21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
207 Bayswater Avenue, Ottawa, Ontario, K1Y 2G5, Canada
2003
1989
448
150
JK to 12
1 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional, Reggio Emilia
Traditional
15 to 20
8 to 14
Learning, Developmental
In-class adaptations
Dedicated class; in-class adaptations
$19,000 to $21,500
$15,400 to $18,000
Yes
No
8%
0%
7 to 12
None
$5,600
$0
30
13
0%
0%
48%
75%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 1 - 12
No
No
“[Students who enroll] don’t have to be great in all things—and certainly no student is—but … they should be open to trying new things and discovering new things about themselves.”
“Hudson’s reputation is one for supporting learners who are capable, academically, but who have yet to find an environment that allows them to express their personalities and their interests.”
“Where larger schools institute advisory programs, in a smaller school, and with the right approach, individual attention is more consistent, and comes with less effort. Hudson provides a good example. The environment is intimate, with a rich interface between students and instructors.”
Read The Our Kids Review of Hudson College
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There are many reasons parents choose to enroll their children at a private school, from family tradition to elite sports. Parents who choose Hudson College, however, are less interested in the extremes at the edges of the private education market, and more interested in the foundational elements of a strong academic program and a positive learning experience: consistent social support, a sense of community, the agility to address student interests, and a consistent approach to curricular development. Jeff Bavington founded the school "to be a place where students with all different interests can come and feel part of a larger community, feel at home, and where students themselves can help create" the school environment. And it is.
View full reportSchools are founded for a range of reasons, though a few are founded out of a very acute need, and that’s the case with Heritage. Louise Brazeau-Ward’s son had dyslexia, and she had watched him struggle in traditional academic settings, something which inspired her to make a difference in his life and the lives of others like him. Today she’s a world renowned expert in dyslexia, and a proponent of the Orton-Gillingham multi-sensory approach to instruction which she then adapted. All of that forms the foundation of Heritage Academy, the school that Brazeau-Ward created in 1989. Today the school is run by her daughter, and the program, though having grown over the years, remains consistent to its founding mission. The school provides support for students with dyslexia as well as other challenges. The environment—one that is created to address the needs of the students—can itself be transformative. For many students, that’s what Heritage principally offers.
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Mastering the basics
Nicolette Linton - Parent (Jan 23, 2018)
My daughter is in her fifth year at Hudson College (she joined in Grade One from a French Immersion ...
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"They both love going to school."
James Hyslop - Parent (Jan 23, 2018)
It starts every morning when I drop my children (grades 7 &2) off at school in the morning. They ru...
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"I had an ideal admissions process"
Eva Greyeyes - Student (Mar 12, 2018)
It took some time to settle into Hudson, but it was the best feeling when I realized I was talking w...
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" ... were able to customize a plan to teach to his strengths."
Kim Bridgeman - Parent (May 02, 2018)
Our son had many difficulties in the regular school system due to a number of learning disabilities ...
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"...emerged from the school with a giant smile and said, "THIS school is where I belong"."
Lisa Gomes - Parent (May 02, 2018)
My child appreciates the individual attention afforded by small class sizes as well as the flexibili...
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"...thoroughly impressed with the teaching staffs' dedication and care."
Susan Ward - Parent (Jul 18, 2018)
My daughter transferred mid-year. She likes the small classroom setting and the teaching staff. She ...
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"Hudson is a place where you can be yourself. For over 20 years, we have served a diverse community of families from across Toronto. Our Lower School offers an experiential, collaborative learning environment, starting with a Reggio Emilia-inspired program to nurture children’s innate curiosity. We promote strong foundational skills in math, language and science, complemented by a curricular approach that interweaves critical thinking, fine arts, health and fitness, character education, and service. Our Upper School’s three-semester system carries on this tradition of balance, with students focusing on fewer subjects at a time for deeper learning. Guided study periods over two semesters allow students to seek support during school hours while participating actively in sports, clubs, and activities. We introduce age-appropriate technology and platforms at every level, with robotics and coding from Grade 2 and a 1:1 laptop program from Grade 9. Extracurricular activities include SSAF competitive sports, wide-ranging clubs from chess to creative writing, camp weeks, and field trips. With smaller class sizes, our dedicated teachers can help students to build academic confidence, take on new challenges, and explore personal strengths and interests. Every student’s journey is important as we prepare graduates to define their own path and success."
"Heritage Academy specializes in supporting students with Dyslexia, as well as students with other language-based learning exceptionalities. Our multisensory environment and smaller class sizes are beneficial for students with a wide range of other exceptionalities. By promoting the values of honesty, perseverance and teamwork, Heritage Academy fosters acceptance and growth among our students and enables them to reach their full potential."
