How do TCS students describe their experience in three words? Complete, illuminating, energetic. TCS students appreciate that school needs to be more than just reaching their academic potential – it’s about exploring all facets of themselves so that the realization of passions, talents and skills reach far beyond the classroom walls. Learn more about our school community by paying a visit to our beautiful 100-acre campus.
Trinity College School (TCS) is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning managed by a director dedicated to developing opportunities within the local community and beyond. The ideal student is one who responds well to challenge.
Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Primary Curriculum: TraditionalTraditional 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. Uczniowie najpierw zdobywają wiedzę podstawową i teoretyczną, aby później stosować ją w praktyce. 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.
Focus |
---|
Academic |
Flexible pacing style | offered |
---|---|
Subject-streaming (tracking) | |
Multi-age classrooms as standard | |
Ability-grouping (in-class) as common | |
Frequent use of cyber-learning (at-their-own-pace) | |
Regular guided independent study opportunities | |
Differentiated assessment |
Subject type | offered |
---|---|
Learning strategy and study counselling; habit formation | |
Extra support and minor accommodations for children experiencing subclinical difficulties |
Subject type | offered |
---|---|
Accommodations | |
Modifications | |
Extra support |
Special needs | Accomodations
Formal adjustments are made to the delivery of lessons to help mitigate the learning difficulty or exceptionality. The underlying content and expectations remain unchanged with accommodations, however. (Example: allowing a student to write tests in a quieter room). | Modifications The underlying content and expectations are modified and/or simplified for the sake of the student. (Examples: allowing student to use a calculator on a test when other students can’t; allowing students to bring word-banks or “cheat sheets” into certain tests, etc) | Remediation Research-based therapeutic measures that target and ameliorate the underlying weakness. |
---|---|---|---|
Learning disabilities | |||
ADHD (moderate to severe) | |||
Dyslexia (Language-Based Learning Disability) | |||
Auditory Processing Disorder (APD) | |||
Dyscalculia | |||
Dysgraphia | |||
Language Processing Disorder | |||
Nonverbal Learning Disorders (NLD) | |||
Visual Perceptual/Visual Motor Deficit | |||
Developmental | |||
Autism | |||
Asperger's Syndrome | |||
Down syndrome | |||
Intellectual disability | |||
Behavioral and Emotional | |||
Troubled behaviour / troubled teens | |||
Clinical Depression | |||
Suicidal thoughts | |||
Drug and alcohol abuse | |||
Oppositional Defiant Disorder (ODD) | |||
Physical | |||
Dyspraxia (Developmental Coordination Disorder) | |||
Blindness | |||
Deafness | |||
Cystic Fibrosis | |||
Multiple physical |
Program | offered |
---|---|
Full-time gifted program (parallel to rest of school) | |
Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: This information is not currently available.
Program | offered |
---|---|
Custom subject enrichment (special arrangement) | |
Custom curriculum compacting (special arrangement) | |
Guided independent study (custom gifted arrangement) | |
Cyber-learning opportunities (custom gifted arrangement) | |
Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
Custom subject acceleration (special arrangement) | |
Career exploration (custom gifted arrangement) | |
Project-based learning (custom gifted arrangement) | |
Mentorships (custom gifted arrangement) |
In grade Gr. 12, Trinity College School students perform an average of 2 hours of homework per night.
5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
---|---|---|---|---|---|---|---|---|
Trinity College School | 30 mins | 45 mins | 60 mins | 60 mins | 90 mins | 90 mins | 120 mins | 120 mins |
Site Average | 34 mins | 39 mins | 51 mins | 52 mins | 71 mins | 75 mins | 104 mins | 112 mins |
This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).
Sports Offered | Competitive | Recreational |
---|---|---|
Badminton | ||
Baseball | ||
Basketball | ||
Cricket | ||
Cross-country skiing | ||
Cycling | ||
Downhill skiing | ||
Equestrian | ||
Field Hockey | ||
Football | ||
Golf | ||
Gymnastics | ||
Ice Hockey | ||
Rowing | ||
Rugby | ||
Running | ||
Soccer | ||
Squash | ||
Swimming | ||
Tennis | ||
Track & Field | ||
Volleyball |
Clubs Offered |
---|
Habitat for Humanity |
Jazz Ensemble |
Math Club |
Musical theatre/Opera |
Outdoor Club |
Outdoor Education |
Photography |
Poetry/Literature club |
Robotics club |
Science Club |
Student Council |
Yearbook |
Yoga |
Animation |
Art Club |
Astronomy Club |
Audiovisual Club |
Band |
Choir |
Community Service |
Computer Club |
Dance Club |
Debate Club |
Drama Club |
Environmental Club |
Grade | 9 | 10 | 11 | 12 |
---|---|---|---|---|
Boarding | CAN $64,750 | CAN $65,250 |
This information is not currently available.
Grades | Gender | Living Arrangement | Enrollment |
---|---|---|---|
Gr. 5 to Gr. 12 | Coed | Day School | 290 |
Gr. 5 to Gr. 12 | Coed | Boarding School | 282 |
Total enrollment | 572 |
Average enrollment per grade | 143 |
Average class size | 12 to 16 |
Gender | Coed |
Grades | Gr. 5 to Gr. 12 |
Boarding offered | Gr. 9 to Gr. 12 |
% in boarding (total enrollment) | 49% |
% of foreign students | N/A |
# of nationalities attending school | N/A |
5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
---|
Services | Offered |
---|---|
Career planning | |
Internships | |
Mentorship Program | |
University counseling |
Key Numbers | |
---|---|
Average graduating class size | 127 |
For more than 140 years, Trinity College School (TCS) has been internationally recognized for excellence in educating young people. It is no surprise that our challenging and encouraging environment has helped TCS graduates gain entrance to top universities around the world, and that our alumni are leaders in their communities. But this is just half the story.
TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.
At TCS we think that the quality of character determines the quality of leader. As such, we challenge our students to establish worthy goals and to act to good purpose. We cultivate integrity in our students. We encourage honest and constructive conduct. And, on the strength of our people, our programme and our place, we help to develop leaders who are broad-minded, intelligent, thoughtful and confident.
If you are considering Trinity College School as a destination, I trust that this Web site will provide you with many of the details you desire.
However, in order to truly experience the strong, supportive community that is TCS, I would like to extend an open invitation to visit us in person. I can promise you that the caring and energizing environment that we foster and enjoy will prove unique from any other school you may have visited.
I very much look forward to welcoming you to campus.
Sincerely,
Stuart K.C. Grainger
Headmaster