Ashbury College ACADEMICS & EXTRACURRICULARS

Summary

Curriculum
Traditional, International Baccalaureate
Language
bilingual / dual-immersion
Curriculum Pace
Accelerated
Academic Culture
Rigorous
Developmental priorities
Balanced
Special needs support
No support
Gifted learner support
No Support

Page Contents

Facts and analysis
Qualitative insights

Curriculum Traditional, International Baccalaureate

[Show definition of Curriculum]

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.

Curriculum approach at Ashbury College: Traditional, International Baccalaureate

Ashbury College has a Traditional, International Baccalaureate approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).

[Show: About Traditional, International Baccalaureate?]

Our Kids definition: 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.

Compare Ashbury College's Curriculum with other schools on OurKids.net:

Traditional - 38%
Liberal arts - 12%
Progressive - 35%
Montessori - 12%
Reggio Emilia - 1%
Waldorf - 2%

Ashbury College has a International Baccalaureate approach to supplementary curriculum.

Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.

International curriculum & programs at Ashbury College: Duke of Edinburgh's Award

What Ashbury College says about their overall curriculum and approach:

The liberal education provided by the Ashbury College teaches students to think, speak and write clearly, critically and creatively. It leads them to explore the core subjects that comprise our human heritage and are the hallmarks of an educated person. It develops a healthy body and illuminates the spirit by inspiring students to look beyond themselves towards the greater good. Ashbury graduates enter university with the knowledge, skills, integrity and compassion born of careful scholarship, richly rewarding faculty contacts, physical activity and spiritual reflection.

International Baccalaureate program(s) offered

Program	Offered
Primary Years
Middle Years
Diploma program
Career-related program

Approach

Focus
Academic

Pedagogies and subject courses:

Mathematics
Traditional Math

Mathematics approach at Ashbury College: Traditional Math
Ashbury College has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).
[Show: About Traditional Math?]
Our Kids definition: 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.

Compare Ashbury College's Mathematics with other schools on OurKids.net:

Traditional math - 27%
Discovery math - 5%
Equal balance - 68%

What Ashbury College says:
This information is not currently available.
Textbooks and supplementary materials:
This information is not currently available.
Calculator policy:
This information is not currently available.
Early Reading
Whole Language

Early Reading approach at Ashbury College: Whole Language
Ashbury College has a Whole Language approach to Early Reading (as opposed to Phonics-intensive, Balanced Literacy approach).
[Show: About Whole Language?]
Our Kids definition: Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.

Compare Ashbury College's Early Reading with other schools on OurKids.net:

Whole language - 2%
Phonics-intensive - 48%
Balanced literacy - 50%

What Ashbury College says:
This information is not currently available.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Ashbury College says:
This information is not currently available.
Writing
Equal balance

Writing approach at Ashbury College: Equal balance
Ashbury College has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]
Our Kids definition: 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.

Compare Ashbury College's Writing with other schools on OurKids.net:

Equal balance - 78%
Systematic approach - 11%
Process approach - 11%

What Ashbury College says:
This information is not currently available.
Science
Equal Balance

Science approach at Ashbury College: Equal Balance
Ashbury College has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]
Our Kids definition: 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.

Compare Ashbury College's Science with other schools on OurKids.net:

Equal balance - 68%
Expository - 6%
Inquiry - 26%

Teaching approach:
This information is not currently available.

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
Equal Balance

Literature approach at Ashbury College: Equal Balance
Ashbury College has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]
Our Kids definition: These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

Compare Ashbury College's Literature with other schools on OurKids.net:

Equal balance - 73%
Traditional - 25%
Social justice - 2%

What Ashbury College says:
This information is not currently available.

Program covers:

Subject Offered
Canadian lit
American lit
European (continental) lit
World (non-Western) lit
English lit
Ancient lit
Social Studies
Thematic

Social Studies approach at Ashbury College: Thematic
Ashbury College has a Thematic approach to Social Studies (as opposed to Core Knowledge, Expanding Communities approach).
[Show: About Thematic?]
Our Kids definition: 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.

