10 Rosehill Avenue, Toronto, Ontario, M4T 1G5, Canada
RR 2, Okotoks, Alberta, T1S 1A2, Canada
1993
1905
113
735
JK to 12
K to 12
Girls
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
10 to 12
16 to 18
Learning, Developmental
Learning, Developmental
Dedicated class; in-class adaptations
In-class adaptations
$26,050 to $33,350
$20,508 to $26,170
Yes
Yes
20%
11%
JK to 12
K to 12
$6,000
$5,700
8
57
0%
0%
80%
80%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 12, 2022
Feb 10, 2024
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 12
No
Yes: grades 7 - 12
information not available
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All schools, to some extent, defy the various stereotypes that the general population might have about private education. Still, the Linden School is a particularly stark example of that. Founded by Diane Goudie and Eleanor Moore in 1993, the school was intended as a needed and necessary alternative to what was happening in public schools, as well as other private institutions. Goudie had butt heads with other educators by demanding that education be based in a sense of equity, especially as girls and women are concerned. The Linden School is the result, and today it does exactly what Goudie and Moore hoped it would: provide an example of a school for girls that will make a difference in the students' lives and, in turn, encourage them to make a positive difference in the lives of others. The goal, as Moore said at an address at York University, is to educate each student to "to speak with courage--[to] be credible, find a community, listen for all voices, change structures, be a leader and above all make a difference." Since they founded the school, Goudie and Moore have lead by example, earning honorary doctorate of law degrees from York University in recognition of their leadership in the field of education. On receiving the doctorate, Goudie addressed the convocation saying "Ask yourselves the tough questions: What do you want to achieve beyond your paycheque? What are you prepared to risk in order to make a difference in your communities or in the global community?" Those are, of course, very tough questions, and the Linden School is structured around them. For the wrong student, it could be overwhelming. For the right student, it can provide a very strong foundation for a lifetime of engagement, leadership, and success.
View full reportStrathcona-Tweedsmuir School became a school, by that name, in 1971, though its history stretches back more than a century. It is essentially an amalgamation of three schools that excelled in different ways: St. Hilda’s School for Girls, Strathcona School for Boys, and Tweedsmuir: An Academic School for Girls. The current school motto, Nil Nisi Optimum, “nothing but the best,” was originally used by Tweedsmuir: An Academic School for Girls, as was the black watch tartan uniform—in that and other traditions that remain in place reflect the founding schools long, shared histories.
The amalgamation came at a time of economic growth due to a boom in oil and gas exploration in the region. Each school was outgrowing its footprint, and so looked to combining forces. The world, too, was changing, and the move to a co-ed academic atmosphere was equally emblematic of the time. The newly minted Strathcona-Tweedsmuir School also moved to a sizable parcel of land, where the school remains today.
In time, the school would continue to grow its curricular offerings, including Advanced Placement courses, the adoption of Round Square, and the growth of the International Baccalaureate program. STS was also an early adopter of digital technologies in the classroom. Those things are an expression of perhaps the most important tradition that STS expresses, namely that of looking ahead, being flexible, and working to adapt the program to student needs. The ideal student is one who will thrive in a large, vibrant, and challenging academic environment.
An emphasis on community
Caitlin O'Leary - Parent (Jan 23, 2018)
My daughter is very bright, engaged and articulate, but she's also very reserved and shy. She was i...
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"...the girls are encouraged to develop their passions and to voice their own opinions,"
Roseanne Carrara - Parent (Mar 09, 2018)
My daughter came to Linden from an overcrowded Toronto Catholic District School Board classroom wher...
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"Since 1993, Linden’s holistic approach to instilling academic excellence, intersectional thinking, leadership, diversity and inclusion has given students a strong foundation with critical-thinking skills essential for success in today's complex world. Enriched small classes foster student-teacher engagement and love for learning. Students enjoy programs in technology, outdoor ed, multimedia, art, drama, music, athletics and more, taught by highly-regarded specialist faculty. Grads enjoy 100% university acceptance."
