EduCativ

The School of the Nations evolved to meet a need that was apparent in the Macau community. Envisioned and initiated by members of the Macau community, it is now firmly established in Macau. It serves the needs of the local and expatriate communities in Macau and welcomes into its fold people from over 30 different nationalities. We seek to provide the highest quality education that advances the intellect, character, and physical development of all our students, in a safe, harmonious, stimulating, nurturing, and joyful environment. We constantly question, assess, and evaluate every aspect of the education we provide. As a result, we actively develop new innovative curricula, which we then offer to others in this region of Asia. The program offered includes an International General Certificate of Secondary Education (I.G.C.S.E) administered by the Cambridge University (London) completed by Form 4 and culminates in the International Baccalaureate Diploma, a truly internationally recognized and accepted Certificate. To inspire students of Macau and this region to strive for and achieve excellence in their academic, personal, and character development, so that they vigorously participate in the welfare of their community and the world society, has been, is, and will continue to be our vision. We invite you to become members of our family, the School of the Nations. As an integral component of the educational programs of the Badi Foundation, the School of the Nations is dedicated to nurturing the physical, intellectual and spiritual development of its students, and developing their capabilities to promote the well-being of their families and communities. The context for our work is the recognition that humankind is progressing towards a global civilization that is just, prosperous, and peaceful, and united. The school seeks to contribute to this process in the context of the Macau Special Administrative Region through its educational programs and engagement with the broader community. The educational work of the School of the Nations seeks to integrate material and spiritual dimensions. One way to think of this is that the material dimension of our work is like a lamp glass, and the spiritual dimension is the light that illumines the lamp. The graceful combination of these elements enables the world to benefit from the lamp’s light. The school, therefore, has highly trained teachers in all subjects recruited from all over the world it maintains a safe, disciplined, and friendly environment for learning it promotes high academic standards, including offering top-level international examinations and it prepares young people for attendance at top universities all over the world. In pursuing excellence, whether it is in studies, the arts, sports, or service, young people discover fulfillment, confidence and joyfully develop useful skills. We see music as a ladder by which humanity can ascend and by whose power our spirits are uplifted. Sports and physical activity are incorporated as an integral part of school life since they are an essential arena for developing qualities such as participation, cooperation, and perseverance as well as contributing to physical well-being. In general, pursuing excellence helps young people to identify their talents, choose and focus on a career—something encouraged by the School of the Nations and supported by dedicated staff. The development of a useful skill is key to enabling young people to become independent and useful members of the community, and as students pursue careers in a wide range of fields, they are equipped to uphold high standards and conduct themselves with integrity. In terms of some of the other methods we employ, three examples that serve to demonstrate the application of the ideas expressed above are cooperative discipline, participation, and service: Cooperative discipline: The school strives to implement cooperative discipline, an approach based on recognition of each student’s desire to connect with others, to contribute to his or her community, and to feel capable. This approach avoids the pitfalls of both an excessively relaxed attitude to discipline that can border on neglect, and on the other hand of an overly regimented approach that quells the spirit and creativity of the child. It builds on mutual responsibility and enhances a sense of belonging. Participation: Active participation is encouraged and invited from all children at the school since participation in society and the school is intimately linked. Participation includes, for example, involvement in sports teams, musical productions, and the school council but it also extends into the classroom where class sizes, study content, and teachers' skills in using participatory and cooperative methods encourage children to reflect and express their understandings and take an active role in their learning. Service: The School of the Nations seeks to provide opportunities for students to apply and contribute what they are learning through service to the surrounding community. As students grow in age and capacity, this service has included activities ranging from being of assistance to their families to visiting and cheering the hearts of the sick and elderly, to teaching classes and serving as mentors for younger students, within and outside of the school. As experience is gained and capacity is developed, the nature of such service can become increasingly complex and profound. View full school