Compare Ashbury College's Social Studies with other schools on OurKids.net:

Thematic - 33%
Core knowledge - 40%
Expanding communities - 27%

What Ashbury College says:
This information is not currently available.
Humanities and Social Sciences
Equal Balance

Humanities and Social Sciences approach at Ashbury College: Equal Balance
Ashbury College has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]
Our Kids definition: These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

Compare Ashbury College's Humanities and Social Sciences with other schools on OurKids.net:

Equal balance - 79%
Perennialism - 8%
Pragmatism - 13%

What Ashbury College says:
This information is not currently available.
Foreign Languages
Equal Balance

Foreign Languages approach at Ashbury College: Equal Balance
Ashbury College has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]
Our Kids definition: These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

Compare Ashbury College's Foreign Languages with other schools on OurKids.net:

Equal balance - 65%
Audio-lingual - 3%
Communicative - 32%

What Ashbury College says:
This information is not currently available.

Language instruction offered in:

Subject Offered
Chinese-Cantonese
Chinese-Mandarin
French
German
Greek
Italian
Japanese
Hebrew
Latin
Russian
Spanish
ESL
Fine Arts
Equal Balance

Fine Arts approach at Ashbury College: Equal Balance
Ashbury College has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]
Our Kids definition: These programs have an equal emphasis on receptive and creative learning.

Compare Ashbury College's Fine Arts with other schools on OurKids.net:

Equal balance - 64%
Receptive - 1%
Creative - 35%

Program offers:

Subject Offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
What Ashbury College says:
This information is not currently available.
Computers and Technology
Medium integration

Computers and Technology approach at Ashbury College: Medium integration
Ashbury College has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]
Our Kids definition: Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

Compare Ashbury College's Computers and Technology with other schools on OurKids.net:

Medium integration - 50%
Light integration - 23%
Heavy integration - 27%

What Ashbury College says:
This information is not currently available.

Program covers:

Subject Offered
Computer science
Robotics
Web design
Physical Education

What Ashbury College says:
This information is not currently available.
IB Diploma courses
Group 1 (Language A)
This information is not currently available.
Group 2 (Language B)
This information is not currently available.
Group 3 (Individuals and Societies)
This information is not currently available.
Group 4 (Experimental Sciences)
This information is not currently available.
Group 5 (Mathematics)
This information is not currently available.
Group 6 (The Arts)
This information is not currently available.
Advanced Placement courses

This information is not currently available.
Sex and health education
Ontario curriculum

Sex and health education approach at Ashbury College: Ontario curriculum
Ashbury College has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]
Our Kids definition: The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

Compare Ashbury College's Sex and health education with other schools on OurKids.net:

Follows provincial curriculum - 58%
Does not follow prrovincial curriculum - 42%

Approach to sex and health education: Mostly value-neutral
Ashbury College has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
Our Kids definition: By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.
What Ashbury College says:
This information is not currently available.

Subject	Offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Subject	Offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Subject	Offered
Canadian lit
American lit
European (continental) lit
World (non-Western) lit
English lit
Ancient lit

Subject	Offered
Chinese-Cantonese
Chinese-Mandarin
French
German
Greek
Italian
Japanese
Hebrew
Latin
Russian
Spanish
ESL

Subject	Offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Subject	Offered
Computer science
Robotics
Web design

Language bilingual / dual-immersion

Learn about Ashbury College's languages of instruction and enrolment.

Ashbury College is a bilingual / dual-immersion school with English, French as the primary language of instruction


English - 70%							French - 30%

Language of enrolment include: English

Curriculum Pace Accelerated

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at Ashbury College: Accelerated

Ashbury College has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).

[Show: About Accelerated?]

Our Kids definition: 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).

Compare Ashbury College's Curriculum Pace with other schools on OurKids.net:

Accelerated - 18%
Standard-enriched - 54%
Student-paced - 28%

What Ashbury College says about their curriculum pace:

Teaching at Ashbury College is characterized by meaningful and respectful relationships between faculty and students, the teachers' profound engagement with their disciplines, and a diverse range of pedagogical approaches.

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 Ashbury College says about their flexible pacing:

This information is not currently available.

