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Fieldstone School ACADEMICS & Curriculum
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Insider community voices
Hear directly from Fieldstone School community as they share insights into the Academics.
Curriculum
[Show definition of Curriculum]
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?]
International curriculum & programs at Fieldstone: Cambridge IGSCE, Duke of Edinburgh's Award
What Fieldstone says about their overall curriculum and approach:
Fieldstone offers a rigorous, internationally benchmarked curriculum that integrates the Cambridge framework with Ontario standards. From JK through Grade 8, students develop structured thinking through progressive assessment and external benchmarking, building strong foundations for senior years. Our approach blends classical education with purposeful modern practice. We prioritise critical thinking, sustained writing, reasoning, and confident public speaking. All students study and perform Shakespeare annually, and from Grade 1, participate in a structured strings programme, reflecting our belief in the formative power of disciplined artistic training. Academic depth is paired with close mentorship. Small classes allow teachers to guide students personally while maintaining clear expectations and consistent standards. Rather than focusing solely on examination outcomes, we cultivate intellectual independence, resilience, and ownership of learning. Graduates leave Fieldstone articulate, analytically prepared, and confident in their ability to meet demanding university pathways in Canada and internationally.
Approach
| Focus | Special needs |
|---|---|
| Academic | Gifted |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at Fieldstone: Traditional Math
Fieldstone has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).
[Show: About Traditional Math?]What Fieldstone says:
At Fieldstone, mathematics is taught with a strong emphasis on conceptual understanding, logical reasoning, and disciplined problem-solving. Through the Cambridge framework, students progress at an accelerated pace, engaging with advanced topics earlier than typical Ontario grade expectations. In the early years, students develop number sense through hands-on learning and visual models. As they advance, they explore increasingly abstract concepts—including algebra, geometry, and data analysis—with clarity and structure. Instruction combines explicit teaching, guided practice, and problem-based investigation. Students are expected not only to apply procedures accurately, but to explain their reasoning and think methodically. Over time, they develop mathematical confidence, precision, and the ability to approach complex challenges independently.
Textbooks and supplementary materials:
We use mathematics textbooks developed by Cambridge University Press, including the Cambridge Primary and Lower Secondary series.
Calculator policy:
Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.
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Early Reading
Early Reading approach at Fieldstone: Phonics-intensive
Fieldstone has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What Fieldstone says:
Fieldstone uses a systematic, phonics-based approach to early reading. Students receive explicit instruction in letter-sound correspondence, blending, and decoding through a structured and sequential progression. While rich literature and comprehension are integral to our programme, phonics forms the foundation of early literacy development.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Fieldstone says:
This information is not currently available.
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Writing
Writing approach at Fieldstone: Systematic approach
Fieldstone has a Systematic approach approach to Writing (as opposed to Process approach, Equal balance approach).
[Show: About Systematic approach?]What Fieldstone says:
Fieldstone teaches writing through a structured, explicit approach that develops clarity, precision, and depth over time. Students are directly taught sentence construction, grammar, paragraph development, and essay organisation, with clear modelling and guided practice before moving toward greater independence. Writing expectations increase progressively in complexity, from coherent paragraphs to analytical and persuasive essays. Across subjects, students write regularly and for varied purposes—narrative, descriptive, reflective, and argumentative—learning to organise ideas logically and support them with evidence. Revision and editing are embedded in the process, reinforcing the importance of refinement and attention to detail. Our emphasis on structure is balanced with opportunities for authentic expression. Students are encouraged to develop their voice while adhering to clear standards. The result is writing that is disciplined, articulate, and analytically strong, preparing students for advanced academic work and university-level expectations.