Established in 2002, Nord Anglia International School is an excellent international school in Shanghai focusing on high achievement for every child and success across all subject areas. We offer the very best of the British education system in China for children aged 12 months to 18 years. As one of the longest established international schools in Shanghai, we have earned a reputation for excellence in English education in China. The sense of community spirit here is obvious as you walk through the door. You are likely to be greeted by parents in our reception area or the coffee shop, meeting to discuss the next community event, or helping with class activities. Our success has been achieved through the persistence and hard work of all our teachers, students, and parents. The attitude and environment of this school is one that always strives to achieve excellence and never settles for anything less. It is exactly this attitude that we aim to instill in all our students with everything that they do. Whenever a student comes to our school, we commit to provide them with the opportunities and individual support to achieve academic excellence, as well as fundamental life skills such as effective listening, creativity, and problem-solving. We aim not only to have students going to the top universities in the world but also to develop a lifelong passion for learning and a genuine interest in the world a world where they can make a difference. Our educational strategies and relentless pursuit to continually improve our offering are what drive this commitment forward. We put particular emphasis on the highest standards of teaching throughout the school as this is the area that is proven to have the greatest impact on a child’s progress. More than just an educational establishment, our school takes center stage in the hearts of the community. Our family feels and nurturing environment ensures that our school provides the support and network that many rely on when living away from home. Choosing the right school for your child is a major decision. We hope you agree that our school is not only great but also the right school for you, and look forward to welcoming you into our family. At NAIS Pudong, we believe there is no limit to your child’s potential. Our highly qualified teachers support every child to achieve academic standards previously thought possible only for the few. Our world-leading curriculum ensures our students are challenged and engaged, providing a truly global perspective and allowing students to make connections with their own experience, and helping them achieve a greater understanding of the world. We want your child to be socially ambitious, to desire to make a difference in the lives of others both close to home and on the global stage. Our students benefit from a wide variety of inspiring, educational, cultural, and service activities that take them beyond the classroom and help them to become confident and compassionate individuals. We want our students to be active participants in change for good and, through Nord Anglia Education’s global network, students can connect with amazing opportunities across the world, including with our partner projects in China and Tanzania. At NAIS Pudong, we encourage your child to be personally ambitious to try new things, take risks and nurture existing talents, whether in the arts, sport, academics, or as part of a service club. Our extensive range of co-curricular activities allows students to explore their interests with the support of qualified and experienced teachers. Students can develop their leadership skills as members of our student council, through our House system which encourages them to be active participants in a community within the school, as well as through a range of other leadership opportunities for all ages. View full school

CANTON GLOBAL ACADEMY (CGA) is a member school of the Canadian International Educational Organisation. (CIEO). Founded in September 2017, CGA is a newly established, non-profit, co-educational international school in Guangzhou China which offers The British National Curriculum. It has an Early Years Section for children aged 3 – 5 years old, a Primary Section catering for Years 1 – 6 inclusive i.e. 5 to 11-year-olds, and Middle School Section for Year 7-9 students, i.e. 11 to 14-year-olds. From age 11 upwards, it will eventually offer the Cambridge International Board General Certificate of Secondary Education Examinations (Cambridge International IGCSEs) to year 11 students, i.e.16-year-olds. It is anticipated in future years to be offering Cambridge University Board Advanced Level Examinations. CGA is located on Jinshazhou Island [Gam Saa Zau] in the Baiyun District. The school campus is extensive with ample, fitted-out classroom space which currently includes a Music and Dance facility a Library and Information Centre, an Art room, a Makerspace/idea lab, laboratory facilities, a football pitch, and playing areas, and there is also work in progress on the basketball court. The benefit of the UK National Curriculum is that it not only offers a rigorous learning foundation but its implementation and delivery not only insists on but ensures the development of social skills and creativity in students at all levels. At CGA, we offer a range of outdoor education programs where students learn beyond the confines of the traditional classroom, which encourages students to apply their learning in a hands-on, minds-on manner, and helps our students develop self-confidence, collaboration, resilience, leadership skills, reflective and critical-thinking skills, and responsibility while fostering a greater appreciation for nature and the environment. We help students develop a respect for the environment and build skill sets that will encourage a lifetime of discovery in the outdoors. As a STEAM School, students are introduced to various STEAM learning methods and activities. The focus is hands-on, stimulating, inquiry-based learning with students engaged in exploration, problem-solving, and critical thinking. At CGA, We provide STEAM classes throughout Key Stages 1,2, and 3, including coding, programming, 3D design, 3D printing, and robotics CGA adds Mandarin as a subject into the curriculum for all students throughout the school from Nursery all the way through to graduation and helps students attain a strong