think Elevate would be a good fit for your child, we would be happy to have you with us.
“Branksome Hall will change your life.”
This is something I've told new students and families countless times over my more than two decades serving as Branksome’s Principal.
Since our founding in 1903, thousands of great women have walked our halls as Branksome students. They have been routinely welcomed into the finest colleges and universities around the world, with many receiving scholarships. Branksome alumnae have gone on to make a difference in just about any and every imaginable field and endeavour. I can't help but be awed by the impact they have had, and continue to have, on the world around us.
But I shouldn’t be surprised. Our alumnae's inspiring achievements are, in many ways, a direct reflection of their Branksome experience. Everything we do is guided by our powerful mission: each day, we challenge and inspire girls to love learning and shape a better world.
Branksome is a unique school. As Toronto’s only all girls, all years IB World School, we offer our students an academically excellent program in tandem with unmatched commitments to global engagement and well-being. At Branksome, girls are taught the skills they need to thrive in our changing world. They learn how to find their own strong voices and develop as lifelong learners.
As you read through this website, you’ll discover more about the Branksome difference and what sets us apart. When you’re ready to learn more, drop by our campus for an Open House or reach out to our Admission team. We look forward to welcoming you and sharing more about what makes our school so very, truly remarkable.
Sincerely,
Karen L. Jurjevich
Principal
Liberal Arts
International Baccalaureate
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Elevate follows a structured literacy approach toward reading using multi-sensory, explicit evidence-based approaches to support the specific needs of students with diverse learning needs. Elevate’s numeracy programming follows the Ontario curriculum’s overall expectations with the primary focus of lessening any gaps in each student’s learning. Our SEL program focuses on developing social-emotional skills while building on themes of self-awareness, friendship, respect, open-mindedness, and community. Students are explicitly taught the ‘hidden rules’ of social interactions, self-regulation tools and strategies. Students are supported to work through any social and emotional challenges that arise throughout the day by caring staff who see each interaction as a learning opportunity. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student’s individual level. All learning is scaffolded so students do not become overwhelmed and can feel confident in their ability to create.
Branksome Hall is Toronto’s only all-years International Baccalaureate (IB) World School for girls. Our IB Advantage sparks students’ curiosity and passion for new challenges through our unique combination of outstanding academics, well-being, international mindedness and strong focus on innovation. Our inquiry-based Liberal Arts curriculum is enriched by our four core values: sense of community, inclusiveness, creativity and making a difference. A Kindergarten to Grade 12 independent school, Branksome Hall educates 900 girls on our 13-acre campus in downtown Toronto. Our state-of-the art facilities include an Athletics and Wellness Centre with two saltwater pools, STEAM Studio, Makerspaces and numerous flexible learning environments. We offer a Boarding Program and an immersive Study Abroad Program with our sister school, Branksome Hall Asia in South Korea. Our graduates are welcomed by leading universities in Canada and around the world, most with scholarships. More than $1.4 million in student financial assistance is provided each year. Branksome continues to set the pace for innovation in girls’ education, ensuring today’s students are well-prepared to solve tomorrow’s complex problems.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Elevate’s programming follows the Ontario curriculum’s overall expectations in mathematics focusing first on numeracy and number sense, with the primary focus of lessening any gaps in each student’s learning. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student’s individual level. All learning in math builds on earlier concepts. If students do not have a strong base in addition, they will struggle with subtraction. If they do not understand equal groups, they will not be able to understand multiplication and division. We help students to master the foundational skills that they will need to unlock higher levels of math in high-school and beyond.
The Mathematics program at Branksome provides opportunities for university-bound students to develop a strong understanding of mathematics; practise strategies for applying knowledge and skills to solve complex problems in both real-life and abstract situations; communicate reasoning using mathematical conventions and terminology; and become proficient in using graphing calculators and relevant computer software. Students will learn new mathematical concepts and skills through class discussion, group work and individual practice. In all grades, students will be encouraged to develop specific study strategies that can promote academic success here at Branksome and later at university.
