Fieldstone is founded on a strong and positive belief in children. Children, very naturally, exhibit a powerful desire to be successful both socially and academically. It is our responsibility, as a school, to help guide, encourage, and support them to make that desire a reality. We achieve this goal by teaching an enriched curriculum in the context of a caring and supportive environment.
At Fieldstone, we see not the child we meet but rather who that child will become.
One of the top university preparatory private schools in Toronto
University pathways counselling and one-on-one support
Student leadership opportunities throughout the school year
Daily teacher-led tutorials
A warm, welcoming and inclusive community
Security camera and door entry system
The first school in Canada to offer a dual Cambridge-Ontario curriculum
All students starting in Grade One learn how to play the violin, viola or cello
Classical music appreciation programme
All students in JK to Grade Twelve learn a Shakespeare Play
What learning looks like now: - To reduce traffic at our entrances, parents will drop off and pick up their children at these designated doors. Parents will not enter the school with their children at drop-off and pick-up times.
- Masks and face shields are mandatory on campus. Fieldstone will provide the first face shield to all students and staff.
- Sanitizing stations have been installed in front of each classroom and additional sanitizing stations have been installed in the cafeteria.
- Students will be asked to bring their own hand sanitizer to use before entering each class.
- Soapy water will be provided in the classrooms as well for visibly soiled hands.
- Desks and chairs will be wiped down before the end of each period.
- All Textbooks and resources will stay at the school or digital resources will be used.
- Desks will be distanced appropriately.
- Physical distancing will be enforced throughout the campus (hallways, cafeteria, and classrooms).
- All shared spaces (washrooms, cafeteria etc.) will have specific regulations (reduced capacities and increased cleaning frequency) in place to minimize student contact and prevent the spread of germs.
- School doors will be opened at 8:10 for controlled entry into the building. If you have extenuating circumstances that require an earlier arrival, please notify [email protected] in advance and we will do our best to accommodate your request.
JK - Gr. 12
What Fieldstone School says: - Hybrid options available.
- Offering the synchronous online learning on a case-by-case basis.
- Lessons will be recorded via the tablets and posted after each lesson.
- Both online and onsite students can sign up for after-school tutorials for additional support.
- Desks and chairs will be wiped down before the end of each period.
- All Textbooks and resources will stay at the school or digital resources will be used.
- Grades K-5 will be using Google Classroom for accessing assignments and resources at home. Grade 6-12 will be using Moodle for accessing assignments and resources at home.
- Desks will be distanced appropriately.
Fieldstone offers bus transferring.
Service options offered are door-to-door pickup .
The regions Fieldstone offers busing from are:
Unique Cambridge-Ontario Blend Curriculum: Cambridge Primary (K to Grade Five), Cambridge Secondary (Grade Six to Eight), Cambridge IGCSE (Grade Nine to Ten) and Cambridge A Levels (Grade Eleven to Twelve)
Fieldstone consistently ranks within the top 100 schools according to the University of Waterloo mathematics competition results.
Se Eun O (Fieldstone '16) was a National Gold Medal Winner and the Ontario Metro Regional Champion in the 2015 Fermat Contest.
Our 6.4 acre campus features spacious sports fields for outdoor play and learning.
As a Cambridge School, our curriculum is updated every year and our courses are designed according to the Cambridge Schools framework
Fieldstone students won first place in all three age groups at the Branch-Level Public Speaking Competition in our region.
Art classes take place in a spacious and well-equipped studio space.
Our spacious field is perfect for strolling with friends.
Fieldstone Day School
Our Colourful Drama Studio.
Grade Three students in a classroom.
Our Science Lab is well equipped to support the interests and passions of our budding scientists.
Well-equipped Computer Lab.
Spacious grounds for outdoor education and leisure.
Insider Reviews and Perspectives
Our Take: Fieldstone School
The aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
Our Kids Featured Review
This 50-page review of Fieldstone School, published as a book and available to read in full, here on OurKids.net, is part of our series of in-depth accounts of Canada's leading private schools. Insights were gardnered by visiting the school and interviewing students, parents, faculty, and administrators.
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 Fieldstone: Traditional
Fieldstone has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
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.