"Our academic program is enriched and challenging – Hudson students are accepted to selective postsecondary programs and score exceptionally well on tests like the CTBS and UWaterloo contests each year – but we achieve this through careful scaffolding, attentive feedback, consistent pedagogy, and personal growth through extracurriculars, rather than a heavy homework load or overemphasis on competition. The result? Happy, well-adjusted students who are excited to learn every day."
"Our environment, with smaller class sizes and less stimulus, are often advantageous to students with ADD/ADHD. In addition, our teachers bring in the use of frequent body breaks, use of manipulatives, use of multisensory fidgets and use of the desk bicycles.
By promoting the values of honesty, perseverance and respect, Heritage fosters acceptance and growth among our students, and enables them to reach their full academic potential. We love to see students learn how to succeed and enjoy school."
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"We're often told that the diversity of our students, down-to-earth environment, affordable tuition, and welcoming admission process set Hudson apart. As one parent noted, 'After my children attended for the visit day, they asked if they could start right away! That was a big factor in knowing that Hudson was the right decision.' Another explained, 'The interview felt connected, organic and natural; the questions were a true indication of a school that wanted to get to know who my daughter is.'"
"Families have grown to know Heritage as a school that provides both academic and social support for students struggling in their current environment. Heritage believes in the potential of our students. Once they have been provided with the tools and strategies to help them learn based on their individual profile, our students can excel and reach their utmost potential."
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"Our team puts a huge amount of effort into understanding what our students need – individually and collectively – by forming positive relationships, using data well, and communicating closely across the community. This knowledge is carried and applied year-over-year in all kinds of ways, from learner profiles to co-curricular programming, and generates the kind of consistency and structure that is really special to a JK–12 school."
"By engaging students with multisensory teaching techniques and by using different modalities, students love to learn at Heritage.
We help students foster new friendships and face new challenges with a positive and open approach. Children deserve an environment that is nurturing, and understanding each student's true potential is essential."
"New families are often pleasantly surprised by the choice in our club offerings and strength of our drama, music and visual art programs, especially for a school of our size. After several years, they tend to appreciate our proactive focus on expanding and adapting our curriculum: every year we add something different (recent additions include a full-time coding and robotics teacher, flag football for Grades 3–5, and a dedicated high school leadership course)."
"Our teachers and tutors are dedicated to making a difference in their students' lives. Working tirelessly to ensure the curriculum is delivered engagingly and that students progress in the areas that may have been difficult for them, our staff ensures that each student enjoys school and is part of the learning adventure each grade experiences. We follow the "Tribes" program and want all students to feel included and part of the Heritage family."
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With more than 35 years’ experience as an educator, I understand the importance of personalizing student programming to meet each learner’s individual needs. Hudson College provides academic and co-curricular programs designed to develop every student’s abilities and successfully transition to the next stage of education and life.
Hudson is a place where dedicated, highly qualified teachers and staff work to see that students at every level are provided with a nurturing, challenging and engaging experience every day. From Kindergarten through Grade 12, we offer enriching programs that encourage students to strive for the betterment of themselves and the wider community.
Some say it’s all about what you learn, I believe it’s first about how you're treated and nurtured in that learning environment. Only then will successful learning follow.
Heritage Academy of Learning Excellence, founded by Louise Brazeau-Ward, has come a long way since its inception. In the early 1980s, Louise (as she is known at the school) was a frustrated parent tired of watching her dyslexic son continually struggle in school. This compelled her to focus her time and energy towards dyslexia research in order to help her son and other children struggling with this learning exceptionality. Through her involvement in this issue, Louise became an internationally recognized expert in the field of dyslexia research and therapy. With the goal of providing an academic environment that met the unique needs of students with dyslexia and other learning exceptionalities, Louise opened Heritage Academy in 1989.
As Louise began to train new teachers, she recognized the necessity for a specialized system to support the development and strengthening of written language skills in dyslexic students. To meet this need, she developed the Simultaneous Multisensory Teaching method (SMT), a unique learning system available in both English and French. Since its introduction, teachers, students and parents alike have found this system to be a highly effective way of improving and enhancing reading, writing and spelling skills in dyslexic students. SMT is still taught at Heritage Academy, with the concepts being integrated into all aspects of the curriculum. SMT is also utilized in schools and homes throughout Canada and abroad.
With Louise Ward’s retirement in 2006, Heritage Academy is now under the watchful eye of Cheryl Ward, Louise’s daughter. The school has grown larger, but remains true to its original purpose. We continue to specialize in supporting dyslexic students, and have expanded our expertise to provide additional comprehensive support to students with a variety of learning exceptionalities. By promoting the values of honesty, perseverance and respect, Heritage Academy fosters acceptance and growth amongst our students, and enables them to reach their full academic potential.
