443 Mount Pleasant Road, Toronto, Ontario, M4S 2L8, Canada
615 Wellington Street, London, Ontario, N6A 3R6, Canada
2002
2012
500
30
7 to 12
8 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Liberal Arts
15 to 19
6
Learning
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$42,780
$20,200
Yes
No
0%
0%
7 to 12
None
$0
$0
83
6
0%
0%
50%
94%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Dec 01, 2022
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 8 - 12
No
No
information not available
information not available
Having been founded in 2002, Greenwood is a relatively young school, though has grown in response to the needs of the families that enroll here, and the place that it has within the academic mosaic of the city. It still thinks of itself as a small school, and the lived experience is personal and close-knit. That said, at 500 students, it’s certainly not tiny, and the curricular and extracurricular programs benefit from the size. The current facility, opened in 2016, is an apt expression of the goals of the school, as well as the families that support it. It includes flexible learning spaces and up to date athletic and arts spaces. Greenwood, in some sense, still flies a bit below the radar in the public consciousness, though given the success and growth it’s experienced, that won’t last long. The ideal student is one able to thrive within an active, academically oriented learning environment.
View full reportThe Sycamore School doesn’t look like a typical school—it occupies a house in downtown London—and, in fact, it isn’t a typical school, which is why families turn here. The students arrive having demonstrated their skills and academic abilities, yet, for a range of reasons, aren’t reaching their potentials in a more traditional learning environment. Instruction is cooperative, allowing students to take responsibility for their learning in consort with their instructors. One of the goals is to motivate learners, and to help them find their own unique paths to success. The ideal student is one who will thrive within a very close-knit, student-oriented setting, and who is capable of operating at the top of his or her peer group.
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"The teachers at Greenwood are exceptional."
Alexander Viola - Student (May 04, 2022)
My student experience at Greenwood has been incredible. I really love this school and it feels like ...
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"I think they do a wonderful job of putting kids and parents at ease."
Jen Hastings - Parent (Dec 14, 2022)
I have three kids (1 girl, and 2 boys) who go to or went to Greenwood (our daughter graduated in 202...
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"We help students develop the knowledge, skills and character they need to lead fulfilling lives and reach their full potential. Our personalized academic program provides each student with the perfect mix of challenge and support, and our welcoming all-gender community allows students to be open-minded and engaged each day. Students can pursue their passions through a broad range of courses and co-curriculars. Our Outdoor Education program encourages character growth and creates lasting memories."
"The Sycamore School offers personalized, alternative education recognizing that today’s learners must be capable of independent, flexible thinking in times of continuous change. The school has developed a unique approach in educating students who struggle with personal anxiety and stress. High school courses are offered within a multidisciplinary framework enabling positive learning experiences. Collaborative, welcoming classes are taught by subject specialists whose enthusiasm may further spark student engagement."
"Greenwood students have a champion in their corner from day one: their Adviser. Advisers ensure that their advisees get both the challenge and the support they need to truly thrive; Advisers also coach advisees through growth opportunities, both in and out of the classroom.
Every September and January, the grades spend a week together off-campus. These Outdoor Education experiences encourage them to find new depths of perseverance, to take risks, and to build lasting bonds with classmates."
"Our students work best in the small community atmosphere that they have chosen to guide their path to high school graduation. Students are supported by their teachers and other staff who adapt the learning opportunity to reflect student learning preferences, ambitions and life goals."
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"Greenwood's personalized academic program is a selling point for our families; this approach ensures that each student gets exactly the right level of challenge and support to encourage academic growth. Families value that our focus goes beyond academics to encompass character and community spirit - we encourage students not only to strive for excellence, but to become the best versions of themselves. The fact that Greenwood welcomes all genders is also important for many families."
"Our students and their families have chosen The Sycamore School for the low student: teacher ratio that is, on average 1:6. Our micro school population ensures a less stressful environment for students and a more co-operative and inclusive atmosphere for those who wish to focus on completing their high school education."
