J. Addison is a K-12 private day and boarding school with a mission to nurture tomorrow’s thinkers to become responsible and compassionate global citizens. We complement the traditional curriculum with our “Focus For Success™” adaptive program, where students receive personalized academic support and have the opportunities to learn and explore new ideas according to their interests and potential. Most importantly, they are inspired to reach new academic heights and positive character development.
Grades 7 to 12
Entrance assessment for Grade 7 admission
Small class size
Free tutoring service
Advanced Placement (AP) Program
International exchange program
Supervised and comfortable boarding facility
Learning at J. Addison School during COVID-19
What learning looks like now: Teachers and staff at J. Addison had to quickly reimagine what teaching the curriculum looks like without face-to-face instruction or students directly interacting with one another. High school and elementary students at J. Addison are interacting with each other through platforms such as Google Classroom, D2L Brightspace and Moodle. In the past, earning a high school diploma meant physically attending in-person classes, however, due to the COVID-19 pandemic, there is now a shift on the way our students are learning.
Guidelines from the province say students in Grades 9 to 12 should be doing three hours of work per course, per week with a focus on achieving credits and working towards graduation. Guidelines from the province have recommended for elementary students:
1. Kindergarten to Grade 3: Five hours of work per student per week, with a focus on Literacy and Math;
2. Grades 4 to 6: Five hours of work per week, with a focus on Literacy, Math, Science and Social Studies;
3. Grades 7 to 8: 10 hours of work per week, with a focus on Math, Literacy, Science and Social Studies.
Online classes can present unique challenges; however, over the last few months we have maintained regular contact with parents and students to present them with effective online learning strategies and healthy lifestyle options to help them achieve success in their online experience. Our administrative staff, along with our teachers, are in constant contact communicating with parents and students regar
Curriculum delivery for 2020/21:
Gr. 9 - Gr. 12
Preschool - Gr. 12
Can boarders live on-campus? Yes
What J. Addison School says: Covid-19 has been a challenging time for all schools in Ontario. However, we have put together a unique and safe restructuring of the school day. We offer a program of online and day classes for our local and international students. Microsoft Teams has proven to be an excellent program in the delivery of curriculum to day and online students. Microsoft Teams has allowed teachers to deliver their lessons live to both online and day students. We have created classroom bubbles where students are with one teacher taking one course for one month at a time. This has allowed students to move throughout the school as teacher led bubbles and minimizes contact with others.
Classes like dance, theater, karate etc. take place at our Dance Studio, where students learn about body movement and be active.
At J. Addison School we believe that character development nurtures the universal attributes upon which schools and communities find consensus. These attributes provide a standard for behavior against which we hold ourselves accountable. They permeate all that happens at J. Addison. They bind the J. Addison Learning Community together across the lines that often divide us in society. They form the basis of our relationships and of responsible citizenship. At J. Addison School we encourage both community and friendly competition between students in a supportive and inclusive environment. This provides not only an increased feeling of identity and belonging, but it also provides students with a sense of tradition and leadership opportunities.
At J. Addison School, we provide students with the most inclusive learning environment. With state-of-the-art classrooms, advanced science/information technology/arts laboratories, conventional gymnasium, dance/fitness studio, music room, resourceful library, cafeteria with supervised nutritionist, and year-round dormitory residences, we truly can be every student’s optimal school of choice.
Located at the corner of Woodbine and Valleywood Drive in beautiful Markham, Ontario, Canada, you will find our state-of-the-art 58,000 sq. ft. new built featuring residence halls, multi-sport gymnasium, cafeteria, science lab, dance studio, outdoor space and more.
In 2011, Principal Mr. Venditti initiated the idea of creating a school mascot to facilitate the building of school spirit and to reflect the school’s goals and vision. Ms. Samantha Ngan, the Director of Guidance took on the leadership role to organize a school campaign for the project. The students submitted three logos the Phoenix, the Tiger, and the Flame. After an intense day of voting, “The Flame” was selected as the winning entry. ‘The Flame’ symbolized purity and the endeavor for perfection. Along with ‘The Flame’ the school mascot, came the school motto: Ut illustro cum sapienta et scientia. Translated from Latin it means: ‘to illuminate us with wisdom and knowledge.’
At J. Addison School, we endeavour to provide an inclusive environment that fosters cooperative learning, intelligence, creativity, and innovation. We encourage our students to continually and conscientiously challenge and motivate themselves to their full potential.
J. Addison School is fully equipped with Montessori teaching resources and materials that follow and cover all 5 Areas of the Montessori Curriculum.
Special events and outings are regularly organized for Montessori students to engage and learn about the many cultures and happenings around the world.
Montessori students work individually and also with each together.
At J. Addison School, we endeavor to provide an inclusive environment that fosters cooperative learning, intelligence, creativity, and innovation. We encourage students to continually and conscientiously challenge and motivate themselves to their full potential.