command of the Chinese language. CGA strives to unite the best elements of Eastern and Western traditions and practices. Learning the Chinese language and culture in CGA helps to open doors for our students to learn about the Eastern world, fusing cross-cultural thinking and open-mindedness. Students learn to read, write and speak fluently in Mandarin/Putonghua through curricula tailored for both native and non-native speakers. CGA encourages and promotes student life beyond the academic rigors of the classroom. To this end, students will be expected to participate fully in sports events (both internal and external), musical, dramatic, and artistic presentations and community service both locally and abroad throughout the school year. Members of staff will support all such events giving of their expertise and support accordingly without an additional fee. It may be in some instances these activities will require attendance outside of the timetabled school day or even at weekends, in this case, there is an additional fee. Students, parents, and staff will always be given advance information in such cases. View full school

Adcote School Shanghai is an overseas branch of Adcote School in the UK. It is located at the foot of Sheshan Mountain in Songjiang, Shanghai, with a beautiful environment and perfect facilities. The school integrates the advantages of Chinese and western education, integrates the localization and school-based implementation of Adcote school curriculum in the UK seeks kindness through virtue, truth through science, and beauty through excellence cultivates lifelong learners with the qualities of inheritance, innovation, independence, and leadership, pioneers who are brave in innovation, thinkers with an independent personality, and leaders of world trends, and strives to become a respected model of international education. Chinese education emphasizes fundamental knowledge, while western education fostering individual development. It is our mission to cultivate the spirits of inheritance, innovation, independence, and leadership in our students, by integrating the superiority and essence from both Chinese and western education philosophies. It is the Chinese transliteration of Adcote. Shanghai Adcote School, with its unique merits and strengths, is endowed with rich cultural connotations: the pursuit of virtue via moral education, the pursuit of truth via sciences, and the pursuit of beauty via arts and humanities, which embodies the essence of education: truth, goodness, and beauty. Shanghai Adcote School belongs to every student, teacher, and parent. We are not only the inheritors of a prestigious British independent school with over one hundred years of nobility but also the witness, pioneer, and founder of a successful Chinese school that is bound to prosper for hundreds of years in the future. Every year, more than 70% of the students get A* and A's in STEM-related subjects, and nearly half of the students get the interview opportunities of Oxford University and Cambridge University. In addition to academic achievements, our students have made proud achievements in sports and performing arts. Our equestrian team has been summoned by the queen, and the drama and choir have been invited many times to participate in international competitions and performances and have won awards. View full school

When students pour in off Yonge Street in the morning, chatting with friends and turning their minds to the day ahead, it seems as if the possibilities of the city itself – and even the world at large – somehow flow into the school with them. You can feel the energy build. Our 700+ students from JK to Grade 12 are, in many ways, perfect examples of both the world beyond our walls and the International Baccalaureate program inside. They are diverse and contemporary like the city that makes our midtown location so unique. They are resilient and expansive like the Canadian landscape they explore through our extensive outdoor education offerings. And they are complex and multi-faceted like the nations they represent, the global community they are preparing to join, and the renowned universities they will attend. For over 50 years, this community has worked together to build a distinctive learning environment to realize our mission. In this setting, students thrive, teachers inspire and parents advance the cause. From the strategic thinking of our current Board members to the inquiring questions of our youngest students, our tradition of academic excellence and global understanding continues. Graduates of The York School are knowledgeable and caring citizens of the world. On behalf of our entire community, we welcome you to our website. We hope you enjoy a first glance at the vast array of academic, co-curricular, and community programming we offer. Contact us for additional information or to arrange for a personal school tour. When you walk through the front doors, you will experience this community of leaders and learners firsthand. To develop inquiring, knowledgeable, and caring young people who are engaged citizens of the world. Our mission is distinct among independent schools because it focuses on the strengths of our graduates, rather than the features of our school. The capacity for inquiry arises from curiosity, an inclination toward action, and an ability to adapt. To be knowledgeable is to transform diverse ideas and experiences into integrated understanding. Caring flows from empathy, compassion, and a genuine appreciation for the community. And engaged citizens feel a sense of responsibility for personal, social, and global progress. To help our students develop these qualities, we provide a learning context that challenges, supports, and inspires. The result is a school community that values individuals for their unique contribution and brings out the best in everyone. Our approach to learning puts students at the center of the process