Awareness of learning exceptionalities has been steadily increasing in recent years. Learning exceptionalities are being more readily diagnosed and progress is being made to lift the negative connotations traditionally associated with such exceptionalities.
Recent research has concluded that dyslexia, ADHD and many other learning exceptionalities are not linked to levels of intelligence. Rather, this indicates that students who receive appropriate accommodations to support their learning challenges can still excel academically.
This is where Heritage Academy can help: We are an Ottawa-based school specializing in helping students with learning exceptionalities reach their highest academic potential. Unlike most schools, Heritage Academy offers small classes with no more than twelve students per teacher. We teach grades 1-12 and provide each student with a supportive learning environment and customized learning approach that best suits their individual learning needs. Heritage Academy: Our methods work – come check us out!
Traditional
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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.
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.
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).
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Our Reggio Emilia approach in the early years focuses on developing the whole child—academically, emotionally, and socially. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. Our Preparatory Program in Grades 6–8 gives special attention to soft skills needed for success in Upper School as well as university—students learn organization, self-advocacy, note-taking, study skills, collaboration, and communication. Our Grade 9 and 10 students benefit from a supervised study period every day during the first two semesters, as well as tailored workshops to further support effective work habits.
GRADES 1-8 Our program offers a rich curriculum stressing disciplined learning. Skill development is a major goal of a demanding academic program. All classes emphasize the need to write, speak and listen effectively. Some students entering these grades already have had a history of school failure because of reading, writing and math difficulties. GRADES 9-12 Our high school courses lead to the Ontario Secondary School Diploma (OSSD). Courses offered by Heritage Academy have been developed according to the requirements of the Ontario Ministry of Education and Training. CLASS SIZE Our average class size is 12 students, with 1 main teacher, 1 resource teacher, 1 behavioural interventionist, and 2 educational assistants on staff.
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.
Based on the results of an extensive review of different mathematics programs, Hudson College uses Saxon Math for its elementary division. Saxon Math ensures foundational mastery in underlying mathematical procedures and promotes the accurate use of mathematical language. As well, Saxon Math uses "Investigations" to engage students in thinking critically about mathematical problems and concepts. The Upper School mathematics program delivers the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking with regular opportunities for discovery through proofs, manipulatives and technology. Hudson College uses a balanced approach between exploratory methods and formal methods, where the latest technologies are utilized for exploring the wide range of mathematical applications while providing foundational mastery for the development of mathematical fluency.
Multi-sensory and Hands on Approach to Mathematics. We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
We utilize textbooks that follow along with the Ontario Curriculum as well as online resources (ie. Mathletics, Gizmos).
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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.
At Hudson College, reading and writing is introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is a focus of our elementary language program.
We are certified Ontario school and follow the Ontario Curriculum. We incorporate the big concepts, phonemic awareness and additional multi-sensory teaching approaches that are seen within the SMT program. We utilize differentiated methods and supportive assistive technology as is necessary.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8.
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.
Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
We are a certified Ontario school that follows the Ontario Curriculum. We incorporate the big concepts, phonemic awareness and additional multi-sensory teaching approaches that are seen within the SMT program. We utilize differentiated methods and supportive assistive technology as is necessary.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
In our Primary grades, Science is inquiry-based. Most lessons focus on acquiring skills and knowledge through hands-on experiences. In our Elementary grades (5 - 8) Hudson utilizes Equal Balance teaching practices, hands-on experimentation and supports direct-instruction of scientific theory. Formal lab report writing is utilized in preparation for high school science. The Upper School Science program at Hudson follows an equal balance approach, with equal emphasis placed on inquiry-based learning and on knowledge acquisition through a variety of instructional methods. The Ontario Curriculum is covered thoroughly; areas of general interest to the students are explored in greater detail. Experiments are thoughtfully designed to enrich the students’ learning and give experience with instrumentation, procedures and lab reporting skills that will be utilized in their futures beyond Hudson. Students will leave Hudson with a deeper understanding and appreciation for the world around them.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At Hudson College, reading and writing are introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is the focus of our elementary language program. Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8. Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
In our primary grades social studies is a thematic approach with a focus on expanding communities. As students move through the elementary social studies curriculum, the focus is core knowledge. Art and drama enhances the social studies program in all elementary grades.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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.