Academic Culture Rigorous

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at Ashbury College: Rigorous

Ashbury College has a Rigorous approach to Academic Culture (as opposed to Supportive approach).

[Show: About Rigorous?]

Our Kids definition: 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”.

Compare Ashbury College's Academic Culture with other schools on OurKids.net:

Rigorous - 52%
Supportive - 48%

What Ashbury College says about their academic culture:

This information is not currently available.

Developmental priorities Balanced

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

Primary Developmental Priority: Balanced

Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

What Ashbury College says about their developmental priorities:

This information is not currently available.

Special needs support No support

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

Ashbury College offers No support

Ashbury College offers no/limited support for students with learning difficulties or special needs.

A - Forms of Support

Accommodation:

Modification:

Remediation:

B - Environments

Indirect Support:

Resource Assistance:

Withdrawal Assistance:

Partial Integration:

Full-Time Class:

Special NeedNeed

Forms of SupportA

EnvironmentsB

ADHD

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.
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.

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 No Support

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Curriculum Delivery: This information is not currently available.

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 Ashbury College says about their gifted learner support:

This information is not currently available.

Homework Policy

[Show definition of Homework Policy]

Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

Nightly homework

In grade Gr. 8, Ashbury College students perform an average of 15 mins of homework per night.

	4	5	6	7	8
Ashbury College	15 mins	15 mins	15 mins	15 mins	15 mins
Site Average	32 mins	37 mins	44 mins	56 mins	61 mins

What Ashbury College says about their flipped classroom policy:

This information is not currently available.

Report Card Policy

[Show definition of Report Card Policy]

While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades

Type	Grades
Lettered or numbered grades	Gr. 4 to Gr. 12
Prose (narrative)-based feedback	Gr. 4 to Gr. 12
Parent-teacher meetings	Gr. 4 to Gr. 12

Qualitative insights

These insights are based on conversations with parents, alumni, and school leadership. Handpicked and curated by our editor, they offer a close look at how the school is experienced and perceived by those who know it best.

A high standard of academic excellence prepares students for future success.

Insights from students, parents, and educators reveal that Ashbury College’s rigorous academic standards, supported by dedicated teachers and a culture of accountability, effectively equip students for university and beyond.

Ashbury definitely holds students to a high standard. They give you the opportunities, but they also don't hand you things on a silver platter. It is about working very hard and learning the whole aspect of hard work and what it means to earn something. That is a huge thing that Ashbury really instills. I know I have taken that into later life as well. You have to work very hard to get the marks to get into schools and programs. Even leadership opportunities in Grade 12 required you to push for the things you wanted to happen. They wanted you to prove why something made sense and how it impacted the student body. It was really about holding you accountable and to a higher standard, which objectively makes them different.

—Jasmine Mussani, alum (see full interview)

Ashbury students are driven. If they set a goal, they’ll work to achieve it. The school prepares us to pursue whatever paths we choose.

—Sahannah, student (see full discussion)

Academics are at the center of everything we do. We have a strong academic program that leads to post-secondary studies at universities in Canada, the United States, Europe, and beyond. In addition, the broader school experience includes co-curricular and extracurricular programs that are embedded into school life. About a third of our high school students live on campus, and the day-to-day life of the school extends well beyond 3:30 p.m. Both day and boarding students benefit from that fuller school experience.

—Norman Southward, Head of School (see full interview)

Ashbury was a place where I felt both pushed and supported in equal measure. What stands out most is the balance between structure and independence, something that made a big difference in preparing me for Cornell. I was someone who always had a strong interest in engineering and tech, and Ashbury gave me the space and resources to explore that without boxing me in. I could be the robotics guy and run student council events, all in the same week. The thing I liked best was probably how accessible the teachers were. I had mentors who’d sit with me during lunch to go over project ideas or help me find competitions to enter. They treated my curiosity seriously. If I could change anything, maybe more space for hands-on STEM experimentation would’ve helped. Labs were great, but as someone who likes to tinker, I wanted more unsupervised design time. Ashbury definitely prepared me for the next step, especially in how to manage workload and advocate for myself. Prospective students should expect to be held to high expectations but not left to figure it all out alone. That mix of rigour and relationship is rare.