Our fully-equipped residence facilities provide a worry-free environment for students to have a balanced and healthy lifestyle.
J. Addison School believes that a balanced and healthy diet is the key to balanced and healthy life which is important as you embark on a PATHWAY TO SUCCESS.
Nutritious and fresh meals are prepared in house by our chefs at Cafe J everyday.
Insider Reviews and Perspectives
Our Take: J. Addison School
J. Addison School was founded in 2002 to serve both local and international students. The facilities are modern and extensive, including boarding and support programs designed with the needs of international students specifically in mind. The school is lead by alumni of York University, and the partnership between the institutions has grown over the years, including unique scholarships and internships. That relationship will presumably continue to grow with the completion of the York University-Markham Centre Campus. Lee Vendetti, principal at J. Addison has said, “This partnership offers all the key players in both institutions an opportunity to share expertise and resources that will make the transition to university and the working world a smoother and more meaningful experience.” The ideal student is one who will thrive in a challenging, academically oriented, international environment, and who is intending to continue to post-secondary education in Canada.
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 J. Addison School: Traditional, Montessori
J. Addison School has a Traditional, Montessori approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional, Montessori?]
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 - 43%   Liberal arts - 17%   Progressive - 28%   Montessori - 10%   Reggio Emilia - 1%   Waldorf - 1%
J. Addison School has a Montessori approach to secondary curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
What J. Addison School says: We aim at providing a well-rounded education for our students. In addition to the traditional curriculum, we incorporate our “Focus For Success®” adaptive developmental program, which takes place as an additional 5th period. During this time, students engage in activities according to their needs, should they be personalized academic support and/or extra-curricular activities which offer opportunities to learn and explore new interests. Our approach is to provide a learning environment that enriches students' school life, and inspires creativity while building confidence through self-discovery.
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.
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 J. Addison School says: Our approach to teaching foreign languages is based on three methods, which is "approach", "method" and "technique". In addition "structural" methods. We provide our students with instruction in grammar, provide vocabulary and direct translations to memorize. Furthermore, we continue with the "audio-lingual", "communicative language teaching method" and "language immersion" to aid in their foreign language acquisition through alternative educational opportunities.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers and Technology at schools on OurKids.net
Light integration - 19%   Heavy integration - 34%   Medium integration - 47%
What J. Addison School says: This information is not currently available.
Sex and health education approach at J. Addison School: Ontario curriculum
J. Addison School 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 - 54%   Does not follow prrovincial curriculum - 46%
Approach to sex and health education: Mostly value-neutral
J. Addison School 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 J. Addison School says: This information is not currently available.
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.
Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.
Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.
External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.
External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.
Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.
Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.
Overall approach : Which option best describes your overall curricular approach?
35% of schools
Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.
48% of schools
Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.
13% of schools
Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.
4% of schools
Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.
This school uses teaching assistants.
What J. Addison School says: The Montessori class has two teaching assistants. Our two Montessori assistants play a very important role in the overall success of the Montessori Casa program and in maintaining a peaceful, harmonious, nurturing and stimulating non-competitive environment. They not only work cohesively with the lead teacher, guiding the students through self-directed activities and helping to facilitate the Montessori teaching method, but also provide daily specialist classes in French and Mandarin.
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 J. Addison School: Montessori
J. Addison School has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
What J. Addison School says: We are committed to providing engaging and rewarding childhood educational programs, by following the Montessori philosophy and methodologies. We carefully tailor a harmonious and balanced environment where children are free to explore and to apply themselves in a wide range of activities. Our dedicated teachers are always present to guide and facilitate them through continuous observation and self-motivated learning processes. They are empowered to follow their unique abilities so they can build confidence and competence as they pave their path of self-discovery, growth, and development; and most importantly, develop a joy for learning.
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 J. Addison School: Standard-enriched
J. Addison School has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
What J. Addison School says: The enriched part of our curriculum focuses on the educational foundation of students who can reach out and fulfill their potential while developing independence, self-confidence, and self-esteem. Our "enriched" curriculum encourages the development of personal responsibility, critical thinking processes, independence, and fosters a love of learning.
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 J. Addison School says about flexible pacing: This information is not currently available.
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 J. Addison School: Supportive
J. Addison School has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Academic Culture at schools on OurKids.net
Supportive - 49%   Rigorous - 51%
What J. Addison School says: This information is not currently available.
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 J. Addison School says: We endeavour to shape our students into responsible global citizens who are confident, caring and intellectual about their approach to life so that they are successful in anything they choose to pursue in the future.
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.
J. Addison School offers No support
J. Addison School offers no/limited support for students with learning difficulties or special needs.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
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: This information is not currently available.
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, J. Addison School students perform an average of 2 hours of homework per night.