and builds on the International Baccalaureate’s world-leading, inquiry-based and interdisciplinary model. Our exceptional teachers have extensive international experience and integrate advanced technology into the curriculum to enhance our students' skills and understanding. And we provide interactive, hands-on learning experiences that solidify our students’ knowledge of themselves and their subjects. Across the three divisions, we focus on developing the whole person through involvement in service-learning, the arts, athletics, clubs, student leadership, and citizenship. Support is a key priority at all times and students benefit from our inclusive approach. The York School defines diversity as a continuous commitment to ensuring the following: Diverse student representation from 25+ countries worldwide. A commitment to an equal gender balance across all grades. Inclusivity of all students who identify as part of the LGBTQ community. Tolerance by all students to each other regardless of their religious beliefs. The York School curriculum reflects our commitment to experiential learning. We focus on the whole child, nurturing their talents and critical thinking skills. Our students learn to become compassionate, positive influences in the world. As an IB World School, our students learn through inquiry-based instruction in all subject areas including mathematics, visual arts, drama, music, physical education, French, science, and social studies. The York School We offer the International Baccalaureate (IB) Primary Years Programme (PYP) for students in Junior Kindergarten to Grade 5. The aim of the International Baccalaureate (IB) Primary Years Programme (PYP) is to provide a well-rounded education where students learn to the best of their ability, enjoy the process, and are well prepared for the next stage of their education. The PYP focuses on guided inquiry as an ideal approach to learning. Learning becomes engaging, relevant, challenging, and significant when students get to ask questions and become involved in their education. The PYP is structured around six transdisciplinary themes which allow students to explore who they are and their place in the world. In the final year of the PYP (Grade 5), students participate in a culminating project, the PYP Exhibition. The Exhibition celebrates each student's achievement, acknowledging their transition from the primary to middle years. Many resources have been used to develop The York School’s curriculum, including the Ontario Ministry of Education Elementary Curriculum, the International Baccalaureate (IB) Primary Years Programme’s Scope and Sequence documents, and up-to-date pedagogical research. Our teachers employ a variety of teaching strategies that enable our students to develop knowledge, skills, and understanding that build from year to year. The focus is on developing strong skills, knowledge, and understanding in literacy, numeracy, critical thinking, research, problem-solving, communication, and the arts. Our students are encouraged to become independent learners who are aware of their strengths and talents. In Middle School, learning is focused first on learning skills such as responsibility, organization, collaboration, independent work, and initiative. These learning skills are monitored and reported. Formative assessment (assessment tasks for learning and as learning) such as quizzes and exit cards, allow students to attempt new skills and demonstrate recent learning without their performance affecting their overall grade. The assessment tasks are designed to allow students to demonstrate all of the categories of achievement: knowledge and understanding, thinking and inquiry, communication, and application/making connections. These four categories are weighted differently in each subject and are based on descriptors set out in both the MYP and Ontario Ministry Guidelines. Tasks for summative assessment (assessment of learning) such as essays, projects, tests, and exams demonstrate students’ learning and contribute to their overall course grade. View full school

Located in the historical town of Prescott, ON, St. Lawrence Academy (SLA) is a private/independent Christian day school for grades K - 8. With a history that spans more than 10 years, students benefit from a challenging academic program, an award-winning arts program, and an enriched physical education program. Small class sizes (classes are capped at 15 students) We offer quality private school education in the beautiful and safe town of Prescott, Ontario Specialist teachers for English, Maths, Science, Social Studies, French, P.E. Music, Drama & Visual Arts District and National honors for speeches, essays, and spelling bees ‘Best Elementary School Award” at the Rideau St. Lawrence Science Fair for 3 years in a row. Successfully compete in Canada Wide Science Fair Top Honours at Lions Music Festival Our EQAO standardized testing scores for Grades 3 and 6 have always met and exceeded curriculum expectations with 100% of our students achieving level 4 in Math. Our Physical Education Program includes curling, golf, track and field, skating, and tennis. We offer private music lessons in violin, voice, piano, ukulele, and guitar We care deeply, give generously and share willingly with many local and international organizations We offer bussing from Brockville, North Augusta, Maitland Our unique educational partnership with Rideau International Language Organization caters to the needs of our international students Our graduates have a 100% acceptance rate into the Secondary Schools of their choice The Christian foundation and multi-grade level system at St. Lawrence Academy is what drew me when it came time to look for an alternative. As an educator, We see SLA as providing the most balanced system available today. When it comes to preparing children for real-life a multi-grade level class that encourages students to work within