Multi-Sensory Math Jump Math Ontario Curriculum spiralized to lessen learning gaps and build foundational skills
Information not available
Students are encouraged to use learning tools and manipulatives.
Information not available
Phonics-intensive
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.
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.
Elevate follows a structured literacy approach toward reading and reading comprehension, using multi-sensory, explicit evidence based approaches to support the specific needs of students with diverse learning needs. Many of our educators are trained in the Orton-Gillingham approach focusing on direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. We also use Wilson and UFLI to assist in our reading lessons.
Reading instruction in the early years is both explicit and systematic. Teachers in the early grades focus on essential early literacy skills through structured literacy lessons. Important skills include phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. This instruction may take place in a whole class and small differentiated groups. Unit of Inquiry provides students with an opportunity to utilize newly learned skills during content area instruction. A variety of assessment practices and measures are used to gather data to support instruction and goal setting from benchmark assessments to diagnostic tasks, progress monitoring to outcomes evaluation assessments.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We monitor progress using a variety of tools including Dibels and Woodcock Johnson standardized assessments.
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.
Students develop their ability to compose writing by building their skills over time. All learning is scaffolded so students do not become overwhelmed and can feel confident in their ability to create. Each of these approaches is evidence-based and has been proven to help neurodiverse learners to become strong, confident readers and writers. We also recognize that many of our students come to us with difficulty with both printing and spelling words. We believe that spelling and reading are closely connected and learning how to spell words accurately and automatically helps students to read fluently. During their time with us, students will learn: Cursive writing Printing Common spelling conventions and patterns to “decode” the language Paragraph composition Grammar conventions Proofreading
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.
Science is taught in the afternoon during our FlexBlock. Topics are generated from the Ontario Curriculum and overall expectations are covered. We learn through inquiry and experimental learning, using hands-on experiments and student-guided investigation. With multiple grades, we split students into smaller groups so that they are following their own curriculum expectations. We also group together similar concepts so that students can work together across grades collaboratively.
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
Physics
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
We incorporate both of these approaches. It is so vital for students to be able to decode and understand the purpose of a text for their reading comprehension and written composition. Many of our students struggle with written expression and our goal is to help them identify written elements and apply them to their own work. However, we want our students to think critically about what they're reading and to form their own opinions. We want our students to feel competent and confident taking on literature.
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
Not applicable
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.
Not applicable
Social Studies is taught in the afternoon during our FlexBlock. Topics are generated from the Ontario Curriculum and overall expectations are covered. Imagine your child is motivated to learn, not just for marks, but for the love of learning. Authentic learning ignites student interest and joy in learning by connecting what is taught in the classroom to real-world issues, problems, and applications. “Learn by doing” is the core of the Elevate as students practice foundational skills, whether they are engaging in authentic activities similar to a scientist, an artist, an engineer, or a writer. Future-ready skills such as problem-solving, critical thinking, teamwork, observation, asking questions, and note-taking are consistently reinforced during authentic learning.
Information not available
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
One of the best ways to help students learn is to make meaningful connections to real-world experiences. This can help them to contextualize what they've learned and then apply the learning in their own way.
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.
Information not available
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Our students spend time exploring their abilities in the fine art of music and visual art each Friday afternoon. We have explored the Art Gallery of Burlington for a morning program with this feedback from their staff: "You should feel so proud of your students, I was totally blown away by our critical discussion of the art, their thoughtful consideration of the space and their conduct - it was just an absolutely pleasure to host your group."
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.
Computers are used for assistive technology, inquiry and to directly teach typing skills. We use computer games to compliment our math teaching.
Information not available
Web design
Robotics
Computer science
Physical Education is taught outside in our beautiful park setting. We have access to fields and equipment. Student swim at Goldfish Swim School once a week during the last term of the school year.