"STS is a Kindergarten to Grade 12, World IB School. Students flourish through well-balanced programming and enriched learning on our 220-acre campus minutes from Calgary, guided by talented and caring teachers. STS students become global citizens, embracing social responsibility while striving for success in all that they do. In addition to a rigorous academic curriculum, students experience a wide variety of co-curricular activities and benefit from a supportive community, rooted in our school's 118-year history."
"Founded in 1993, Linden is a values-driven independent K-12 school for girls and non-binary students. We are the only school in Canada specifically created to incorporate research-based, innovative, experiential programs for diverse students. Our small and supportive community uses a social justice and interdisciplinary lens to inspire and engage students. Thanks to our award-winning teachers and transformational teaching practices, we are building Canada's best socially progressive school."
"1. Teachers are genuinely interested in their students at STS. Our school is a community and each individual student matters, is known, and is supported to flourish during their time at STS.
2. Our campus is a global hub in a natural setting; outdoor education and experiential learning is infused into every grade level throughout the year.
3. Student are guided to realize their purpose and calling in life; we do more than just prepare for post-secondary education. We flourish"
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"Families chose Linden for the palpable feeling of community, for the innovative approach to providing an enriched, hands-on curriculum, for the small size, and for the high calibre of faculty. “Many schools talk about the ways in which their students find themselves, but in my opinion, Linden delivers this, time and time again. Girls truly do find their voice at Linden.” –Grade 8 Parent"
"1. STS provides every student with committed and talented teachers who intentionally nurture lasting one-on-one relationships.
2. Personalized learning and support services help foster academic excellence and also promote a sense of balanced well-being for every student.
3. State of the art facility and outdoor learning in an expansive natural setting means that students have the best possible opportunities to be outdoors daily for field research, sports, arts, play and reflection."
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"We offer a unique athletics program where all students are welcome to participate in a variety of teams—there are no tryouts or “cuts” made since we believe that everyone can be an athlete. Our sports teams are very competitive and make it to the playoff rounds in almost every tournament and league sport, often winning medals and banners!"
"Parents and students often miss how much support is provided, both academically and emotionally, to ensure that students flourish and reach their full potential while here. Dedicated teachers, counselors, learning strategists, and school leaders are in our hallways, classrooms, acting as coaches, mentors, and leading our outdoor education experiential learning trips. This means your children are truly known, and get to see themselves as appreciated individuals in our community who belong at STS."
"Our faculty are highly regarded for their responsive, transformational teaching that inspires the next generation of high-achieving changemakers. We care less about tradition and more about the future. We prioritize what matters most to our students and our inclusive community celebrates equity and diversity."
"Our school builds connections beyond the classroom and actively promotes a positive community for students, parents, alumni, and staff. Most people understand that there is an inherent benefit to being a member of a school community. STS has a long, proud history resulting in an alumni network willing to help the families find belonging and success in their lives. The size of this community combined with many notable individual accomplishments sets STS apart from any other school in our area."
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Founded in 1993, Linden is a values-driven independent K-12 school for girls and non-binary students. We are the only school in Canada specifically created to incorporate research-based, innovative, experiential programs for diverse students. Our small and supportive community uses a social justice and interdisciplinary lens to inspire and engage students. Thanks to our award-winning STEM teachers and transformational teaching practices, we are building Canada’s best socially progressive school.
Linden’s small class sizes allow for more teacher-student engagement and a strong sense of community across all grades. Linden’s exceptional physical education program with a no “try-outs” policy fosters confidence, teamwork and resilience in our students. Above all, we strive to instill a life-long love of outdoor activity in girls, whether through team sports, camping or STEM and art classes by the nearby ravine.
At Linden, we nurture civic engagement, leadership and community-building through a range of experiential learning projects, from environmental stewardship to media arts and citizen journalism. Even the youngest members of our community know that they have the power to create change and make a difference in their communities.
It is a joy to stay connected with our alumnae and hear about their exciting careers in a range of professions — engineering, computer science, performing arts, international development, and law, to name a few.
Learn more by exploring our website and joining us at our upcoming open house events.