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Science
Science approach at Fieldstone: Equal Balance
Fieldstone has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
At Fieldstone, our science programme balances structured theoretical instruction with consistent hands-on learning. Students build a strong foundation in core scientific concepts while regularly engaging in experiments and projects that develop analytical thinking and problem-solving skills. From the early years, students are guided to observe carefully, ask meaningful questions, and explore through structured inquiry. We aim to incorporate at least one practical or project-based activity each week, enabling students to apply knowledge in real-world contexts. As they progress, projects increase in complexity, with students designing investigations, analysing data, and presenting evidence-based conclusions. In the senior years, hands-on learning is paired with structured preparation for science examinations, including Cambridge-style practical assessments. The result is a balanced programme that cultivates both academic rigour and scientific curiosity.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at Fieldstone: Traditional
Fieldstone has a Traditional approach to Literature (as opposed to Social Justice, Equal Balance approach).
[Show: About Traditional?]What Fieldstone says:
At Fieldstone, our English programme follows a traditional, literature-rich approach. Students engage deeply with significant works from the Canadian canon and the wider world, studying plays, poetry, novels, essays, and short fiction across cultures and historical periods. Close reading, literary analysis, and formal essay writing are central to instruction. Students are explicitly taught to construct clear, coherent, and persuasive arguments, preparing them for the demands of post-secondary study. Alongside analytical writing, they produce oral, written, and media texts in a range of forms. This classical foundation cultivates disciplined thinking, articulate expression, and a lasting appreciation for literature. Graduates leave confident in interpreting complex texts and expressing ideas with clarity and intellectual precision.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
Social Studies approach at Fieldstone: Core Knowledge
Fieldstone has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).
[Show: About Core Knowledge?]What Fieldstone says:
At Fieldstone, our social studies curriculum follows a Core Knowledge approach, introducing students to significant historical events, figures, and places from an early age. Alongside this foundation, students engage in Cambridge Global Perspectives beginning in the primary years, developing research, critical thinking, and structured discussion skills. Through storytelling, primary sources, drama, and discussion, students study major civilisations, world religions, global geography, and Canadian heritage. Content is sequenced chronologically and thematically, helping students understand continuity, change, and the relationship between past and present. As students advance, Global Perspectives encourages them to analyse contemporary issues from multiple viewpoints, strengthening civic awareness and reasoned debate. By grounding students in shared knowledge while cultivating analytical inquiry, we develop historically informed, globally minded thinkers.
Humanities and Social Sciences
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?]What Fieldstone says:
At Fieldstone, our humanities and social sciences programme is grounded in the study of enduring ideas and influential texts that shape our understanding of individuals, communities, and nations. Students examine history, literature, philosophy, and ethics to deepen their understanding of both the past and the human condition. Through guided analysis, structured debate, and formal academic writing, students engage with cultural, political, economic, and environmental questions in light of the “great ideas” that transcend time. This approach develops disciplined reasoning, ethical reflection, and persuasive communication. Our aim is to cultivate historically informed, critically minded individuals who draw upon a strong foundation of knowledge to navigate an increasingly complex and diverse world with confidence and clarity.
Foreign Languages
Foreign Languages approach at Fieldstone: Equal Balance
Fieldstone has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]What Fieldstone says:
At Fieldstone, our language programme develops communicative competence within a structured and progressive framework. Students build listening, speaking, reading, and writing skills through sequenced instruction and regular practice, ensuring steady linguistic growth. In French, students study both the language and the cultures of Francophone communities worldwide. Instruction emphasises clear grammar foundations, vocabulary development, and practical communication, enabling students to use the language with increasing accuracy and confidence. Beyond skill acquisition, language study deepens cultural awareness and global perspective. Students are encouraged to engage thoughtfully across cultures and to approach language learning with curiosity, discipline, and intellectual confidence.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at Fieldstone: Equal Balance
Fieldstone has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What Fieldstone says:
At Fieldstone, our visual arts programme combines technical skill development with creative exploration. Students work across traditional and contemporary media, learning foundational techniques in drawing, painting, design, and mixed media through structured instruction and guided practice. Art-making is paired with critical reflection. Students analyse their own work and that of others using appropriate artistic vocabulary, examining composition, technique, intent, and cultural context. They explore connections between historical movements and contemporary expression, deepening their understanding of art as both craft and communication. By balancing technical discipline with creative inquiry, our programme develops confident visual thinkers who can express ideas with clarity, intention, and artistic integrity.