Curriculum at schools on OurKids.net
Traditional - 15%   Liberal arts - 17%   Progressive - 17%   Montessori - 17%   Reggio Emilia - 17%   Waldorf - 17%
What Fieldstone says: Fieldstone Day School (FDS) - JK to Grade Eight:
Cambridge Primary and Secondary I stages develop primary learners' skills and understanding in English, Science, Mathematics and Information Communication Technologies (ICT).
- Cambridge Primary and Secondary I Curriculum: English, Mathematics, Science, and ICT Starters
- Ontario Elementary Curriculum: Art, History and Geography, Music, French, and Physical Education
Fieldstone King's College School (FKCS) - Grade Nine to Twelve:
FKCS offers a unique curriculum blending Cambridge IGCSE and A Levels with Ontario courses. The combination of an Ontario Secondary School Diploma and distinguished Cambridge qualifications gives our students a jump start to their university studies.
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.
Mathematics at schools on OurKids.net
Traditional math - 30%   Discovery math - 5%   Equal balance - 65%
What Fieldstone says: Our math classes are structured such that advanced students can jump a grade (sometimes two) to ensure students are appropriately challenged. Additionally, our Cambridge programme offers progression tests and Checkpoint Examinations as a capstone evaluation ensuring that full mastery is achieved. For an additional challenge our Grade Seven and Eight students can begin preparing Cambridge IGCSE mathematics which is typically written by high school students. Our programme offers limitless challenges for even the most exceptional students in mathematics.
Textbooks and supplementary materials: We use a variety of texts and supplementary materials which are dependent on the course. Both Ontario and Cambridge specific texts can be used in different courses.
Calculator policy: Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
What Fieldstone says: We have a balanced approach to literacy. We use Core Knowledge Language Acquisition for phonics and incorporate "Jolly Phonics" resources as additional learning anchors. Children are given many opportunities to practice working with letters and sounds in order to develop a good initial understanding of how language works. As they progress through the grades, their oral language, including speaking and listening develops. Our children hear good literature, both fiction and nonfiction and read aloud often. They are asked to summarize and retell what they have read and engage in many conversations with peers and teachers.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Fieldstone says: This information is not currently available.
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.
What Fieldstone says: We believe in an equal balance between teaching the nuts and bolts of language and nourishing the children with a rich diet of poetry, fiction, and nonfiction. This philosophy guides our approach to teaching writing. We place an emphasis on spelling, decoding skills, handwriting, punctuation, grammar and vocabulary all are embraced equally along with an opportunity to read rich and meaningful texts. This approach encourages and emphasizes creative expression.
Teaching approach: Our science programme provides students with a strong foundation for future studies while providing students with the chance to develop their analytical skills. Our aim is to provide at least one laboratory activity per week to support the theories learned throughout the week. In Cambridge tutorial, practice practical examinations are provided to prepare for practical examinations.
Co-curricular activities are offered to our students to apply the theories from the classroom to the real world. These have included: Science Olympics Teams, Community Garden Club, Computer Programming Club and Environmental Club.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Literature at schools on OurKids.net
Traditional - 20%   Social justice - 3%   Equal balance - 77%
What Fieldstone says: Our English courses expose students to great works of literature, both from the Canadian canon and beyond. Students analyze a range of texts (plays, poetry, essays, short-stories, and novels) from various periods, countries, and cultures. They also create oral, written, and media texts in a variety of forms. At all levels, we teach our students to confidently and coherently compose academic essays, as we recognize this to be a vital skill for many post-secondary ventures. Students graduate from our English programme with a firm grasp on reading challenging texts, analyzing these, and composing their own pieces of writing. Moreover, through their studies at Fieldstone, our students acquire a deep appreciation for the power of the written word.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
What Fieldstone says: Our social studies curriculum introduces children to a variety of people, places, and historical events in order to broaden their horizons. An early introduction to history and geography can foster a child's understanding of the cultures and landscapes beyond their local community. Appreciating the "wider world" helps students to prepare for being future global leaders.
Humanities and Social Sciences approach at Fieldstone: Perennialism
Fieldstone has a Perennialism approach to Humanities and Social Sciences (as opposed to Pragmatism , Equal Balance approach).