—James Goldberg, alum (2019-2023), Tutor (see full review)

The academic culture at Ashbury is serious, but not cutthroat. Students are driven, but collaboration is encouraged over competition. There were times when the IB workload felt intense, but teachers provided the scaffolding to handle it from check-ins, manageable deadlines, and a genuine understanding that students have lives beyond the textbook. Ashbury’s strength is how well-rounded the academic experience is. You’re encouraged to pursue your interests deeply, but also to try courses outside your comfort zone. I took Economics and Computer Science in the same term, and those cross-disciplinary experiences shaped how I think now as an engineering student. I left Ashbury with the confidence to handle high-pressure academic environments and the mindset to approach problems creatively. The mix of courses let me explore STEM deeply while still trying things like economics and politics. That interdisciplinary blend helped prepare me for engineering at Cornell.

—James Goldberg, alum (2019-2023), Tutor (see full review)

As a student progresses through their studies, they gain increasing freedom in the choice of courses, so by grades 11 and 12, each student can tailor their learning to fit their envisioned post-secondary education. That being the case, Ashbury provides English only as an IB course. Here, it is useful to clarify what IB is. The IB is an international educational programme, arranged under three domains. The first is Academic Excellence across six disciplines: English, Mathematics, Foreign Languages, Sciences, Social Sciences, and Arts. In three areas, a student specializes in HL (Higher Level), which is roughly equivalent to first-year university coursework, and three SL (Standard Level) subjects, which are similar to OSSD requirements. The second is CAS (Creativity, Activity, Service), which requires continuous and balanced engagement in clubs, sports, and volunteering over two years. The third is the Extended Essay, a faculty-supervised, 4,000-word research paper written on one of the subjects that the student studies. A student who completes an IB Diploma graduates with both OSSD and IB qualifications, which significantly improves the odds of admission to international and domestic universities. I graduated from Ashbury with an IB Diploma and can confidently say that this program was the best preparation for university I could have received.

—Artem Kalinin, alum (2022-2024) (see full review)

What stands out most is the blend of tradition and forward thinking that shaped everything, also academic rigour balanced with space to explore. My best memories include student-led initiatives, late-night brainstorming in common rooms, and inspiring field trips to Ottawa. The community pushed us to grow into thinkers, leaders, and teammates. If I could change anything, I’d push myself earlier into leadership roles and take more creative risks. Ashbury gives space for that if you take it. Yes, the school prepared me well for what came next and particularly through its IB program, small classes, and culture of initiative. Prospective students should expect structure, thoughtful challenge, and genuine encouragement to find their own voice. You are supported, but expected to show up for yourself, and that balance makes all the difference.

—Kristi Godkin, alum (2008-2019), Athlete - Golfer (see full review)

Ashbury’s academic program was centred around the IB Diploma and Ontario standards, with rich course variety. Strengths included small class sizes, individualized guidance, and interdisciplinary options like Change & Business Leadership and Environmental Systems. The culture leaned toward collaboration over competition, and students helped each other study and shared resources. There was a strong focus on critical thinking, global awareness, and real-world problem solving. I was academically challenged, well supported, and encouraged to tie learning to real-world impact through CAS projects. Teachers taught with depth, not just for tests. The emphasis on time management and accountability helped when I later competed in golf at Laurier and managed both sport and studies effectively. One area for growth might be adding even more diverse electives for creative fields, but overall, the academics were excellent.

—Kristi Godkin, alum (2008-2019), Athlete - Golfer (see full review)

Ashbury’s academic IB program was quite intense for me, but I never felt alone in it. There was a shared understanding between students and staff that everyone was working hard in their own way. It wasn’t really a tight competition; instead, we helped each other achieve more. I was encouraged to stretch my thinking, especially in TOK and HL Biology. When I had to miss classes for competitions, teachers often helped me map out plans so I would not fall behind. This taught me how to organize my time and manage high workloads, and to me, those are the skills that are invaluable now. The academic culture at Ashbury is serious, but it’s also supportive, which makes you want to push yourself further to reach your full potential.

