377 Woodbridge Avenue, Woodbridge, Ontario, L4L 2V7, Canada
250 Lesmill Road, North York, Ontario, M3B 2T5, Canada
1963
2016
425
100
9 to 12
9 to 12
Coed
Coed
Day, Homestay
Day, Homestay
English
English
Academic
Academic
Liberal Arts
Traditional
18 to 22
5 to 10
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$19,340
$14,000 to $20,000
Yes
No
0%
0%
9 to 12
None
$0
$0
106
25
0%
0%
90%
90%
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades 9 - 12
No
No
information not available
information not available
TDChristian was founded in 1960, and the school has grown considerably over the years. Throughout has been an abiding attention to stewardship within the school community and beyond. Service trips are a cornerstone of the curriculum, and that tone is set from the first week in Grade 9, with all students spending two days working with organizations supporting the city’s homeless population—TDChristian has partnerships with the Yonge Street Mission, Scott Mission, Habitat for Humanity, Church of the Redeemer, Good Shepherd Centre, St. Francis’ Table, and the Salvation Army. Of course that’s just one aspect of the program, though it’s telling of the approach taken within the school. The families that turn to the school often do so in an awareness of the character learning that is woven throughout the curricular and extracurricular programs. Despite the age of the school, all the facilities have been recently updated, including the integration of technology in the classroom. That process is continuing with a capital and development campaign that is currently underway. The ideal student is one who will thrive in an active, diverse, values-based learning environment.
View full reportWhile still a young school, founding principal, Henry Michels, brings a wealth of enthusiasm, insight, and decades-long experience to the program. Small class sizes are a draw, with less than 10 per, allowing for a very student-directed delivery, building from individual strengths, talents, and areas of interest. The school addresses itself to students operating at the top of their peer group, granting them the challenges and diversity of approach that can make the most of their gifts. The diversity of the student body—the homestay program attracts overseas students—adds to the experience, allowing for a range of perspective within classroom discussion.
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"Without doubt the single most appreciated part...is the teachers' personal and individualized attention to each student."
Crystal Pitcher - Parent (Aug 14, 2018)
Without doubt the single most appreciated part of TDCH is the teachers' personal and individualized ...
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"...incorporated Christianity into the learning environment, which really helped me get closer to God in my four years at TDCH."
Dayna Pitcher - Alumnus (Sep 05, 2018)
My experience at TDCH was amazing. The community there is so welcoming and the environment made me s...
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"In almost every subject, they give an opportunity to the student to dig deep and explore and research and ask questions."
Jeena Mathai - Parent (May 24, 2019)
The care the teachers give to the students is outstanding. We have had some experience with other sc...
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"The unique approach the school took when it came to course planning for my son caught my attention."
Gilbert Tossa - Parent (Jun 08, 2021)
My son joined Webtree Academy during a challenging year, when we were at the middle of a pandemic, w...
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"TDChristian is a friendly and vibrant learning community. In addition to strong math, science, and English courses, we offer dynamic theatre, music, STEM, art, tech, and athletic programs. We believe in project-based learning that integrates Christian faith and service. We offer fantastic parent-student-teacher communication and family friendly tuition, transportation included. Our brand new building expansion and many extracurriculars means even more opportunities. You belong here!"
"Webtree Academy is a private day school for Gr. 7-12 students, focusing on university preparation. Our institution employs an innovative, nurturing approach to education, tailored to each student's needs. By fostering creativity and individualized learning, we aim to cultivate responsible, engaged citizens, and future leaders. Recognizing the evolving landscape of technology, workplace demands, and multicultural societies, we strive to offer a diverse range of educational programs to meet the unique needs of every student."
"What makes us different is the lengths we go in getting to know each student who walks through the door. It goes beyond academics—we want to know the person. That's why we offer over 40 clubs, mixed grade homerooms, regular assemblies, and plenty of opportunities to have each student find a place in our school that's their own. As a staff, we meet weekly to discuss students who seem to be struggling academically or socially. It's truly a caring environment!"
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"It's that students are known, the parent-teacher-student connections are strong and often, and that we offer so many experiences outside the classroom as well. Parents also appreciate that we are open about our Christianity. All of our staff are Christian, all of our classes are taught through the lens of Christianity, and we really believe that life is about service to our neighbours and God. On the financial side, many of the items other schools charge for, we include in the price of tuition."
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"One underappreciated aspect of TDChristian are the opportunities for students to delve into the trades. Through internships and events like the Skilled Trades and Career Fair, students gain invaluable hands-on experience and exposure to various vocational paths. These avenues not only foster practical skills but also offer insight into fulfilling career options beyond traditional academic routes."
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"Families may be surprised by the strong sense of belonging fostered at TDChristian High School. Beyond academic excellence, the school prioritizes creating a supportive community where every student feels valued and included. Whether through small class sizes, mentorship programs, or a variety of extracurricular activities, TDChristian ensures that students develop meaningful connections with peers and faculty."
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At TDChristian you'll hear the words enfold, engage, and empower a lot! But what do they mean? First, we enfold students, getting to know them for their unique personalities, talents, and ambitions, and helping them fit into our friendly community of learners. You're never just a number at our school. Next, we engage students with stimulating learning opportunities, academic rigour, and real world projects. Finally, we empower students to take control of their own learning and connect it with the larger world.
On top of that, every single subject is taught from a Christian perspective and we don't shy away from the big, important questions of life.