As Head of School, I am enthusiastic about creating meaningful opportunities and dwelling in possibility. Saying Yes to Your Best is a commitment that STS students, teachers, parents, alumni and staff illustrate each and every day. Rooted in our School's motto, Nil Nisi Optimum, or nothing but our best, this commitment to becoming your best self develops a genuine empathy and care for others, combined with an insatiable curiosity, and the courage to say yes to new adventures, discovery, possibility, belonging and future-preparedness. This is what sets STS apart.
Great schools exist with a strong, vibrant community, and a shared priority for the well-being and educational success of our students and alumni. We are proud to welcome exceptional students from across the globe, with a wide array of backgrounds, interests, and talents. I fervently believe in the importance of creating impactful and personalized learning opportunities, both in the classroom and through a diverse co-curricular program, and I can assure you that our dedicated teachers and staff are focused on ensuring your children have access to all they need to succeed and flourish.
I can think of no higher priority than the future of our children, and my vision is that as a team at STS, we contribute to moving them forward in their journey towards their hopes, dreams, and goals. We will do so in a respectful manner, honouring the individuality and diversity of our community. As we prepare to deliver on a new strategic plan and inspire commitment, trust, and belief in our collective abilities to change the world for the better, I say to you, the future is bright.
The STS spirit and ethos are infectious and inspiring. We have a history of innovation, tradition and extensive collaboration with the community, and we will continue to build on our humble roots, be unapologetic in our pursuit of academic excellence, and continue to offer a myriad of experiences to nurture the spirit and passion of our students. As the educational landscape is rapidly changing, it is imperative that we stay current, protect our core and ensure our young charges are cared for, ready for the challenges and opportunities that today presents as well as an exciting future.
I have never been more optimistic about our ability to deliver a rigorous and relevant educational experience for current and prospective students, and I give you my word that I will continue to work tirelessly to provide the best environment for your children.
Progressive
International Baccalaureate
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
We are the only school in Canada specifically created to incorporate innovative research on girls’ educational needs. Our speciality is applying feminist pedagogy through a social justice and interdisciplinary lens to inspire and engage girls. We balance the Ontario Ministry of Education requirements with best practices in girls’ education. Research supports what we know from experience—that girls thrive academically and socially in single-sex environments. Girls are more engaged in their studies when they are empowered to ask questions, debate with each other and their teachers, collaborate in groups, and analyze their course material with a critical lens. This is why we supplement the Ontario Ministry of Education’s curriculum by enriching our courses with relevant and interdisciplinary topics that girls find more meaningful and engaging.
At Strathcona-Tweedsmuir School, students thrive in a culture of academic excellence. Students are empowered in their learning and strive to exceed their own expectations for achievement. STS supplements the standard Alberta Education curriculum with the International Baccalaureate Programme beginning in the Elementary with the IB Primary Years Programme, moving to Middle School with the IB Middle Years Programme and ending with the IB Diploma Programme in Senior School. Excellence in teaching and learning is fostered through critical thinking and inquiry. Throughout our students' years at STS, we focus on new and effective practices, incorporating current research and literature into all of our courses. We educate our students in an environment that combines state of the art technologies, outdoor experiential education with opportunities to develop the individual as a whole.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Math specialists teach our elementary students as well as high school students. All Linden students select math in high school and a majority of our alumnae select STEM subjects in their post-secondary studies. Our teachers inspire students to exceed their academic expectations; students who come to Linden and have feared math in the past end up excelling in the subject and taking more than the necessary number of math courses in high school. We excel in connecting students' learning with finding solutions to real-world problems facing their local and global communities.
The STS math curriculum balances traditional skill acquisition with real-world application. Examples of real-world application include applying knowledge of exponents to pay-it-forward challenges, using statistical analysis to debate climate change, and turning learning about profit margins to running ones own mini-business.
Our program draws from diverse resources based on current research and the needs of our students.
Although there are sometimes rich learning opportunities using calculators, students in Grades 1-8 usually perform calculations without calculators. Students with math-based exceptionalities may use calculators. High school students use calculators for most math-based problem solving.
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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.
Elementary students work closely with their homeroom teachers and our Early Literacy Instructor to assess, build, and challenge reading skills. Students use multiple learning tools and approaches to build reading fluency including high-frequency site words, phonics, one-on-one reading with teachers and peers and iPads among others.