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"Families tell us that they didn't fully appreciate the value of the Adviser program until after they enrolled; to quote a parent, it is a "game changer". Families also tell us that our staff's commitment to student success becomes truly apparent once their child starts at Greenwood. Our teachers care deeply about helping each student to do and to be their best, and are ready to support them along their learning journey."
"Since The Sycamore School has worked hard to avoid the traditional school-like setting, students and their parents learn to appreciate the home like surroundings; homeschooling parents refer to TSS as the homeschool away from home. We are proud of that difference."
"We want to encourage students to grow in all elements of their character, but that doesn't mean that we sacrifice academic challenge. Greenwood uses a "high challenge, high support" model - rather than reducing academic challenge, this high level of support creates the conditions students need to truly stretch themselves academically. Students who are both highly challenged and highly supported are motivated, confident, curious learners."
"Students and their families often comment on the atmosphere of caring that they feel in the entire school population … students and staff. There is an easy integration among students and staff of differing grades, ages, genders and cultures that creates a community of learners. Completing assignments at school with teacher assistance enables families to participate more fully in after school activities."
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We all need something a little different to thrive. No two people are the same, which is why one-size-fits-all strategies will yield dramatically different results. To find fulfilment, we need the precise mix of challenge and support that works best for us.
This idea is at the heart of everything we do at Greenwood. Our personalized approach ensures that each student is known as an individual and gets what they need to flourish. In the classroom, that means understanding where each student is at and meeting them there with the right level of challenge to encourage engagement and growth. Outside of the classroom, each student is paired with an Adviser; Advisers provide unparalleled support, acting as “champions” and advocates for their advisees in all aspects of school life.
This customized approach extends to our diverse offering of experiences. From the courses we offer to our wide range of extracurriculars, we help students find and follow their passions. We also strongly believe in the value of experiential education, and our trailblazing outdoor education and service learning programs provide authentic, hands-on learning opportunities. When students design their own personalized pathways, they feel a sense of ownership over their education -- and we know from experience that this consistently drives dedication and determination.
While our enrollment has grown to 500 students since our founding, we have maintained our tight-knit community and small-school feel. We believe in the power of learning from, and laughing with, each other, and students have ample opportunity to get to know their peers both in and out of the classroom. Our passionate, caring staff are committed to every student’s success, health, and well-being; the meaningful relationships they develop with students are what make our engaging and interactive approach to learning possible.
When our alumni leave Greenwood, they know what success means to them and they are ready to achieve it. Our graduates have followed a wide range of paths, from volunteering with Doctors Without Borders, to pursuing a graduate degree at Cambridge, to opening an art studio. Our hope for our alumni is that they lead fulfilling lives, and we are committed to helping them develop the character, knowledge, critical thinking and resilience needed to do so.
We are proud of what we have achieved over the past 20 years, but Greenwood is not content to stand still. Moving forward is critical to staying on the leading edge of education and delivering the best experience possible for our students. Our Strategic Plan for 2021-2026 charts an ambitious and exciting future for our school - learn more about it here.
Exploring our website is a great way for you to get to know Greenwood, but there is even more to discover. We hope you will join us for one of our virtual events and experience first-hand what makes this community so unique.
Sarah Bruce
Principal
Learning in the 21st Century requires that schools change with the times. Bodies of knowledge do not stagnate and education must not continue to do so. At the turn of the 20th Century, John Dewey believed that "the teacher should only provide background information and have the students work together in groups on the concept. This should start conversation and discussion, and give rise to valuable collaboration. Although the written exam would continue to play an important role, particularly presentations, projects and other evaluation techniques are used to keep track of the progress."
The London School pedagogy considers these notions and takes them forward into the 21st Century where all that exists as knowledge is available to everyone who knows how to access it in the online forum, how to evaluate the credibility of the information and how to interpret its meaning. Students no longer must prove their worth by spouting the wisdom of the ages but rather by developing the discernment required to use knowledge to its best advantage; how to apply it to everyday life and how to evaluate the impact of certain knowledge and actions from the appropriate historical perspective. We do not want future generations to repeat past mistakes but we do want them to understand how their choices and actions will shape their future. What our students need to know remains to be seen. It is our job to ensure that they have the confidence and skills to recognize the value and application of knowledge as presented to them through a variety of personal and school experiences.