—Toshka Beshara, alum (2012-2021), Research Assistant (see full review)

The Bilingual Diploma was no small challenge, but Ashbury’s approach made it manageable. The academic culture was busy but not killer; students pushed each other, but we also celebrated each other’s wins. My peers and I were competitive in the sense that we wanted to improve ourselves, not beat each other. Small class sizes meant teachers could tailor lessons to our needs, and there was a real focus on critical thinking rather than memorization. Coming from Beaconsfield, Quebec, being able to study in both English and French opened doors for me and made me more adaptable in university. The workload was significant, but the school gave us structure and resources to handle it through study periods, teacher availability, and peer tutoring. Ashbury prepared me for the demands of higher education while also teaching the value of balance.

—Karl Hunger, alum (2016-2018), Mental Health & Community Support Worker, Professional Athlete (see full review)

Ashbury's emphasis on academic excellence is pervasive. While students are, of course, not equally talented, Ashbury teachers and staff, among whom are a remarkable number of PhDs, go to great lengths to guide and motivate each student to fulfill their particular potential. As a result, not only do Ashbury students learn far more than do most young people during their high school years, but they also develop sound work and study skills, intellectual self-confidence, argumentative and critical skills, high expectations of themselves, and other traits of mature adults and professionals. Our children are far better prepared for university and for adulthood than we were at the same age, largely due to Ashbury's academic environment. Furthermore, we suspect that, having become used to a heavy course-load and rigorous academic expectations, most students graduating from Ashbury will find the first year or two of university surprisingly easy.

—Scott Procter, parent (beginning 2017) (see full review)

Ashbury is very much a university-preparatory school. It is designed for students who plan to pursue post-secondary studies, which suits our family well, but it may not be the best fit for those seeking a pathway into trades or other avenues. The education has always emphasized supporting students in preparing strong university applications, and there are many intellectually able and gifted students at Ashbury. Course offerings have been sufficient for my daughter; she’s always been able to take what she wants. With a smaller student body than large public schools, there are inevitably some electives that aren’t offered, but the options are still strong. The International Baccalaureate (IB) program provides additional academic challenge, with an emphasis on effort, growth, and improvement, not just high marks. I am confident my daughter will have the strongest possible university applications next year.

—Julie Coulson Fine, parent (beginning 1988) (see full review)

Quality teaching significantly enhances student learning at Ashbury College.

Testimonies from students and parents emphasize that Ashbury teachers, known for their expertise and personal investment in students’ success, create an atmosphere of mentorship and individualized support that enhances educational outcomes.

Ashbury’s teaching was one of its strongest features. Teachers had clear expertise but weren’t rigid as they adapted to how students learned best. I remember Mr. McKelvie turning calculus into something close to a strategy game, which honestly helped me get it in a way I never expected. And Ms. Chaudhry’s enthusiasm for science made even routine labs feel important. The dynamic between teachers and students was respectful, often collaborative. You could challenge ideas, suggest projects, and they’d engage with that. Feedback wasn’t just grades; it came with thoughtful suggestions, encouragement, and sometimes real excitement. I didn’t just learn content; I learned how to learn, and that’s been a massive help in university. Teachers helped me push beyond the surface and encouraged exploration. I felt genuinely supported, especially in IB subjects. Their mentorship shaped how I approach learning today.

—James Goldberg, alum (2019-2023), Tutor (see full review)

In terms of teaching, Ashbury has been a remarkable experience for me. I have to say, teachers at Ashbury genuinely care about the success of their students. However difficult a class I faced, I can’t remember a single occasion when I was bored or unexcited about the learning. Whenever I encountered a learning obstacle or, being a boarding student, needed urgent advice, I could rely on my teachers. While the teacher-student relationship is regulated by the school’s code of conduct, it is as formal during class as it is informal before or after class. Being an Ashburian, in part at least in my experience, means that teachers are not only professionals passing on their knowledge to students but also wiser and older peers, friends, and members of the same community.