In Grade 7 and 8, History and Geography take on both a perennialist and pragmatic approach depending on the specific topic of study in relation to the Ontario curriculum. Hudson College’s Upper School Social Sciences and Humanities Department employs equal balance overall. Where strong foundations and core knowledge (“cultural literacy”) are concerned vis-à-vis theory and pioneers, perennialism is emphasized. Similarly, when making these theories and innovators relevant to real-life and progressive in nature, a more pragmatic approach is emphasized as necessary.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
In the Primary and Junior grades, students develop their French communication skills in part with the AIM program: proficiency with speaking, listening, reading, and writing is fostered through scaffolded techniques based on story-telling that features high-frequency vocabulary. In the intermediate years, students follow the Trillium-listed Odyssée series, wherein learning situations are presented with engaging themes and a wide variety of text forms designed to promote authentic communication in French. In our Upper School, students are taught the foundation of the French language using the rules of grammar and are then encouraged to use what they have learned based on structure and rules to express themselves in the most natural way in both spoken and written form. The goal is for the learner to show that s/he comprehends the language by means of natural use.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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.
In middle school, the art program focuses on creating a sense of curiosity, creativity and confidence in students. This involves exposing students to art through trips to galleries, inviting in guest artists from the community and being challenged to think about the importance of art in the world. The creative process and experience not only develops critical thinking skills, but is also an outlet for students to express themselves in different ways, while building confidence in themselves. The Upper School Visual Art program at Hudson College takes a balanced approach to developing observational, technical and critical thinking skills. The creative process not only fosters imagination and innovation, but further develops the ability to solve complex problems. Working in a broad range of media helps to build students confidence and creates an environment where they are encouraged to grow and take risks.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Our i-Hub is an intimate, interactive workspace, where we use 3D printers, Virtual Reality, robotics, electronics, and multimedia equipment to support learning across many subject areas. Our students demonstrate a remarkable aptitude for using technology to let their imagination and creativity shine. Some of the software used within the curriculum include Tinkercad, Sculptris, Calcflow, Arduino, and Raspberry Pi.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Web design
Robotics
Computer science
Our athletic program provides students with important life skills whether they play on competitive or intramural / house-league teams. Team and individual sports play a vital role in developing one’s physical, intellectual, social and emotional well-being. In addition to these benefits, athletic participation helps students develop self-confidence, sportsmanship, co-operation, discipline, commitment, pride and resiliency. At Hudson, we offer a wide variety of competitive and recreational sporting experiences for our students. Our students are encouraged to find their passion through physical activity and athletic involvements which will in turn compliment their academic endeavours as our students learn the value of hard work, commitment and discipline.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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Reggio Emilia programs aim 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. Projects 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. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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Our teaching pedagogy encourages children to explore, investigate and grow. With the belief that children’s curiosity and innate sense of creativity should guide their learning, teachers engaging a Reggio approach observe children, support their interests and document learning to reflect on developmentally appropriate ways of expanding students’ knowledge. Long-term collaborative projects connect core academic areas of Language, Mathematics, Science and the Arts.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Learner Profiles are developed and used by Hudson teachers to determine where students are in their learning, what interests their students and how do their students best demonstrate new skills and knowledge. Because of our commitment to the individual student, Learner Profiles inform our teaching practices across the curriculum.
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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.
We promote a strong academic culture, by providing ongoing assessment of our students to ensure that we exceed provincial standards in math, reading, and writing skills. Both Developmental Reading Assessments (DRAs)—administered twice yearly—and the Canadian Test of Basic Skills (CTBS) continuously confirm our academic achievements in relation to provincial or national standards. Hudson College students understand that high academic performance is necessary to gain entrance into competitive university programs. To-date, Hudson graduates have experienced a 100% percent acceptance rate into the post-secondary programs of their choosing.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We are proud to help our students develop into independent, self-advocating, intelligent, global-minded individuals. While we promote independence in thought and action, our students also develop a strong sense of responsibility to their community. This strong sense of responsibility towards others is developed through the inclusion of topics that promote social awareness. Through a number of experiences, we equip our students with a strong sense of character, dedication to the community, and leadership skills, preparing them to take on leadership roles in a variety of future life and career opportunities.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
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
8%
0%
$5,600
$0
48%
75%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 1 - 12
No
No
No
No
Yes: grades JK - 9
No
Yes: grades 9 - 12
No
No
No
We’re always excited to meet kind, well-rounded and motivated students! Applicants should demonstrate overall academic readiness with at or above grade-level skills in math and language, as well as the ability to be consistently collaborative, respectful and engaged in the classroom. We particularly appreciate students with balanced personal interests, a self-aware approach to learning, and an interest in growing positive relationships with teachers and peers.
Late applicants may be accepted depending on available space. In this instance an individual pay schedule will be created on a case-by-case basis. Please contact us at 613-722-0133 with any questions regarding our admissions process. We also encourage you to visit Heritage Academy and see for yourself how our unique program works.