Liberal Arts
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
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Greenwood’s high-challenge, high-support model encourages academic engagement and growth for every student. We have high expectations for each student, and our personalized support helps students to meet those high expectations. Our teachers take time to understand every student’s unique personality, strengths and learning style, using that knowledge to develop a fully personalized learning experience that sets up each student for engagement and success.
Our progressive liberal arts program aims to deepen the learning experience while strengthening skills and exciting a passion for learning in a creative, collaborative environment. We focus on building opportunities for success and provide a stimulating intellectual environment where students can shape their academic goals. We work with family teams for anxious and stressed students and develop personalized academic plans for students experiencing school refusal that has compromised their success in traditional schools. The High School program, leading to the OSSD (Ontario Secondary School Diploma) for which our school is authorized to grant credits on behalf of the Ministry of Education, is based on the courses offered toward the OSSD as outlined in the Ministry document entitled Ontario Schools, Kindergarten to Grade 12, Policy & Program Requirements. Each course is presented in a manner that accommodates individual learning needs at a pace that supports student success.
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.
Greenwood offers specialized math programs.
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Textbooks are used as reference, not followed as curriculum delivery systems.
Students are taught to use calculators in math and business classes.
Calculators are used as a tool; not as a crutch.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science instruction includes a mix of knowledge acquisition and inquiry-based learning at all grades and course levels.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Students analyse literary texts from contemporary and historical periods.
Choices of Literature are based on individual choice with teacher approval of relevance to curriculum expectations. Current literature in all genre is explored. Reading, writing, analysis and thought are presented as means of enjoyment in learning.
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
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Humanities and social sciences courses at Greenwood include Food & Culture (Grade 11), Introduction to Anthropology, Psychology and Sociology (Grade 11), World Religions and Belief Traditions: Perspectives, Issues, and Challenges (Grade 11), Challenge and Change in Society (Grade 12) and Philosophy: Questions and Theories (Grade 12).
Since student choice and interest is germane to the success of their learning experience, current thought and discovery is examined within the appropriate historical perspective. Content is explored through various lenses especially those of the indigenous peoples of the world.
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.
French classes are required for students in Grades 7, 8 and 9, and are offered as electives in Grades 10, 11 and 12.
In response to student interest, many First Nations Languages may be offered. Oneida and Lunaape languages have been well received by First Nations and non First Nations students.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
Students apply the elements and principles of design when exploring the creative process through drawing, painting, printmaking and mixed media. Students use the critical analysis process to reflect on and interpret art within a personal, contemporary and historical context.
Practicing artists become part of the teaching/guiding program in Visual Arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Greenwood is designed for the digital native, with technology and collaboration tools fully integrated into our program. Students work on laptops throughout the day; students can purchase a laptop through the school or select their own learning device through the Bring Your Own Device (BYOD) program.
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Web design
Robotics
Computer science
Exercise Science is offered as an optional course at Greenwood, while regular physical education classes are paired with Outdoor Education experiences throughout the year.
Our Healthy Active Living Plan is focused on building opportunities for health and wellness that can last a lifetime. We approach fitness from an outdoor education platform that enables youth to engage with nature and creates a learning environment that extends beyond the classroom walls.
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Student-paced
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.
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.
Differentiated instruction allows students to learn in a variety of different ways based on their challenge and support needs (e.g. teacher-directed, self-paced, small-group discussion, collaborative).
Students may choose open prerequisite subjects from other grade levels based on interests and/or special abilities. Assignments and evaluation techniques are tailored to specific learning strengths; for example oral exams or quizzes or power point instead of essay.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Greenwood’s high-challenge, high-support model encourages academic engagement and growth for every student. We have high expectations for each student, and we offer personalized support to help them meet those expectations.
Our aim is for our students to meet their graduation requirements at their own pace, within the expectations of Ontario Secondary School curriculum in a positive manner that is meaningful and memorable for the individual .
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Greenwood aims to help students develop the knowledge, skills and character needed to lead a fulfilling life and reach their full potential. We believe that character is composed of four elements – intellectual, moral, civic and performance character. By instilling these elements of character in our students, we know they will graduate ready to be confident, competent, ethical, and engaged members of society.