—Artem Kalinin, alum (2022-2024) (see full review)

Teaching at Ashbury struck a great balance between challenging and supportive. Teachers brought real passion cos I remember my biology teacher inviting me to design an algae study in the canal, and my history teacher inspiring deep debates in class. The classroom dynamic felt informal and respectful. Teachers knew you personally, often meeting via scheduled lunch chats or after class. It wasn’t just about completing homework, but it was about understanding how what you were learning applied in the real world. Constructive feedback was routine, fostering a genuine love of learning and not just grade chasing. I was consistently inspired to push myself and pursue curiosity above all. Whether it was a surprise quiz or an open-ended research assignment, teachers kept you on your toes in the best way. I always felt like my education was happening with me, not to me.

—Kristi Godkin, alum (2008-2019), Athlete - Golfer (see full review)

Ashbury’s teachers made all the difference for me. They were experts in their subjects, but more importantly, they genuinely cared. Ms. MacGregor would print off extra biology notes for me when I was away at races; you have no idea how much that meant to me. Mr. Crerar would offer his classroom as a quiet space early in the morning before class so I could catch up on assignments. There was a mutual respect as students wanted to do well because teachers invested in us. It was informal in the best way; you could joke with your teachers but still be challenged. The feedback they gave wasn’t just about grades; it was about how to think critically and manage your time. Those skills have stuck with me more than any single lesson.

—Toshka Beshara, alum (2012-2021), Research Assistant (see full review)

Ashbury teachers were more than subject experts because they genuinely cared about their students. I still remember Mr. Blanchard taking time after class to help me prep for a particularly tough French oral exam, or Coach Martin reviewing plays with me late after rugby practice. The dynamic between teachers and students was formal when it needed to be, but in the best way, as it was rooted in mutual respect. They gave real, actionable feedback and challenged us to think beyond the obvious answers. One of the biggest lessons I took away was from Mr. O’Connor, who taught history with a focus on perspective. He encouraged us to question sources and see multiple sides to every event. That mindset has been invaluable both academically and personally. Ashbury’s teachers set high expectations but also gave us the tools and support to meet them.

—Karl Hunger, alum (2016-2018), Mental Health & Community Support Worker, Professional Athlete (see full review)

We have been overwhelmed by the quality of instruction at Ashbury. The school's teachers get to know each student individually, care deeply about them, have surprisingly diverse and advanced personal accomplishments to bring to bear, and work long hours and exceptionally hard, so that they consistently draw out the best possible performance from each student. Occasional difficulties are to be expected in a complex and lengthy relationship, but even these rare stresses, e.g. a student's disappointment with a grade, are themselves converted by teaching staff into learning experiences for the students. By contrast with most schools, the objectives of the teachers at Ashbury are tightly aligned with those of students and their parents. Whether our children were struggling with a concept and sought supplementary assistance or were finding a topic too simple and sought more advanced material or referral to enrichment opportunities, Ashbury teachers respond passionately and effectively.

—Scott Procter, parent (beginning 2017) (see full review)

My daughter has absolutely blossomed academically at Ashbury, and I credit her teachers for bringing out her very best. She is motivated, sets both short- and long-term goals, communicates her interests clearly, and is encouraged in a respectful and positive way. While she does experience moments of stress, she has learned how to navigate them productively, which is a valuable skill in itself. The teachers at Ashbury are exceptional: highly qualified, deeply committed, and remarkably well-suited to their profession. One of the strongest indicators of this is teacher retention: many teachers remain at the school for decades, often until retirement. Professional development is also prioritized, with teachers encouraged to pursue new certifications and areas of growth.

—Julie Coulson Fine, parent (beginning 1988) (see full review)

Adaptability and resilience are core to Ashbury’s educational approach.

Feedback from the Ashbury community stresses the importance of fostering adaptability and resilience, skills integral to both academic success and real-world readiness, in response to changing educational landscapes.

We have invested in outstanding arts facilities and built a center for science and innovation, ensuring a balanced program supported by the IB curriculum. Students do not specialize early, and when they graduate, many go on to science and innovation programs, with between 40 and 50 percent of graduates choosing those paths. We want our students to be future ready, able to adapt to changing job markets, and to rely on the skill of adaptability as the surest foundation for success.

