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Academy of Thought and Industry Toronto ACADEMICS & EXTRACURRICULARS
Curriculum
[Show definition of Curriculum]
Curriculum approach at ATI Toronto: Montessori
ATI Toronto has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).
[Show: About Montessori?]
What ATI Toronto says about their overall curriculum and approach:
ATI's curriculum is a self-paced, mastery-based program that combines traditional academic rigour with student choice and agency. Courses are interdisciplinary and skills-based. They cover the core topics expected of middle and high school students, but in a way that is grounded in real-life questions and curiosity. Students are motivated to gain new skills in order to grapple with challenging real-world problems, and educational objectives are interwoven between core topics. As students advance, they have an ever-increasing set of optional courses to explore areas of personal interest: electives, entrepreneurship, internships and independent study.
Montessori offered:
| Program | Offered |
|---|---|
| Montessori toddler | |
| Casa | |
| Elementary | |
| Middle School | |
| High School |
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at ATI Toronto: Equal Balance
ATI Toronto has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What ATI Toronto says:
The Mathematics program at ATI, as with the rest of its academic curriculum, uses a self-paced, mastery-based approach. Students are presented lessons in small groups, and complete their follow up work independently or with a group of peers. Concepts are often introduced as historical “mysteries” — showing the reasons why certain mathematical concepts arose, and how they solved a particular real-world problem. This emphasis on real-world applications keeps students motivated and engaged. For example, in the Grade 7 unit on Scale Drawings, students complete a summative project where they create their own scale drawing of their neighbourhood. Ratios are practiced via doubling or halving recipes in a cooking class. Unit rates and percentages are applied to concepts in personal finance to demonstrate their usefulness. When learned in this way, math becomes a useful tool, rather than a set of rules to be memorized and then forgotten.
Textbooks and supplementary materials:
ATI uses its own proprietary curriculum, which meets or exceeds Ontario standards. Learning is tracked using our Altitude LMS, and is supplemented with IXL.
Calculator policy:
This information is not currently available.
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Science
Science approach at ATI Toronto: Inquiry
ATI Toronto has an Inquiry approach to Science (as opposed to Expository, Equal Balance approach).
[Show: About Inquiry?]Teaching approach:
Scientific thinking and its organizational systems are the way we can begin to make sense of the world around us: to find a signal in all of the noise of information production. At ATI, you’ll start to build your mental scientific toolbox. Your reasoning mind will be given a set of tools and approaches that are applicable across the scientific disciplines and will help you understand a bit about how the universe works, how we as humans got here today, and how you can help make the world a little better during your life, no matter what you do for a living. Scientific concepts will be reviewed and applied via hands-on labs and projects that keep students engaged and spark their interest in further exploration.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at ATI Toronto: Traditional
ATI Toronto has a Traditional approach to Literature (as opposed to Social Justice, Equal Balance approach).
[Show: About Traditional?]What ATI Toronto says:
What does literature tell us about how to live? The English curriculum at ATI will explore the importance of literature in our lives. We’ll look to our own favourite texts to examine how literature can meaningfully guide the way we live ourselves. We’ll also use art, writing, and discussion to explore selected poetry and short stories as we unlock key skills we’ll develop all year: how to use evidence in your reasoning and writing, how to discover literary themes, and how to participate in a Socratic seminar.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Humanities and Social Sciences
Humanities and Social Sciences approach at ATI Toronto: Perennialism
ATI Toronto has a Perennialism approach to Humanities and Social Sciences (as opposed to Pragmatism, Equal Balance approach).
[Show: About Perennialism?]What ATI Toronto says:
As children, we discover that we are born into the middle chapters of an enormous and complex story. Thousands of generations have come before us, and just like us, they have tried their hands at the challenges of life. Great lessons born from their defeats, triumphs, follies, and discoveries are yours for the taking…but first you must learn how to find them. At ATI, you will learn the ways that historians uncover and analyze how human societies came to be the way they are. During middle school, we first cover a survey of world history, and then do a deeper dive into North American history up to 1910, in preparation for the Ontario Grade 10 History course, which focuses on World War 1 to the present.
Foreign Languages
Foreign Languages approach at ATI Toronto: Equal Balance
ATI Toronto has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]What ATI Toronto says:
Our acquired language curriculum introduces language as a gateway to understanding the local and global world. Through language study at ATI, students develop a sense of curiosity and interest in other cultures, and learn to communicate and empathize with others. Our language courses are based on ACTFL and Ontario proficiency benchmarks and performance indicators. They capture performance in speaking, writing, listening, reading and cultural knowledge. Communication is viewed through three lenses: interpretive, interpersonal, and presentational. Instruction is provided network-wide via live, synchronous virtual courses, and supplemented with Rosetta Stone. Our middle school curriculum focuses on French, and students can opt to learn Spanish in high school as well.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at ATI Toronto: Creative
ATI Toronto has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).
[Show: About Creative?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What ATI Toronto says:
ATI's arts program is part of our elective offerings, which change each quarter. Drawing Levels 1 and 2 are our most popular electives, (see a video summary here -- https://tohigherground.wistia.com/medias/zz9sl1ycun) but we also have offered sculpting, acting, and web design in the past. Offerings change from year to year based on student interest. Courses are taught by experts in their respective fields, in a virtual synchronous format.
Computers and Technology
Computers and Technology approach at ATI Toronto: Heavy integration
ATI Toronto has a Heavy integration approach to Computers and Technology (as opposed to Light integration, Medium integration approach).