[Show: About Perennialism?]
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Humanities and Social Sciences at schools on OurKids.net
What Fieldstone says: Students in social sciences and humanities develop an awareness of critical issues in our complex, and diverse society. Our courses help to build understanding of individuals, communities, and nations both throughout history and in the present day. Through sustained practice, students develop their planning, processing, problem-solving, and decision making capabilities, often while exploring issues of deep personal and global significance. Discussions and assignments explore critical social, cultural, economic, technological, and environmental issues, helping students to be informed and engaged citizens.
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.
What Fieldstone says: Our language courses provide opportunities for students to learn and practice a new language, and to increase their appreciation for cultural and linguistic diversity in our increasingly globalized world. Students develop their skills in listening, speaking, reading, and writing through creative and hands-on approaches. They also increase their understanding and appreciation of diverse French-speaking communities, and develop skills necessary for lifelong language learning.
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.
What Fieldstone says: Our courses focus on enabling students to create and present art works using a variety of traditional and emerging media and technologies. Our hands-on approach invites students to explore a range of materials, processes, and techniques and apply these to their own artistic projects.
Reflection is also a key component of art-making. Students use the critical analysis process to critique art works and connect themes to the wider world. They are also encouraged to make connections between various works of art in personal, contemporary, historical, and cultural contexts.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers and Technology at schools on OurKids.net
Medium integration - 47%   Light integration - 20%   Heavy integration - 33%
What Fieldstone says: Fieldstone believes that studies of computers and technology are relevant for all our students because they incorporate a broad range of transferable problem-solving skills and techniques, including logical thinking, creative design (our 3D printer is very popular), synthesis, and evaluation. These courses also teach useful skills in such areas as communication, time management, organization, and teamwork. Students live in a technologically-rich world, and courses in this field will provide them with the knowledge and skills to understand the underpinnings of current computer technology and prepare them for emerging technologies of the future.
What Fieldstone says: Fieldstone's approach to teaching Physical Education is to educate students on the importance of active living as a part of a healthy lifestyle. Students are given the skills necessary to participate in a variety of individual and team-based activities. Emphasis is placed on skill development, leadership, teamwork, and sportsmanship. Students of all skill levels are able to participate in activities in a safe environment with positive messages about participation and the benefits of activity.
Sex and health education approach at Fieldstone: Ontario curriculum
Fieldstone has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.
Sex and health education at schools on OurKids.net
Follows provincial curriculum - 55%   Does not follow prrovincial curriculum - 45%
Approach to sex and health education: Mostly value-neutral
Fieldstone has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
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 Fieldstone says: This information is not currently available.
Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)
Preschool/K Curriculum approach at Fieldstone: Academic
Fieldstone has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).
[Show: About Academic?]
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
What Fieldstone says: The Fieldstone Global Knowledge curriculum was carefully designed to be rich in content and sequential in presentation. Kindergarten students are introduced to all academic disciplines including French, History, and Geography. Students experience an engaging and enduring subject matter that lays a foundation for their future schooling and instills in them a love of learning.
The English, Math, and Science curriculum is administered following the Cambridge Primary guidelines and philosophies. This prepares students for the completion of the entire Cambridge programme.
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 Fieldstone: Student-paced
Fieldstone has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).
[Show: About Student-paced?]
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
What Fieldstone says: Fieldstone offers students an enriched and challenging curriculum. The programme is individualized to meet the needs of each student. Students work in groups and individually depending on the tasks at hand.
Flexible pacing style
Flexible pacing style
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
What Fieldstone says about flexible pacing: Students are grouped according to ability in the classroom. They all complete and study the same programme; however, assessments and expectations vary depending on ability.
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 Fieldstone: Rigorous
Fieldstone has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Academic Culture at schools on OurKids.net
Rigorous - 50%   Supportive - 50%
What Fieldstone says: Fieldstone promotes a rich academic environment and celebrates academic performance. Students are provided with additional academic support in both curricula through the use of our after-school tutorial sessions. Students are also encouraged to demonstrate their academic abilities in math contests, science competitions, and after-school clubs.