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Based on small class sizes that allow deep understanding of individual student needs, we use a variety of assessments.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
We know that engaging girls in science, technology, engineering, and math (STEM) from an early age directly influences their choice of post-secondary education and career paths. Girls who have confidence in their ability in these fields are more likely to perform well in math and science courses. Improving girls’ belief in their abilities is essential as they move from elementary school into middle and high school. Girls are more engaged when taught math and science concepts in the context of real-world phenomena, using real materials to make connections between mathematic and scientific theory, technology, and their everyday lives. This is why even our youngest students conduct experiments in our science lab, participate in math fairs, and learn computer programming. As a result of our engaging pedagogical approach to STEM subjects, every Linden high school student chooses more than the required number of courses in math and science.
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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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Research shows that learning improves when girls construct their own understanding of concepts by asking questions, and through discussion and experience rather than by memorizing rules or definitions. We offer a safe environment where our students are encouraged to influence class discussions, to take risks, and to ask questions without fear of failure. We encourage even our youngest students to pose challenging questions and to share their answers courageously. As a result, our students learn to love inquiry. Whether examining media or traditional curriculum materials, our girls ask, “Where is the girl or woman in this story? Who speaks? Who is spoken about? Who benefits? Who loses?” By encouraging students towards intellectual risk-taking and questioning the status quo, we go beyond traditional all-girls schools to incorporate the values of equity, diversity, and social responsibility within our curriculum.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
We encourage creative experimentation and ensure that student artwork is exhibited and celebrated throughout the school on an ongoing basis. Students also become art appreciators and critics by being introduced to the major periods in art history. Linden’s music program teaches students not only to play music, but to analyze and appreciate it as well. Our small classes allow teachers to help each student with playing and singing. Once a girl becomes comfortable on stage, she becomes even more confident using her voice in all areas of her life. This is especially true for our drama program where developing confidence in one’s voice is a critical component. Girls perform and write a wide variety of pieces, including monologues, movement pieces and short plays, culminating in highly successful public performances.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
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.
Bridging the Gender Gap in Computer-Related Fields: Girls and women continue to be under-represented in technology-related fields. Our program gives girls the encouragement, motivation, and skills needed to pursue opportunities in these areas. From the earliest grades, Linden girls are taught to use technology in safe, ethical, and creative ways, and are encouraged to view themselves as producers of technology, not just consumers or end users. Therefore, girls learn programming skills in each grade. We begin with basic logic that explains how computers “think,” and progress toward creating programs using user-friendly interfaces that allow girls to build code, and finally work toward text-based code (such as the Python language) in the middle years. Media literacy is also an important part of the computer studies program and students learn to use a variety of digital tools including word processing software, design and layout tools, spreadsheets, slide-shows, audio-editing software, and movie-making programs.
Technology is woven into the curriculum from Grade 1 on. Our 1-to-1 laptop program begins in Grade 6 with school provided laptops. Grades 10-12 students use laptops and/or tablets of their choice. Students in Grades 7-9 are required to take courses in design which includes engineering, architecture, digital media, and robotics.
Web design
Robotics
Computer science
Athletics at Linden is a well-rounded curriculum of physical education, health class, and daily physical activity. Our athletics program is recognized for innovative instruction and student engagement. Smiles, sweat, and self-confidence are the products of team training and phys-ed classes at Linden! Linden students have the opportunity to participate in sports such as soccer, ball hockey, basketball and track and field. Joining a sports team does not require tryouts. No one is cut from an after school sports team or judged on their beginning skill level. This unique environment allows students to improve their technique. Breeding self-esteem and a strong sense of self is our way of using sports to empower our students.
The Athletics Program at Strathcona-Tweedsmuir School is consistent with our mission. Character and leadership are the cornerstones of our program and we look for ways to enhance them at every opportunity. Character is developed through successes and failures in team and individual sports including basketball, badminton, volleyball, field hockey, rugby, cross country running and track and field. It is through these athletic endeavours that students learn the values of sportsmanship and co-operation as well as determination and perseverance towards a common goal.