[Show: About Heavy integration?]What ATI Toronto says:
ATI students use their laptops to access Altitude, our proprietary learning management system. Altitude is used to assign, assess, and record student work in an individually customized way.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What ATI Toronto says:
Our physical education program is provided by a local organization, Bob Acton Sports. They provide instruction in a wide variety of sports that can be learned in our local parks, such as road hockey, soccer, and football. The program helps students build an interest in and commitment to life-long healthy and active living.
Sex and health education
Sex and health education approach at ATI Toronto: Ontario curriculum
ATI Toronto has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]Approach to sex and health education:
ATI Toronto has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What ATI Toronto says:
ATI's approach to sex and health education is to teach students age-appropriate facts about their bodies and their health, so that they can make good decisions about their own behaviour as they mature.
Montessori Approach
Academy of Thought and Industry Toronto's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
| Middle | |
|---|---|
| Age groupings How children are grouped by age for each class.' |
12 to 15 |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
3 hours |
| Tests and assignments How often students are given tests or assignments in each class.' |
Semi-regularly (Moderately Non-Orthodox) |
| Graded work How often students have their work graded in each class.' |
Regularly (Non-Orthodox) |
| Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
5% |
Overall approach
Moderately Non-Orthodox
13% of schools
Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.
Classroom practices
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Whole-class lectures
Orthodox
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
Moderately orthodox
Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.
Moderately non-orthodox
Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.
Non-orthodox
Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.
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Special education
Orthodox
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
Moderately orthodox
External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.
Moderately non-orthodox
External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.
Non-orthodox
External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.
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Specialist classes
Orthodox
We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.
Moderately orthodox
We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.
Moderately non-orthodox
We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.
Non-orthodox
We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.
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Modern-day technology
Orthodox
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
Moderately orthodox
Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.
Moderately non-orthodox
Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.
Non-orthodox
Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.
Teaching assistants
Language
Learn about Academy of Thought and Industry Toronto's languages of instruction and enrolment.
ATI Toronto offers English as the primary language of instruction.
Language of enrolment include: English
Online Learning
Academy of Thought and Industry Toronto's online learning approach and offerings. Learn about this school's online programs and courses offered, its course formats, and its teaching and learning approaches.
Academy of Thought and Industry Toronto offers online courses to students.
What ATI Toronto says about their course flexibility:
Electives are offered virtually across the network. Students will have an opportunity to choose one or two new electives about every 8 weeks throughout the academic year. Usually this comprises 2-4 hours a week of class time.
Course format
| Type | Offered |
|---|---|
| Distance | |
| Asynchronous | |
| Synchronous |
What ATI Toronto says about their course format:
Synchronous: ATI's electives are run in an online, synchronous format and instructed by teachers who are experts in their respective fields. For example, our very popular drawing course is taught by a working professional artist.
Academic support and services
| Type | Offered |
|---|---|
| Dedicated teacher per course | |
| Exam proctoring | |
| Student progress tracker | |
| Regular office hours | |
| Additional support | |
| Study groups | |
| Special needs support |
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at ATI Toronto: Student-paced
ATI Toronto has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).
[Show: About Student-paced?]
What ATI Toronto says about their curriculum pace:
ATI is a mixed-age environment. Students are grouped according to ability rather than age, and groupings will vary by subject. Instruction at ATI is supported by our Altitude LMS, which allows for individually customized work plans for each student.
Flexible pacing style
| Type | 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 |
What ATI Toronto says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at ATI Toronto: Rigorous
ATI Toronto has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What ATI Toronto says about their academic culture:
This information is not currently available.
Developmental priorities
[Show definition of Developmental priorities]
Primary Developmental Priority: Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Secondary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
What ATI Toronto says about their developmental priorities:
This information is not currently available.
Special needs support
[Show definition of Special needs support]
ATI Toronto offers No support
ATI Toronto offers no/limited support for students with learning difficulties or special needs.
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (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.DyscalculiaThis 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.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis 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.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 DeficitA 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.
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DevelopmentalAutismRefers 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 SyndromeOn 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 syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis 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 syndromeThis 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.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled 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 DepressionThis 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 anxietyThis 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 thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis 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.
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PhysicalMultiple sclerosisThis 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 palsyhis 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 dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis 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.BlindnessVisual 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."DeafnessHearing 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 FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: Acceleration and enrichment
There is an equal emphasis on acceleration and enrichment.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
In-class adaptations
| 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) |
What ATI Toronto says about their gifted learner support:
ATI's structure is well positioned to meet the needs of gifted learners. Each student's academic program is tailored to their own particular needs and areas of interest. We also offer the middle school reach-ahead program to students ready to work one grade level ahead in one or two chosen subjects.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 8, ATI Toronto students perform an average of 30 mins of homework per night.
| 7 | 8 | |
|---|---|---|
| ATI Toronto | 30 mins | 30 mins |
| Site Average | 54 mins | 58 mins |
What ATI Toronto says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Lettered or numbered grades | Gr. 9 to Gr. 9 |
| Prose (narrative)-based feedback | Gr. 7 to Gr. 8 |
| Parent-teacher meetings | Gr. 7 to Gr. 9 |
Extracurricular Activities
While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.
Sports offered
Academy of Thought and Industry Toronto competitive and recreational sports information not available.
Clubs offered
Academy of Thought and Industry Toronto clubs and programs information not available.
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