50 Poplar Plains Road, Toronto, Ontario, M4V 2M8, Canada
140 Dawes Road, Toronto, Ontario, M4C 5C2, Canada
Indirect Support:
50 Poplar Plains Road, Toronto, Ontario, M4V 2M8, Canada
140 Dawes Road, Toronto, Ontario, M4C 5C2, Canada
1980
150
77
JK to 6
Nursery/Toddler to 12
Coed
Coed
Day
Homestay, Day
English
English
Academic
Academic
Progressive
Traditional
20
12 to 15
Learning, Developmental, Behavioral
In-class adaptations
$33,592
$8,000 to $14,000
Yes
Yes
5%
0%
JK to 6
None
$5,000
$0
17
5
0%
0%
0%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades JK - 6
Yes: grades Nursery/Toddler - 12
No
No
“Mabin offers a safe and nurturing environment for students to learn and grow and is committed to diversity and inclusion.”
“At Mabin, core subjects like literacy and math are taught through a balance of rote learning and experiential education, which involves dynamic, engaging lessons.”
“Over and over again the following words are used when talking about Mabin: innovation and leadership, flexibility and empathy, positive change, community, and liberal thinking.”
Read The Our Kids Review of The Mabin School
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When Geraldine Mabin founded the Mabin School in 1980 it was considered strikingly experimental. Children were taught in open environments, followed their curiosity, and learned more through guided experience than direct instruction. A teacher at the school once commented that "Our pattern is to have no pattern." Today, despite the changing educational landscape in Canada during the intervening decades, the school remains at the vanguard of alternative education. While Mabin left the school in the 1998, it still reflects the ideals on which it was based, and she remains involved with the school today. "Time in the classroom for actual learning as opposed to teaching is shrinking," Mabin said in 2011. "There's a very high expectation on academics and testing. A lot of time is spent on drumming in lessons and worrying about kids who haven't made it. Children should be given time to learn things, to not be pushed." The instruction is strong, and supported through extensive cross-curricular programming. Parental involvement in the life of the school is encouraged. The ideal student is one who will thrive within a rich, vibrant, and varied learning environment.
View full reportRev. Kelly is clearly passionate about the work of the school, and has gathered a staff that reflects those passions. Classes are small, and the delivery of the curriculum personal, deliberate, creative and exciting. The name of the school couldn’t be more apt: the program is about growing and learning within a shared community that reflects the Christian values of compassion, hope, peace, generosity, faithful stewardship, and striving for excellence in every area of children’s growth, including academic preparedness for successful university studies.
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"The school you’re looking for does exist. An established school where children, teachers and parents work together to create something unique. The Mabin School is a home away from home, where children love to learn because they feel known, respected and capable. Mabin is an educational leader that develops confident and independent learners, who thrive upon graduation, through a rich, hands-on program centred around our belief in Integration, Inquiry & Reflection. Learn about our progressive approach at mabin.com."
"We welcome children from Christian and non-Christian families. Our teachers are professional with truthful love and highly responsible. We nurture a life-long love of eternal truth in children. We follow the Ontario Academic Guidelines and tailor our curriculum to help each student thrive with joy in academics and every area of their growth. We offer great ESL programs and flexible academic programs to international students to help them best succeed. We are a big warm family to our students at home and abroad."
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I fell in love with Mabin over 20 years ago when I first came to visit as a young teacher; the school’s magic was evident, and the emphasis on student-centred learning along with the strong commitment to integrating the arts immediately appealed to me. The Mabin School seemed like an incubator of creativity, a warm community where the joy of learning and curiosity were actively nurtured. To me, it has always represented an educational oasis where children are permitted, even encouraged, to learn through play and experience the joy of exploring, imagining, and wondering. I have always hoped for an opportunity to join the Mabin community, and can see endless possibilities in terms of its potential as a centre of excellence for inquiry-based learning and holistic education. Mabin has much to contribute in a world that requires schools that teach children “how to think, not what to think.”
I have been a school leader for 18 years, both in the public and independent systems. For the past 10 years, I have been a principal in inner-city schools in the Toronto District School Board, and have just completed a two year secondment to the Ministry of Education where I worked with principals and teachers across the province to improve student achievement.