Academic
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The Linden School offers a girl-centred, full-day Kindergarten program for children 5 years of age and up. Our program helps establish a strong foundation for learning in the early years within a safe and caring play and inquiry-based environment that promotes the physical, social, emotional, and cognitive development of all children. Our program consists of a balance of exploration and investigation, play, guided instruction, and explicit instruction. Inquiry-based learning allows children to actively participate in their own learning by asking questions and sharing ideas. To learn more, click here.
Kindergarten at Strathcona-Tweedsmuir School is an innovative, collaborative and inquiry-based program that instills a joy and love for life-long learning. It promotes the development of the whole child in a safe and nurturing learning environment. We believe each day should be filled with laughter, shared stories and learning experiences so their unique talents will emerge and flourish.
Standard-enriched
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.
STAND School - hybrid learning; we have created a pathway for you to continue learning in the way you do best – without sacrificing the importance of in-person collaboration.
Rigorous
A school with a “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 “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”.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
The Globe and Mail recently featured an opinion piece by Associate Principal and STEM Curriculum Leader Beth Alexander, in which she discusses educating with and without screens, students' mental health post-pandemic, AI, and her STEM classroom which she describes as a "joyful mess"! You can read it here.
Strathcona-Tweedsmuir School (STS) inspires compassionate, curious, and creative global citizens who lead with courage. We are a diverse community where students pursue lives of purpose, flourishing emotionally, physically, and intellectually.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
The Linden School views accommodations for students as a partnership with families. We expect families to provide medical, social-emotional, and academic support outside of school as needed.
Information not available
We provide a variety of supports for students with many different learning needs according to their IEPs (Individual Education Plans). We are not currently able to modify the expectations of the Ontario curriculum. Although our teachers are trained in accommodating different needs, we do not offer withdrawal support to a specialized special education classroom. Our smaller class sizes allow teachers to help students overcome challenges through encouragement and greater attention in specific areas of need. Girls are encouraged to ask questions and are mentored to develop their own learning and coping strategies.
Families applying to Strathcona-Tweedsmuir School will be ask to provided any documentation related to previous IPP supports or psychological-educational testing. This information will be used during admission to determine if the level of accommodations and supports required match our program offerings.
CompetitiveComp. |
RecreationalRec. |
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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
JK - 12
K - 12
20%
11%
$6,000
$5,700
80%
80%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 12, 2022
Feb 10, 2024
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 12
No
Yes: grades 7 - 12
No
Yes: grades 7 - 12
Yes: grades 7 - 12
Yes: grades K - 12
No
Yes: grades 7 - 12
No
No
We welcome girls and other gender minorities from diverse backgrounds who demonstrate intellectual curiosity as well as academic and personal potential. Students who are excited to learn, to share their ideas, and be active participants in our community thrive at Linden.
The Strathcona-Tweedsmuir School experience encourages students to find their passions, give back to their community, and prepare themselves for a life of purpose. To that end, our students are inspired to seek excellence in scholarship, leadership, and character.
Admissions Application Guide
Our admissions team will be happy to answer all your questions and show you everything Linden has to offer.
1. Explore Linden's Program by Booking a School Visit and Tour
Meet Linden students and faculty, and explore our program and philosophy with a personalized tour of the school. An admission application is not necessary for booking a school visit.
2. Apply
Admission for the 2022-2023 School Year: Mid-year admission is available in many grades! Please follow the requirements outlined below.
Admission for the 2023-2024 School Year: The deadline for admission applications is Monday, December 12, 2022. Applications received after this deadline will be considered on a rolling basis as space permits.
To Apply:
3. Interview & Assessment
4. Admission Offer
6. Experience Linden
Contact Us!
If you have a question about applying to Linden please get in touch:
Annual Early Decision Deadline - November 30
Annual Regular Decision Deadline - February 10
Annual Rolling Admission begins February 11 for a select number of remaining seats
The full application to STS includes:
2. Confidential School Report Form
3. Final Report Cards from previous two years
4. Most Recent Report Card or Progress Report from the current year
5. Interview
6. Individual or Group Assessment