Computers and Technology
Computers and Technology approach at Fieldstone: Light integration
Fieldstone has a Light integration approach to Computers and Technology (as opposed to Heavy integration, Medium integration approach).
[Show: About Light integration?]What Fieldstone says:
At Fieldstone, we take a measured and purposeful approach to technology integration. While digital literacy is recognised as important, it supports rather than drives our curriculum. We prioritise foundational skills such as critical thinking, communication, sustained reading, and problem-solving. Technology is used selectively for research, presentations, and creative projects, including tools such as design software and 3D printing. Instruction remains grounded in direct interaction, discussion, and structured learning experiences. Our goal is to ensure students develop the focus, clarity of thought, and interpersonal skills that underpin long-term academic success. By integrating technology intentionally rather than pervasively, we prepare students to use digital tools competently while remaining capable thinkers beyond the screen.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What Fieldstone says:
At Fieldstone, our Physical Education programme promotes active living through structured skill development and purposeful participation. Students build fundamental movement skills, tactical understanding, and physical fitness through a balanced range of individual and team-based activities. Beyond physical competence, the programme emphasises leadership, teamwork, and sportsmanship. Students learn to set goals, demonstrate resilience, and contribute positively within group settings. We maintain a safe and inclusive environment where all students are encouraged to challenge themselves and grow. Through structured games, fitness training, and skill progression, students develop confidence, discipline, and lifelong habits that support physical and personal well-being.
Advanced Placement courses
This information is not currently available.Sex and health education
Sex and health education approach at Fieldstone: Not Ontario curriculum
Fieldstone has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]Approach to sex and health education:
Fieldstone has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What Fieldstone says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
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?]
What Fieldstone says about their preschool/K curriculum approach:
At Fieldstone, our Kindergarten programme blends joyful, play-based learning with purposeful academic foundations. Early literacy and numeracy are developed through structured phonics, guided reading, and hands-on mathematics in a rich, language-focused environment. Students are introduced to music, art, physical education, French, as well as early history and geography, fostering curiosity about the wider world. Daily routines include read-alouds, discussion, storytelling, and enquiry-based exploration to build confidence and communication skills. Within small classes and a warm yet structured setting, children develop independence, social awareness, and readiness for Grade 1.
Language
Learn about Fieldstone School's languages of instruction and enrolment.
Fieldstone offers English as the primary language of instruction.
Language of enrolment include: English, French, Mandarin
Online Learning
Fieldstone School's online learning approach and offerings. Learn about this school's online programs and courses offered, its course formats, and its teaching and learning approaches.
Fieldstone School offers online courses to students.
Course schedule
| Period | Grades | Number of Courses | Start - End |
|---|---|---|---|
| Full year | 9 to 12 | 8 | Sep 03, 2025 — Jun 18, 2026 |
Course format
| Type | Offered |
|---|---|
| Distance | |
| Asynchronous | |
| Synchronous |
Academic support and services
| Type | Offered |
|---|---|
| Dedicated teacher per course | |
| Exam proctoring | |
| Student progress tracker | |
| Regular office hours | |
| Additional support | |
| Study groups | |
| Special needs support |
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at Fieldstone: Accelerated
Fieldstone has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
[Show: About Accelerated?]
What Fieldstone says about their curriculum pace:
Fieldstone’s curriculum is accelerated through the Cambridge Programme, which is typically one to two years ahead of Ontario grade-level expectations. Students engage with advanced content, develop strong analytical and writing skills, and are challenged through compacted instruction, high-level texts, and academic experiences that promote deep, independent thinking.
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 Fieldstone says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at Fieldstone: Rigorous
Fieldstone has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What Fieldstone says about their academic culture:
Fieldstone fosters a culture of academic excellence and celebrates strong intellectual achievement. Students receive additional support across both curricula through structured after-school tutorials and targeted enrichment opportunities. Beyond the classroom, students are encouraged to extend their learning through mathematics contests, science competitions, and academic clubs. These experiences allow them to apply their knowledge, challenge themselves, and pursue areas of interest at a higher level. Our goal is not only to support students who need reinforcement, but also to provide meaningful extension for those ready to advance further.
