10 Rosehill Avenue, Toronto, Ontario, M4T 1G5, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, Canada
1993
1972
113
806
JK to 12
JK to 12
Girls
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive
10 to 12
18
Learning, Developmental
Dedicated class; in-class adaptations
In-class adaptations
$26,050 to $33,350
$32,450
Yes
Yes
20%
0%
JK to 12
None
$6,000
$0
8
54
0%
0%
80%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 12, 2022
Dec 01, 2023
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
information not available
“In the 50 years since its founding, The Country Day School has managed to retain its small-school, community feel while growing to offer students rich academic, artistic, outdoor, and athletic programs on a modern campus.”
“Nurturing academic excellence and challenging students are key priorities, but not at the expense of the whole child’s development.”
“Everyone wants to be successful, and our teachers push us to get to the next level, but all in a supportive atmosphere where the goal is to get us ready to be independent, motivated learners.”
Read The Our Kids Review of The Country Day School
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.
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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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Building experience and leadership
Liz Diaz - Parent (Feb 03, 2018)
Balanced education which means his receives great education and many options to participate in other...
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"Parents are involved in the life of the school on many levels."
Jennifer Sanderson - Parent (Nov 02, 2021)
Both of our children went to The Country Day School from Kindergarten through to graduation. They ar...
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"The teaching staff at The Country Day School are top-notch!"
Jane Cathers - Parent (Nov 02, 2021)
My daughter started grade 9 at CDS last year and right from day one she was very impressed with CDS,...
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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."
"Situated on a 100-acre campus just north of Toronto among the rolling hills of King Township, The Country Day School is a leading JK-12 co-ed independent school. Since 1972, the dynamic and friendly CDS community has been nurturing student talent and fulfilling promise. Our innovative approach to learning integrates leading-edge technology, sophisticated facilities and exceptional teaching. We offer a superior educational experience that is sensitive to each student's individual needs, enables learning and equips them for life. Emphasizing education with balance, CDS provides diverse opportunities in academics, athletics, and visual and performing arts. Plus, students of all ages also love to explore our sprawling campus for outdoor education activities. This is a place of possibilities where students unearth their passions and everyone feels known, supported and inspired. CDS is a school where each graduate can answer the biggest question of all: Who will you be? Learn more at www.cds.on.ca."
"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."
"At CDS, we help students realize their brightest future, and equip them with the knowledge, abilities and perspectives they need to navigate their journey with empathy, fortitude and confidence.
We do this by offering an education with balance that includes outstanding academics & arts programs, excellent extra-curricular clubs and leadership opportunities (including a world-recognized Debating program), and expansive athletic offerings, all supported by our highly dedicated teachers."
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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"
"Prospective parents either hear about CDS’s warm and friendly teachers via word of mouth or get a sense of its caring community firsthand hand while touring and find themselves imagining their students here.
As well, they consistently comment on how impressed they are by our confident and kind student ambassadors when visiting our school and want their children to be part of it. We actively work at creating an environment where kids can feel comfortable and happy in their learning and it shows."
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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!"
"While we consistently offer balance in a nurturing and supportive academic setting, we are also a university preparatory school with rigorous academic offerings that can challenge students on that playing field as well. There is an academic strength here that can challenge the mightiest of learners with a broad range of curriculum offerings and teachers who will help them soar."
"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."
"There are probably lots of answers to this question, but the main one is how deeply rooted the sense of community is at CDS, starting with how well the teachers get to know each student. The expression Support, Know and Inspire is taken very seriously by every faculty member. Likewise, the more effort our students (and parents) make to become involved, the more rewarding their CDS journey will be. Amazing lunches in our Dining Hall, incredible facilities and a 100-acre campus also top the list!"
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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.
What do I love most about The Country Day School? That’s a good question. It is the overwhelming sense of community I discovered the first time I visited.
Community still remains at the core of all that we do here at CDS. In 1971 a group of committed parents first conceived of the idea to start a co-ed private school in King and worked tirelessly to open our doors to 47 students just a year later. CDS has since grown to 810 students with offerings in JK-12 and beautifully situated in the original 100-acre country setting.
This is a place where your children can come be themselves and feel encouraged and supported in everything they do. Our tagline – Education with Balance – speaks to our balanced offerings of a wide range of individualized academics, athletics, arts and extra-curriculars that will cultivate a passion in every student and help them achieve a healthy balance. I encourage you to experience some wonderful examples of this by watching our Portrait of a Graduate videos.
Are you just starting your search for an independent school? Or are you well on your way to making a decision?
Whatever stage you are at in this important process, I invite you to explore our website and social media presence, and then attend an Open House or request a personal visit. Once you step onto our campus for a face-to-face visit, you will witness firsthand the feeling of community I talked about earlier.
Thank you for your interest, and we look forward to meeting you soon.
John Liggett,
Head of School
Progressive
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
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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 CDS we are mindful that as students enter the final stages of their educational journey with us, they will be confronted with very difficult life choices, not least of which are post-secondary destinations. We offer the Ontario Secondary School curriculum, as well as Advanced Placement courses. As students move through their Senior School years, the number and range of optional course offerings increase to reflect greater levels of independence and choice, so that by their final year students have more than 20 optional courses from which to choose. Our Senior School staff is committed to a yearly academic renewal process in which new courses are vetted for consideration to ensure students have the opportunity to fully engage their interests and cultivate the skills necessary for future success.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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Our program draws from diverse resources based on current research and the needs of our students.
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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 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.
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No
Based on small class sizes that allow deep understanding of individual student needs, we use a variety of assessments.
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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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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.
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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
Physiology
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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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.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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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Visual Arts
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
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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.
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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.
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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.
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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.
A successful kindergarten program encourages curiosity and imagination. Our full-day developmental program provides our students with a balance between academically appropriate activities covering math, language, science and social studies, and fosters a sense of mutual respect, responsibility and a positive attitude toward learning.
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.
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 really work at making sure that students meet their potential and go on to thrive from there. In the Senior School, we require students have a 70% average to promote them, but also take into account if they've had struggles in their home lives or whether there are other relevant factors. Our teachers and courses do provide academic rigour because we are a university preparatory school, but we are not a pressure-cooker school. We want students to be successful, but we also want them to be well and happy in that success.
"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.
CDS provides an intellectually challenging, diversified and balanced academic program that is learner-centered. At the heart of The Country Day School’s academic vision is the belief that all students can achieve success and meet their learning goals. A one-size-fits-all approach to learning does not serve the best interests of most students who approach their studies from various learning styles and preferences and at differing stages of skill development. To this end, we diversify our instructional strategies, the content of our curricula and our assessment methods to create an overall approach that focuses on how students are learning and ensures success.
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.
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
JK - 12
20%
0%
$6,000
$0
80%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 12, 2022
Dec 01, 2023
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades 7 - 12
Yes: grades 7 - 9
No
No
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 Country Day School recruits students who have the desire and potential to engage in their studies and embrace all facets of school life. A balanced education includes academics, athletics, the arts, service and opportunities to learn otuside of the classroom. The admission process identifies students who will thrive in the CDS environment so that we will continue to meet our objective of developing students who are confident, independent, intellectually curious, morally responsible, appreciative of the arts, physically fit and globally aware.
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:
Submit completed Application Package