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: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Secondary Developmental Priority: Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
What Fieldstone says: At Fieldstone, we prepare our students to be future global leaders. We encourage them to take risks, challenge themselves, and take an active role in the community. We cultivate and celebrate our students' individual strengths and successes. We ensure that they are supported throughout their time at Fieldstone and that they are prepared for further success at the post-secondary level.
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.
What Fieldstone says about their special need support: When one of our teachers has a concern about a child's learning, they first meet with our learning specialist. Our specialist will then work with the student both in the classroom and in a one-on-one setting in order to get a better idea of the student's learning needs. The teacher and learning specialist will meet with parents to develop a student success plan that outlines individual learning goals and accommodations. If, after the plan has been implemented, it is believed that more support is needed, the learning specialist will recommend a psychological education assessment, occupational therapy support or speech therapy.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
Mild but clinically diagnosed ADHD:
Summary: Students with a clinically-diagnosed learning disability are invited to apply. Our school's learning specialist will review psychological education reports, report cards, and any other reports to assess if our school is the right fit for the student. A 'Buddy Day' (half or full day visit to our school) and assessments may be required before acceptance is offered. If enrolled, a Student Success Plan (SSP) will be developed to support the student. This plan will outline the student's strengths and needs, and will include accommodations and modifications necessary to promote student achievement. The learning specialist will ensure that the plan is followed and that any adjustments are made as needed. The learning specialist will also visit the student in class regularly in order to offer any additional support.
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.
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.
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.
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).
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.
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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).
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.
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.
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.
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.
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.
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.
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 is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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.
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."
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 (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Accommodating a wide range of physical conditions and disabilities.
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.
Dedicated gifted programs:
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)
Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)
What Fieldstone says: Gifted learners require supports to ensure that learning remains relevant, engaging, and challenging. We draft a Student Success Plan (SSP) for each gifted student that outlines the student's stregths and needs so that they may be supported appropriately. Our "Global Perspectives" programme offers exceptional project-based learning opportunities, and our Cambridge curriculum offers gifted learners a more rigorous and challenging curriculum that they find exciting, stimulating, and rewarding.
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.
In grade Gr. 12, Fieldstone students perform an average of 2 hours of homework per night.
What Fieldstone says about their flipped classroom policy: This information is not currently available.
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.
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.
What Fieldstone says:
Fieldstone participates extensively in the Small Schools Athletic Federation and our student athletes regularly compete in a wide variety of sports.
Fieldstone students prepare and perform a Shakespeare play annually.
There are extensive musical opportunities at Fieldstone.
Our participatory, rather than competitive, approach to co-curricular activities encourages all students to engage in a rich and diverse school experience.
The small size of our school allows students to have exceptional leadership opportunities and participate in an extensive range of activities within a supportive and nurturing social culture.
Our high school students register for the Duke of Edinburgh's Award at no cost, and they are mentored closely as they work toward earning this internationally-recognized achievement.
Our high school DECA (business leadership) Team competes at the provincial level.
Competitive sports: 9 Recreational sports: 9
Legend: Competitive offered Recreational offered
Track & Field
Fieldstone School offers 22 clubs and extracurricular programs.
This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).
Day (Domestic)Day (International)
What Fieldstone says about their tuition:
2nd child (sibling)
3rd child (sibling)
4th child (sibling)
Need-based financial aid
Grade range that need-based aid is offered:
JK to 12
Percentage of grade-eligible students receiving financial aid
This school works with Apple Financial Inc. for processing financial applications Once you have submitted an application to Apple Financial, they will assess your needs and contact us with any information about assistance for which you qualify. If you are eligible for acceptance at our school, we will then contact you regarding the details of our offer.
Merit based Scholarships
Fieldstone School does not offer merit-based financial awards.
Private schools come in all shapes and sizes. Some larger schools have enrolment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrolment. For instance, here you can learn about a school’s enrolment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrolment per grade.
JK to Gr. 12
Average class size
% of international students (total enrolment)
Number of different nationalities within student population
Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.
We support all families through the application process. In order to apply for our school, we require two years of report cards, a completed application form, a placement test (Grades Two to Eight) or observation (JK to Grade One), and an interview. We help your family to have a positive and successful start to your Fieldstone experience.
Acceptance Rate: 85%
This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.
