Maranatha offers a holistic approach to education. We use the Accelerated Christian Education curriculum, which provides students with an individualized learning experience; designed to allow each student to work at his/her own level. JK-Grade 2 students have one hour of French weekly, and our Grades 3-8 have four hours of French instruction weekly.
Not all Christian private schools are expressly associated with a specific denomination, or a specific church, but MCA is both: it was founded by the North Park Worship Centre as a means of furthering their work and addressing the needs of their community and congregation. The school retains a fidelity to a close reading of the gospels, something that informs instruction across all curricular areas. The school is close-knit and family oriented, and what it might lack in extracurriculars it gains in a very individual approach to education. Enrollment is open to all, and not limited to the church community, and is particularly attractive to families looking for a school that provides the core curriculum as informed by Christian values.
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 M.C.A.: Traditional
M.C.A. 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 - 44%   Liberal arts - 17%   Progressive - 27%   Montessori - 10%   Reggio Emilia - 1%   Waldorf - 1%
What M.C.A. says: A.C.E.’s individualized program introduces children to concrete and abstract reasoning skills at appropriate age levels in conjunction with maturation stages. Writers and editors have carefully developed a scope and sequence with vocabulary that moves from simple to complex and from concrete to abstract as students progress from kindergarten through graduation. This Christian curriculum is structured to include all three levels of the learning process: knowledge, understanding, and wisdom.
The A.C.E. curriculum is set apart from all other curricula on the market. The special combination of academics and methodology, based on physiological development patterns and Biblical principles, provides mastery learning, critical analysis, conceptualization, cognitive reasoning, and life from God’s perspective. These differences make A.C.E. the most advanced educational package available anywhere in the world.
The A.C.E. staff recognizes that the program and curriculum is God-given. We praise Him for His blessings in meeting the needs of our children one child at a time
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 - 29%   Discovery math - 3%   Equal balance - 68%
What M.C.A. says: This information is not currently available.
Textbooks and supplementary materials: PACE books
Calculator policy: This information is not currently available.
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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 - 18%   Heavy integration - 33%   Medium integration - 49%
What M.C.A. says: This information is not currently available.
What M.C.A. says: Maranatha Christian Academy is proud to have an outstanding PhysEd Program. Students spend six weeks with our partners and their professional coaches, developing life-long skills.
Making Waves Swim School- http://mwss.ca/locations/brampton/
Adrenaline Gymnastics Club- http://www.agtc.ca/
Coach Oswald- Cricket Canada Kids - http://www.cricketcanadakids.com/
What M.C.A. says: The curriculum conveys Biblical values and concepts, considered foundational to meaningful interpersonal relationships and productive learning in such a way as to become life-shaping influences.
Sex and health education approach at M.C.A.: Not Ontario curriculum
M.C.A. has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]
The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.
Sex and health education at schools on OurKids.net
Does not follow prrovincial curriculum - 45%   Follows provincial curriculum - 55%
Approach to sex and health education:
M.C.A. has a approach Fairly value-based (as opposed to Mostly value-neutral approach).
[Show: About Fairly value-based?]
Sex is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues .
M.C.A. has a approach Traditional (as opposed to Progressive approach).
[Show: About Traditional?]
This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.
M.C.A.'s approach to sex-ed: We are a Christian Private School. Our sex education is from a Biblical, Ethical and Moral base.
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 M.C.A.: Academic
M.C.A. 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 M.C.A. says: Kindergarten with Ace and Christi is based on a complete scope and sequence of concepts and skills needed to prepare a child to read. This full-year program is designed for those who score less than 80 percent on the Reading Readiness Test.
Sixty PACEs (2,000 pages) filled with Bible and animal pictures, coordination development activities, and full-color picture stories encourage a love for reading. The program is intended to foster quick learning of the phonetic sounds for all letters. The student will also learn social skills, the wonders of God’s world, and the reality of God’s love.
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 M.C.A.: Accelerated
M.C.A. has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
[Show: About Accelerated?]
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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 M.C.A.: Rigorous
M.C.A. 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 - 51%   Supportive - 49%
What M.C.A. 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."
Secondary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
What M.C.A. says: This information is not currently available.
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.
M.C.A. offers Full-time Dedicated Class
Students are placed in a separate special education class.
What M.C.A. says about their special need support: Through the A.C.E. program which caters to the individual learner, using PACE books that proceed Diagnostic placement testing. This ensures that students begin at the exact point of their academic needs and to determine any "learning gaps", if there are any. With teacher support, students are able to fill in the "learning gaps" without the stigma of "failing" a grade or falling behind. The program focuses on individualization that makes it possible for each student to master the subject matter before moving on. Individualization in turn produces academic excellence despite the student’s initial academic performance level.
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: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)
What M.C.A. says: We identify the student’s giftedness and help him or her to utilize it. We will channel resources and enhanced learning opportunities towards that student that will enlarge the their natural gifts to encourage higher personal standards.
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. 8, M.C.A. students perform an average of 1.5 hours of homework per night.
This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).
What M.C.A. says about their flipped classroom policy: Our Grade 5-8 have flipped classroom activities/assignments.
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 M.C.A. says:
As a part of the Physical Education program, M.C.A., has introduced Gymnastics, Soccer, Swimming, Bowling, Gulf, Basketball, Tennis and Cricket to the students.
M.C.A. has an active Parent Council Team.
Competitive sports: N/A Recreational sports: 9
Legend: Competitive offered Recreational offered
Track & Field
Maranatha Christian Academy offers 7 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 M.C.A. says about their tuition: Tuition is $650/month
Activity Fee $500
2nd child (sibling)
3rd child (sibling)
Need-based financial aid
Maranatha Christian Academy does not offer need-based financial aid.
Merit based Scholarships
Maranatha Christian Academy 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. 8
Average class size
10 to 12
% 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.
Each student entering the A.C.E. program is given a diagnostic test to determine skill and concept mastery. The diagnostic test will assist the evaluator in determining the student’s academic need, and identify learning gaps in each subject.
At registration please provide proof of the following:
Identification (Brith Certificate or Passport)
Acceptance Rate: 100%
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)
Type of student M.C.A. is looking for:
Successful students are open-minded individuals, that display self-regulation, and accept responsibility for their learning.
Maranatha Christian Academy is an amazing school in the city of Brampton that has the
awesome privilege of being able to offer Christ-centered education in today’s hurting and broken
world. As parents, teachers and educators we must take advantage of this opportunity in order to
bring about change, not just personal change but spiritual and societal and even global. At MCA
we believe we have some incredibly unique opportunities to change and build into and support
students as they grow in their faith and their relationship with Jesus Christ. At MCA you will see
the genuine love and care that the teaching, administration and support staff have for each
student. We go above and beyond what is expected, inspired by the joy and hope that comes
from Jesus Christ.
To find out more about our school program, prices and various activities, please contact us at 905-450-9194 Monday - Fridays.
Thank you for you inquiry of our school, and look forward to hearing from you.