Developmental priorities
[Show definition of Developmental priorities]
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 about their developmental priorities:
At Fieldstone, we prepare students to think independently, act responsibly, and contribute thoughtfully to the wider world. Students are encouraged to take intellectual risks within a structured environment that combines high expectations with close mentorship. We recognise and cultivate individual strengths while maintaining clear academic standards. Through sustained challenge and consistent guidance, students develop confidence, resilience, and disciplined habits of mind. Our holistic approach ensures that graduates leave not only prepared for post-secondary study, but equipped with the clarity, integrity, and intellectual confidence to lead with purpose and substance.
Special needs support
[Show definition of Special needs support]
Fieldstone offers Indirect Support
Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.
What Fieldstone says about their special need support:
Students with clinically diagnosed learning disabilities are welcome to apply. During admissions, we review psychoeducational assessments, report cards, and relevant documentation to determine whether our programme can appropriately support the student. A Buddy Day visit and in-house assessments may form part of this process. Once enrolled, students receive a Student Success Plan developed collaboratively with parents and staff. The plan outlines strengths, areas of need, and classroom accommodations such as extended time, alternative formats, or modified workload. While Fieldstone is not a therapeutic or specialised support school, we provide a structured, supportive environment and work closely with families to promote steady growth and academic confidence.
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (Language-Based Learning Disability)This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.Auditory Processing Disorder (APD)This is a sound differentiation disorder involving problems with reading, comprehension, and language.DyscalculiaThis is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.Nonverbal Learning Disorders (NLD)These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.Visual Perceptual/Visual Motor DeficitA characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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DevelopmentalAutismRefers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).Asperger's SyndromeOn the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.Down syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).Williams syndromeThis is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.Fetal Alcohol Spectrum Disorder (FASD)Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.Clinical DepressionThis is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.Clinical anxietyThis is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.Suicidal thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis involves the excessive use of drug and/or alcohol, which interferes with daily functioning.Oppositional Defiant Disorder (ODD)This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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PhysicalMultiple sclerosisThis is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.Cerebral palsyhis refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.Muscular dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.Dyspraxia (Developmental Coordination Disorder)This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.BlindnessVisual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."DeafnessHearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).Cystic FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
What Fieldstone says:
When a teacher has concerns about a student’s learning, they consult with the Head of School, who observes the student and works with the teacher to identify next steps. Together with parents, we develop a Student Success Plan outlining goals and classroom accommodations. If needed, we may recommend external assessments or services such as occupational or speech-language support. Our approach is collaborative and focused on early intervention. As a small, academically rigorous school, we provide targeted classroom accommodations but do not offer a specialised learning support programme. For students requiring intensive or highly specialised services, we may advise families to consider a setting better equipped to meet those needs.
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: Acceleration and enrichment
There is an equal emphasis on acceleration and enrichment.
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 Fieldstone says about their gifted learner support:
Gifted learners at Fieldstone receive a Student Success Plan outlining their strengths and areas for extension. The Cambridge-based curriculum provides academic depth and accelerated progression. Teachers differentiate through compacted instruction, advanced texts, enrichment tasks, and independent projects. Students are encouraged to engage in deeper analysis and complex problem-solving, ensuring they remain appropriately challenged, intellectually stimulated, and supported in developing both academic excellence and independent thinking.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 12, Fieldstone students perform an average of 2 hours of homework per night.
| JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Fieldstone | 0 mins | 0 mins | 15 mins | 15 mins | 15 mins | 15 mins | 15 mins | 30 mins | 30 mins | 30 mins | 45 mins | 60 mins | 90 mins | 120 mins |
| Site Average | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins | 75 mins | 84 mins | 100 mins | 107 mins |
What Fieldstone says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Lettered or numbered grades | Gr. 1 to Gr. 12 |
| Prose (narrative)-based feedback | JK to SK |
| Academic achievement reporting | Gr. 1 to Gr. 12 |
| Habits and behaviour reporting | JK to SK |
| Parent-teacher meetings | JK to Gr. 12 |