Previous to that, I spent 12 years in independent schools, first as a teacher at Branksome Hall, then as Academic Coordinator/Junior School Head at Royal St. George’s College, and finally as Assistant Principal (Academics) at Montcrest School. As a school leader, my focus has been on working collaboratively to provide rigorous and responsive programs for students, while at the same time establishing systems within the schools to support high quality learning for students, staff, and community members.
As you can see, I have worked in a variety of settings – public, private, all girls, all boys, co-educational, K-5, K-8, K-12 – with a plethora of excellent educators who have taught me so much. I must admit, though, that coming to The Mabin School feels like coming home. I knew from the beginning of my career that Mabin was a place I wanted to be, and I am glad to have finally arrived.
Dear friends/families,
In our school, we welcome children from all families, Christians or non-Christians. It is a loving place for all to belong to and flourish. We believe love is the greatest, and interest is the best teacher.
We engage our children in fun, critical thinking, creativities, and real life applications when they do every subject.
Academic wise, our teachers have professional expertise and high sense of responsibility. We make sure every child can process and master every academic concept that is required by the Ontario Curriculum. We carefully make up for the knowledge/skill they fall behind.
This is a closely knit community where your children can find source of quality love, trust, strong sense of belonging and security, as well as intimate relationships with principal, teachers and peers. Our children flourish in a loving, caring and warm environment filled with hunger and thirst for the truth.
We invest a lot of loving efforts on character formations of our children, so that they might reflect good moral characters in their academic, family, social disciplines, responsibilities and lives.
Meanwhile we actively engage our children in rich extra curriculum events in wider Christian schools’ community (ACSI) and our immediate social community context.
If you have interest to talk with us more about curriculum, school life or other questions, we are very happy to serve you.
All the best,
Principal Rev. Kelly Jia
Traditional
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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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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The Mabin School is an educational leader that develops confident and independent learners through a rich, hands-on program centred around Inquiry, Integration and Reflection. Mabin is an innovative and established school where children, teachers and parents work together to create something special and different. It is a home away from home, where children love to learn because they feel known, respected and capable. Children's interests and imaginations are at the centre of our academically enriched curriculum, which challenges each student appropriately and cultivates a passion for learning. All of this happens in a structured environment that feels just right- intimate and informal, full of colour and the spark of activity.
We make sure every child can process and master every academic concept that is required by Ontario Curriculum. We carefully make up for the knowledge/skill they fall behind.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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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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-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.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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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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 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.
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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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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Physical Education is taught to all students JK-Grade 6. Classes focus on skill building and competitive experiences are introduced gradually and deliberately. All students in Grades 4, 5, and 6 are invited to join Mabin School teams throughout the year. Practices occur twice a week during lunch recess . All students can participate and those who choose to join a team must commit to attending all practices. Teams have the opportunity to compete against other schools. Intramural Games, which are organized by a Committee of Grade 5 and 6 students and overseen by our Physical Education teacher, occur two times a week during morning recess for Grades 4, 5, and 6. Grades 1, 2 and 3 are also encouraged to participate in Intramural Games in the final term.
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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.
Mabin is an innovative and established school where children, teachers and parents work together every day to create something special and different.It is a home away from home, where children love to learn because they feel known, respected and capable. Children’s interests and imaginations are at the centre of our Kindergarten program, which challenges each student appropriately and cultivates a passion for learning. All of this happens in a structured environment that feels just right – intimate and informal, full of joy and the spark of activity.
We engage our children in fun, critical thinking, creativities, and real-life applications when they do every subject.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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."
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Ours is a fully integrated program. We provide accommodations and learning supports to any students who may need them.
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Our Learning Strategies Teachers, trained in Special Education, support all of our learners. Ours is a fully integrated model.
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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 - 6
5%
0%
$5,000
$0
0%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades JK - 6
Yes: grades Nursery/Toddler - 12
No
No
No
No
No
No
No
No
No
No
We have a wide range of students at The Mabin School. Connect with our Admissions Team to learn more about us!
1. Get to know us! Submit an online inquiry form here or call us at 416-964-9594 x247.
2. Attend an Open House for Prospective Families.
3. Submit an online application form.
4. Interviews begin in December/January for the upcoming school year.
5. When an offer of acceptance is made, the family has 1 week to complete an enrollment form and submit a non-refundable New Student Registration Fee to hold the spot.