Student Entry Points
This shows approximately how many openings there are likely to be in each grade in a typical year, as well as the estimated acceptance rate for each grade level.
Day Acceptance (Acceptance rate)
Homestay Acceptance (Acceptance rate)
Type of student Fieldstone is looking for:
Fieldstone is a welcoming community where we look for students who are involved in the school community and have a constant drive for success, character development, and knowledge acquisition. To achieve success at our school, students need to participate in the life of our school with an open-minded and growth-oriented attitude. They need to be reflective and seek help when required. They need to be honest to their peers, teachers, and themselves. We firmly believe that every student is capable of success and overcoming challenges. By working with the faculty and being involved in the school, students receive an individualized education to become well-educated global citizens.
Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.
Average graduating class size
Students accepted into post-secondary studies upon graduation
Percentage of students who attend post-secondary institutions outside of Canada
Students who attended a Ivy+ school
Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)
Fieldstone School Graduates’ Post-Secondary Studies:
10% - Liberal Arts and Sciences 30% - Engineering and Applied Sciences 30% - Business/Commerce 10% - Fine and Performing Arts 10% - Applied Health Sciences 5% - Applied Professional Studies (Post-grad certificate / diploma) 5% - Other
Aggregate of All Schools’ Post-Secondary Studies:
25% - Liberal Arts and Sciences 25% - Engineering and Applied Sciences 24% - Business/Commerce 4% - Fine and Performing Arts 14% - Applied Health Sciences 2% - Applied Professional Studies (Post-grad certificate / diploma) 6% - Other
Services Offered to Students
What Fieldstone says:
99% University Entrance Rate with graduates accepted into top Universities in Canada (University of Toronto, McGill University, UBC, University of Waterloo, etc.), the USA (Harvard, Parsons, Dartmouth, etc.) and around the world.
Student leadership opportunities throughout the school year.
University pathways counselling and one-on-one support.
Fieldstone provides parents with progress reports in addition to midterm and final reports.
One of the top University Preparatory Private Schools in Toronto.
Kota was the first ever Japanese soccer player to join Toronto FC II. During his time at Fieldstone, he was a dedicated athlete, scholar, and student leader.
Gabrielle went from Fieldstone to Harvard, where she followed her passion for Art History. She continued post graduate research in this field.
Ah Rum Lee
BA International Business- York University
Internship: Citibank, Seoul
Ah Rum credits Fieldstone with giving her the skills and confidence to establish a successful career in business.
Arkady shone in the prestigious international honours programme at the University of St. Andrews. Meanwhile, she continued to foster ourschool's relationship with our sister school in Cameroon.
The vast majority of our students have chosen to pursue their undergraduate studies in Ontario. Within this
province, our students have been accepted to such competitive programs as Rotman Commerce and
Engineering Science at the University of Toronto, Mathematics and Engineering at the University of Waterloo,
and Commerce at Queen’s University. Our graduates have also pursued studies at universities in other
provinces and countries including Harvard, College of William & Mary, Rhode Island School of Design,
Dartmouth College, Parsons and Purdue. Fieldstone has graduated a total of 547 students.
Fieldstone students remain loyal to their alma mater, returning to assist with school events and to promote post-secondary opportunities. Members of the Fieldstone Alumni Association (FAA) act as mentors to our current students and foster school spirit the world over. We even have a U of T Fieldstone alumni chapter all its own.
In January 2017, Fieldstone alumni, Arkady Silverman returned to Fieldstone to make a presentation about our sister school G.S. Marita located in Cameroon, Africa.
There is so much more that young people need in order to flourish at school. Fieldstone provides the co-curricular and leadership opportunities necessary for our students to hone their skills and build their confidence outside the classroom. In a small and nurturing environment, all students have the opportunity to experience what it means to be an active participant in a dynamic community. Whether by playing on one of our many athletic teams, running for student government or showing leadership in community service, Fieldstone students gain a unique sense of belonging and the satisfaction that they are helping to build traditions that will last for generations to come.
I look forward each year to working with Fieldstone's students, parents, teachers and administrators in achieving the goal of Fieldstone: producing competent and confident young children who will turn the knowledge and skills that they learn at this school into success in their chosen paths in the future.