The Sycamore School's Trillium Teaching method has been designed to enable students to develop personal resilience, discernment and empathy so that they can bring a sense of purpose and strength to their future.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Support is dependent upon students’ individual needs. For example, if a student is finding a particular class especially challenging, support would be given by the classroom teacher. If there is a pattern amongst many classes, the student's Adviser would facilitate a more fulsome intervention. This intervention will involve strategies such as enlisting parent/guardian support, supporting the growth of academic and executive functioning skills, and organizing an extra help schedule. Student supports and intervention progressively involve more people as needed.
Accommodations: preferential seating, computer use, lighting alternative, reduced sensory stimuli if possible, Use of headphones/music when appropriate, Cue transitions, Breaks, Using timers/planners, self-monitoring Additional: Written/Verbal explanations, Visual cues, supportive peer placement, reduce/minimize distractions, address fragrance sensitivity, increase distance between desks, alternative workspace, direct instruction, simplified format, smaller, chunked amounts of work, repetition of information, scribing, note sharing, focus prompts, verbal/visual signals to begin, positive reinforcement, peer assistants, responses given privately, mind mapping, use graphic organizers, hands-on materials/activities, manipulatives, dramatization of information, note taking instruction, teacher modelling for notebook organization, active participation, acceptable alternatives; provision of video tutorials, extended time, alternative locations or formats, large print, one question per page, increased line spacing; Providing a designated reader, headphones/music, visual tracking tools , space to stand, recording devices to capture oral responses and encouraging verbal and/or graphic responses
Access to Greenwood's Student Success Centre (SSC) is included in each student's tuition fees. After reviewing a psychoeducational report and seeking parent/guardian and teacher input, we may recommend that a student with a learning difference carry a reduced course load so they can access SSC support. Students who do so receive a timetabled period in the SSC where they earn a Learning Strategies credit. Grade 12 students in need of SSC support can enrol in the Transition Skills Program, a non-credit course.
High school aged students typically may have previously diagnosed learning disabilities; The Sycamore School will refer students to an appropriate clinician for assessment and/or renewed assessment as indicated. The Sycamore School offers accommodations to students with learning disabilities who are able to work toward achievement of graduation requirements with minimal support. Small classes may be the support that individual students need.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
0%
$0
$0
50%
94%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Dec 01, 2022
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 8 - 12
No
No
No
No
No
No
No
Yes: grades 8 - 12
No
No
Greenwood's assessment of student-applicants emphasizes character, personality, academic readiness and interest in personal growth. Among the questions we consider are the following: • Does the applicant have the academic ability to complete the requirements leading to the Ontario Secondary School Diploma? • Do the applicant and their family have values and experience or inclinations that are consistent with Greenwood’s ‘whole person’ approach to education? • Is the applicant involved in the school life of their current school and in extra-curricular activities outside of school, and will they contribute in a positive way to the Greenwood community? • What is the character of the applicant? Is the applicant supportive of others? How has the applicant dealt with previous challenges and opportunities? • Is the applicant academically and otherwise engaged in life? Are they curious, interested in learning and excited about trying new experiences?
Teens who are experiencing anxiety, depression, sensory overload, social anxiety and/or school refusal and who have demonstrated the ability to complete credits toward the OSSD (Ontario Secondary School Diploma but may who require more time in order to meet the graduation requirements.
Applying to Greenwood involves the following steps:
All applicants are required to complete the Character Skills Snapshot (CSS), administered by the Enrollment Management Association. This online tool examines seven essential character qualities or “non-cognitive” attributes of individual students. Research shows that these qualities are the ones that independent schools feel are most important to nurture in their students. The CSS takes approximately 20-30 minutes to complete. Learn more about the CSS here.
Please note that an interview cannot be scheduled until the application is complete. Applications are considered complete when Greenwood has received:
The deposit of $2,000.00 represents part of the total yearly tuition and as such is applied to monthly tuition at the rate of $200.00/month or fraction thereof over the ten month period.