We invite you to discover our passionate, committed teachers, our one-of-a-kind programs, and our beautiful facilities today.
Come for a visit and a tour at anytime!
DEAR STUDENTS, STAFF, AND PARENTS
Education has been a lifelong passion and is the greatest gift, we give to our youth. It has the transformative power to change lives and continually redefine the limits of what can be achieved. As an educator with over 30 years experiences working with gifted, special needs, second language learners, I am convinced that all students can excel to reach their full potentials with provision of stimulating challenge, encouragement, and the targeted support.
Therefore, at Webtree, we value every individual's uniqueness, recognize his /her strength and areas that need improvement, so as to personalize the academic path leads to each student's ultimate success.
At Webtree., we aim to nurture our student with global version, a sense of citizenship, a critical mindset, in addition to their academic success. Webtree Academy. is the home away from home for our students; is a school where they will laugh and shine.
WEBTREE PRINCIPAL: HENRY MICHELS
Traditional
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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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We believe that we are not just for one type of student, but a school for the entire family. It doesn't matter if you are all about arts, sports, academics, tech, or something else; there's a place for you at TDChristian. We strive to enfold, engage, and empower students around their individual gifts, needs, interests, and personalities. We want our students to have 21st century skills, including using technology, making presentations, collaborating with others, taking risks, and having a strong work ethic. Finally, our school's mission is to "Learn for Service in the Light of God's Word." This plays out in every course as we apply what we are learning to serve God and our neighbours. From service trips to extracurricular opportunities, hands-on projects to weekly school-wide assemblies, you'll love the learning atmosphere at TDChristian.
At Webtree., we strive to provide our students with the necessary language, academic, and technological skills required for students to achieve their educational and personal goals as well as being successful in post-secondary studies. Additionally, we aim to assist our students to not only better immerse them into Canadian cultural and social environments but also to thrive in a competitive global environment.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
To find out more about our math program, please visit our school.
Our OCT Math teachers are qualified in Mathematics and some in Special Education, having the qualifications to manage student groups of varying needs including ESL accommodations, the sequentially-chunked curriculum at a pace that suits the individual student. Being that our mathematics credit courses are Academic and University-level, our focus is to achieve high standards of achievement in preparation for university entrance requirements.
Ministry-approved textbooks along with learning materials from SOLARO.
Calculators are permitted.
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Expository
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
To find out more about our science program, please visit our school.
Our Science OCT teachers are qualified in Biology, Chemistry, and Physics as well as Special Education. Our teachers are qualified to manage student groups of varying needs including ESL accommodations, the sequentially-chunked curriculum at a pace that suits the individual student. Being that our Science credit courses are Academic and University-level, our focus is to achieve high standards of achievement in preparation for university entrance requirements.
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
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
To find out more about our literature program, please visit our school.
Our English OCT teachers are qualified to manage student groups of varying needs including ESL accommodations. The curriculum is offered at a pace that suits the individual student and is designed thematically. Being that our ENG credit courses are Academic and University-level, our focus is to achieve high standards of achievement in preparation for university entrance requirements. Our ESL program is comprehensive in building the reading, writing, listening and speaking skills for other language-oriented credit courses.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
To find out more about our programs, please visit our school.
To study History, Economics and Philosophy is to embark on a voyage of discovery, to seek in many ways to advance beyond the limitations and preoccupations of the present. Only by exploring the human experience in the past can we see how and why society changes and develop a sense of perspective on where we are heading in the 21st century.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
To find out more about our programs, please visit our school.
At Webtree, we offer Mandarin as an international language credit course.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
To find out more about our programs, please visit our school.
At Webtree, we offer visual arts, dramatic arts & music (keyboard & guitar) to enrich our academically-focussed students.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
To find out more about our programs, please visit our school.
At Webtree, students are allowed to use personal laptops to complete homework or assignments such as writing essays, constructing Power Point slides for presentation. Our science teachers sometimes use Virtual Labs on computers to demonstrate physics or chemistry experiments in assisting teaching and learning.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students have opportunities to take Phys. Ed. courses in all grades. We also offer Kinesiology and Phys. Ed. Leadership courses. We have a beautiful gym, sports field, and fitness centre, and competitive teams in a variety of sports. We love sports!
We utilize the soccer field and rented space for physical education credit courses and the afterschool sports program.
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Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
At Webtree, credit courses can be completed in 10-week blocks in small-sized groups (ranging from 1-6 students per OCT teacher). Teachers are sensitive to differentiated instruction including multiple intelligences.
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.
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”.
In addition to teaching academic credit courses, we offer specialized learning programs for our students entering into DECA competitions and Waterloo Math Contests. For our International students we offer intensive, personalized support toward accomplishing their post-secondary goals into reputable universities and colleges in Canada, USA and abroad. We offer summer camps for our students to explore different cultural areas of Toronto. We have OCT teachers giving extra hours to tutoring students within our school and other students from leading Preparatory schools.
"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."
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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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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
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
To find out more about our programs, please visit our school.
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No. We do our best to accommodate and support all types of learners.
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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
9 - 12
0%
0%
$0
$0
90%
90%
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades 9 - 12
No
No
No
No
No
Yes
No
No
No
No
For more admissions information, simply contact the school.
We are looking for well rounded applicants. Who is committed to work towards his/her goal.
For more admissions information, simply contact the school.
Completed Application Form with Signature
Report Card from Previous School
Copy of Identification
Application Fee - $250 CDN