J. Addison School
What J. Addison School 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 J. Addison School says:
At J. Addison School, we utilize a multifaceted developmental approach which enables effectiveness and versatility for student learning. As part of our quality education, we offer a variety of activities such as arts, sports, music, leadership and other after-school programs to further enrich student life. We also regularly organize field trips to historical and cultural attractions to allow students to fully experience the Canadian culture and to learn about our world by immersion.
Competitive sports: 5 Recreational sports: 4
Legend: Competitive offered Recreational offered
Track & Field
J. Addison School offers 14 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”).
What J. Addison School says about their tuition: Installment Payment Plan is available for Canadian Day students. Please contact us for more information at [email protected]
Need-based financial aid
J. Addison School does not offer need-based financial aid.
J. Addison School is proud to announce the Vince Carter Scholarship & Mentorship Program, in partnership with @parismediagroup and the NBA Legend himself, Vince Carter.
The $25,000 scholarship is available to all high school students worldwide! This is an exciting opportunity and we encourage all to apply.
• Opportunities are available to high school students and applicants worldwide between the ages of 16-18 who will be entering grades 11 and 12 in 2021 and each year forward
• Junior Campers between the ages of 11-15 can participate in summer camps for sports, civics & careers, leadership and mentorship
• Students who have a passion for sports, music, film, fashion, broadcasting, media, science, technology, engineering and math are encouraged to apply
You can find applications at www.Parismedia.org/community.
For more details, visit:https://parismedia.org/community/
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.
Preschool to Gr. 12
Gr. 7 to Gr. 12
Average class size
8 to 15
% 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.
NS - 12
SSAT (out of province)
Day students: Rolling Boarding students: Rolling Offer mid-year entry:
Montessori & Elementary Applicant Requirement & Important Information
Monday to Friday daily attendance is recommended for the full benefits of the Montessori program.
All students must wear uniform daily. Uniform fee of $175 is due upon registration. All students, including returning students must purchase a new set of uniform at registration.
Children must be fully potty trained. If children are not potty trained, an interview with the Montessori teacher is required for admission approval.
International students (students who obtain a student visa) must comply with the International student fee. International student fee is an annual tuition fee that covers 10 months of school. Students must pay in full before attending school for the purpose of obtaining a student visa.
Bus transportation to and from school is available. Please inquire.
Secondary Admissions Applicant Requirement & Important Information
1. Student submits application form with a copy of their original transcript and a $200 non-refundable application fee.
2. School evaluates transcript and decides on Ontario equivalency and acceptance status.
3. School sends pre-admission letter to student upon approval of their application.
4. Student remits tuition fees as directed in pre-admission letter.
5. School sends: official Letter of Acceptance; receipt of payment and Welcome Package to student upon receipt of tuition fees.
6. Student applies for visa from Canadian Consulate and notifies school as soon as visa is approved.
7. Student purchases airline ticket and notifies school of arrival date; school will coordinate airport pick up and accommodations if requested.
8. Student provides school with documentation to support proof of birth and visa.
9. Assessment testing is conducted by J. Addison School and the Student begins their program.
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)
Boarding Acceptance (Acceptance rate)
Type of student J. Addison School is looking for:
The " J. Addison student" is one that has an outstanding academic ability, who demonstrates creative and innovative thought and more importantly, a passion for the pursuit of learning. In addition, the "Addison Advantage" student is one who demonstrates exceptional achievement in extra-curricular activities such as arts and athletics. Moreover, the "J. Addison student" is indeed one who places special emphasis towards community outreach and leadership.
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)
J. Addison School Graduates’ Post-Secondary Studies:
This information is not currently available.
Aggregate of All Schools’ Post-Secondary Studies:
24% - Liberal Arts and Sciences 25% - Engineering and Applied Sciences 25% - Business/Commerce 4% - Fine and Performing Arts 13% - Applied Health Sciences 2% - Applied Professional Studies (Post-grad certificate / diploma) 7% - Other
Services Offered to Students
What J. Addison School says:
"Class of 2015" Valedictorian, Daniel Nguyen was accepted to over 7 top Ontario universities.
Welcome to J.Addison School, home of the Flames! Our school is comprised of committed staff, involved parents, and a group of very enthusiastic students. The rich academic program challenges EVERY student to set and reach ambitious, intellectual and personal goals. J. Addison's extensive extra-curricular activities provide physical and social avenues to match a wide range of student interests. The staff and students of J. Addison are looking forward to all students having a rewarding high school experience. At J. Addison we believe learning occurs in an environment that contains positive interpersonal relationships and interactions, comfort and order, and in which the learner feels appreciated, acknowledged, respected, and appreciated.
J. Addison School is not just a building. J. Addison School is not just a group of classrooms with students in them. J. Addison School is not just reading, writing and arithmetic. My definition of the name “J. Addison School” is more of a concept. It is the interaction of different people with a common focus..educating students to their highest level of ability. But the term “education” is not just learning content, facts and processes, but how to be successful in life. At J. Addison we continue to grow and we are proud that we ‘educate our students not to cut down jungles, but to irrigate deserts'.