Information not available
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
The Junior School sparks a joy and interest in learning that will stay with a student for life. Caring teachers stimulate natural curiosity. Small classes allow for the personal attention that helps a young girl thrive and develop her self-esteem. Students follow a curriculum that provides a solid grounding in basic skills and promotes good study habits. From the earliest age, girls learn to express themselves as competent communicators and to develop self reliance. Students learn through inquiry-based instruction within a variety of subject disciplines, including English and French, Mathematics, Science, Social Studies, Art, Music, and Physical Education.
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.
At Elevate, we use evidence-based practices to meet our students needs, help them make gains where they struggle, to empower them to feel confident and excited about their learning again. We work with each child’s strengths and identify areas for targeted support documented in an individualized Success Plan.
Information not available
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”.
At Elevate Learning Centre, we believe that ALL students can thrive and succeed when they are supported in the right way. Our program was created to specifically support students with diverse learning needs. Our team of experienced and passionate educators know the students very well. Student strengths and areas for growth are considered for every small group lesson. We use intense remediation and direct instruction in our morning literacy and numeracy classes to solidify foundational skills and practice these skills in our Flex Block courses.
Information not available
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Information not available
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Our students are explicitly taught social emotional learning daily focusing on their personal strengths. We want our students to feel comfortable with themselves and their unique abilities. We teach our students how to make sense of their own and others' thoughts, feelings, and intentions in context to the situations. Respect of self, others and property is explicitly taught and kindness and understanding the perspective of others make a difference. Having a growth mindset is key to learning and Elevate Learning Centre supports students as they learn in this journey.
Information not available
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
Modifications
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
As Branksome Hall is an independent school with a rigorous admissions process, our students with identified learning needs are generally high-functioning students. They have formal, individual, written plans based on a psycho-educational assessment, medical documentation or social emotional documentation. Provincial funding is not available for our Learning Strategies program. For this reason, Branksome is unable to support students whose learning needs exceed the inclusive classroom.
Elevate Learning Centre program is designed to support the individual needs of diverse learners who are experiencing challenges in the regular classroom. Our low student-teacher ratio offers inclusive and structured learning opportunities for students at their current skill level. Direct and differentiated instruction strategies, including multi-sensory approaches are used to instruct students and consolidate their learning. Our classroom is designed specifically to help diverse students master strategies for coping and self-regulation. Every child is unique, so individual strengths-based Success Plans are created to personally identify address each child's learning needs.
Branksome Hall follows an inclusion and Learning Diversity Policy where every student is the responsibility of every classroom teacher and where our teachers take ownership of the special learning needes of students in their classroom and differentiate their instruction to meet those needs.
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
7 - 12
0%
5%
$0
$0
90%
30%
1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2023
Not available
Rolling
Yes: grades 2 - 8
Yes: grades JK - 12
No
Yes: grades 9 - 11
No
Yes: grades 7 - 11
No
No
No
No
No
No
At Elevate, we believe that all students can thrive and succeed when they are supported in a right way. Our learning program is created to specifically support the unique needs of students with multiple exceptionalities that may not have been able to succeed in other learning environments. Your student does not to have an official diagnosis to attend Elevate.
Students who thrive at Branksome Hall are thoughtful learners who seek knowledge and think critically. Even at a young age, Branksome Hall students are comfortable with differing points of view and they ask challenging questions and solve complex problems. It is important that students are interested in engaging with the school, their community and the world around us. Some key words that describe the Branksome Hall student include risk-taker, communicator, thinker, inquirer, principled, caring, open-minded, balanced, reflective, spirited and awe-inspiring.
Once parents have applied online, a meeting will be arranged with school administration. Parents and students are invited to tour the school and a three-day trial is offered (at no cost).
If the child has medical or psychoeducational assessment, we would ask to see this documentation. An official diagnosis is not required to attend Elevate Learning Centre.