—Norman Southward, Head of School (see full interview)

They really cultivate whole-person education. My children appreciate that it’s not just about the marks but about how the school cultivates the process of learning. When things get hard, there is still engagement, and at the end there is a huge sense of accomplishment. Kids build resilience, collaborate with classmates and teachers, and develop confidence that comes from the inside out. Ashbury gets to know the kids well enough to grow their agency while holding them accountable.

—Alexandra Howard, parent (beginning in Gr. 7) and alum, Health & Wellness Professional (see full interview)

One thing that has really stood out is how the school teaches students to cope when things don’t go perfectly. If they don’t do well on a test or project, they learn how to improve and that they can improve.

—Nimrose, parent (see full discussion)

Ashbury really was a place where I could be more than just “the athlete” or “the student.” I was training at a high level in kayaking, but the school never made me feel like I had to choose between sport and academics. Teachers like Ms. MacGregor and Mr. Crerar would quietly adapt deadlines or arrange early morning study sessions before I left for competitions. The small gestures, like dorm friends leaving me good-luck notes before a race, are what I remember most. If I could change anything, it would be to create more structured peer-to-peer mentoring for students balancing intense commitments. Ashbury prepared me not only for university but also for the life of balancing priorities. New students should expect to be challenged but also cared for; there’s a real willingness here to meet you where you are.

—Toshka Beshara, alum (2012-2021), Research Assistant (see full review)

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Ashbury College ACADEMICS & EXTRACURRICULARS

Summary

Page Contents

Curriculum Traditional, International Baccalaureate

Curriculum approach at Ashbury College: Traditional, International Baccalaureate

Ashbury College has a International Baccalaureate approach to supplementary curriculum.

International curriculum & programs at Ashbury College: Duke of Edinburgh's Award

What Ashbury College says about their overall curriculum and approach:

International Baccalaureate program(s) offered

Approach

Pedagogies and subject courses:

Mathematics

Mathematics approach at Ashbury College: Traditional Math

What Ashbury College says:

Textbooks and supplementary materials:

Calculator policy:

Early Reading

Early Reading approach at Ashbury College: Whole Language

What Ashbury College says:

What Ashbury College says:

Writing

Writing approach at Ashbury College: Equal balance

What Ashbury College says:

Science

Science approach at Ashbury College: Equal Balance

Teaching approach:

Treatment of evolution:

Topics covered in curriculum:

Literature

Literature approach at Ashbury College: Equal Balance

What Ashbury College says:

Program covers:

Social Studies

Social Studies approach at Ashbury College: Thematic

What Ashbury College says:

Humanities and Social Sciences

Humanities and Social Sciences approach at Ashbury College: Equal Balance

What Ashbury College says:

Foreign Languages

Foreign Languages approach at Ashbury College: Equal Balance

What Ashbury College says:

Language instruction offered in:

Fine Arts

Fine Arts approach at Ashbury College: Equal Balance

Program offers:

What Ashbury College says:

Computers and Technology

Computers and Technology approach at Ashbury College: Medium integration

What Ashbury College says:

Program covers:

Physical Education

What Ashbury College says:

IB Diploma courses

Group 1 (Language A)

Group 2 (Language B)

Group 3 (Individuals and Societies)

Group 4 (Experimental Sciences)

Group 5 (Mathematics)

Group 6 (The Arts)

Advanced Placement courses

Sex and health education

Sex and health education approach at Ashbury College: Ontario curriculum

Approach to sex and health education: Mostly value-neutral

What Ashbury College says:

Language bilingual / dual-immersion

Ashbury College is a bilingual / dual-immersion school with English, French as the primary language of instruction

Language of enrolment include: English

Curriculum Pace Accelerated

Curriculum Pace approach at Ashbury College: Accelerated

What Ashbury College says about their curriculum pace:

Flexible pacing style

What Ashbury College says about their flexible pacing:

Academic Culture Rigorous

Academic Culture approach at Ashbury College: Rigorous

What Ashbury College says about their academic culture:

Developmental priorities Balanced