a group setting where abilities vary and ages converge, most practically mirrors the work world students must transfer into upon graduation. St. Lawrence Academy’s inclusive focus and family atmosphere are one of its strongest assets. Every child has their niche and strength. Our responsibility at SLA is to find that strength, aid in its growth, and build upon it. All children can know success. The Pre-K and Kindergarten program at SLA utilizes the Learning Without Tears, Jump Math, and Jolly Phonics curriculum. Focussed on creating readers ready for Grade 1, SLA’s Kinder program uses a hands-on learning approach while acknowledging the importance of rote learning. It is through this balanced program that we build students ready for the challenges of grade 1. Jolly Phonics is a comprehensive program, based on the proven, fun, and multi-sensory synthetic phonics method that gets children reading and writing from an early age. This means that we teach letter sounds as opposed to the alphabet. These 42 letter sounds are phonic building blocks that children, with the right tools, use to decode the English language. When reading a word, they recognize the letters and blend the respective sounds when writing a word they identify the sounds and write down the corresponding letters. Children are taught 42 letter sounds, which is a mix of alphabet sounds (1 sound – 1 letter) and digraphs (1 sound – 2 letters) such as sh, th, ai, and ue. Using a multi-sensory approach each letter sound is introduced with fun actions, stories, and songs. Children who master handwriting are better, more creative writers. The earlier we teach children to master handwriting, the more likely they are to succeed in school and write with speed and ease in all subjects. We use fun, engaging, and developmentally appropriate instructional methods to enable children to master handwriting as an automatic and comfortable skill. JUMP Math is dedicated to helping children succeed at, and enjoy, learning math. There is a strong causal link between a child's academic success and his or her future contribution to society. We strive to increase children’s chances of success, reduce socio-economic disparities, engender a sense of belonging, and, most importantly, endow voiceless children with opportunity. The JUMP Math approach starts with a confidence-building exercise that has demonstrably changed children's perceptions of their abilities. By adopting the methods and principles of JUMP Math, schools can teach mathematics to a higher standard, without leaving students behind, and in a cost-effective manner. There will always be differences between students, but we don’t need to exaggerate or highlight them by setting up unnecessary hierarchies. By using materials and methods that minimize differences, teachers can cover more of the curriculum and can narrow or close the wide gap in student performance that exists in most classrooms. Empower Reading is a program designed to teach readers a set of valuable strategies that they can use to decode words. By using these strategies students will experience success in reading and thus gain confidence in their reading skills. Empower Reading will equip students with multiple word attack strategies that will aid them on their way to becoming independent readers. Empower Reading is a program designed to teach readers a set of valuable strategies that they can use to decode words. By using these strategies students will experience success in reading and thus gain confidence in their reading skills. Empower Reading will equip students with multiple word attack strategies that will aid them on their way to becoming independent readers. Physical activity has been shown to have substantive effects on brain chemistry and positively impact perception skills, IQ, achievement, verbal and math scores, development, and academic readiness. The St. Lawrence Academy offers a comprehensive Physical Education Program, with classes scheduled every day. It includes the study of age-appropriate team sports throughout the year, learning and practicing a new sport each month. Health classes, built upon the Ontario curriculum, occur twice a month with testing at the end of each month to ensure well-rounded body knowledge. SLA enriches our Physical Education program with the use of various local facilities and clubs in and around Prescott, such as the Prescott Golf Club, the Leo Boivin Arena, the Prescott Tennis Club, and the Prescott Curling Club. Competition in local Track and Field Meets, Cross Country Meets, and team sports round out a very comprehensive program. Research indicates that students’ experiences in their first year of high school often determine their success throughout high school and beyond. This is why, that along with the completion of the grade 7/8 curriculum, our program is successfully structured for our students to make a smooth transition to secondary school. We understand that high school can be a frightening and overwhelming experience for many students as they adjust to new responsibilities and challenges. Our teachers have taken careful consideration into creating unique opportunities to encourage and promote specific skills that are of great benefit to our middle school graduates as they embark on their high school journey. Many of these skills are weaved throughout our courses over the entire year, while the last month of school is primarily dedicated to ensuring that our students leave with a solid foundation in the following skills, time management, and organizational strategies. Note-taking and study skills, Leadership training, and peer mentoring, Confidence and positive self-esteem, Accountability which includes students tracking, reflecting, and taking ownership of their grades, Critical thinking and problem solving, setting and achieving goals. Healthy work habits, effective communication skills to apply across the secondary school curriculum, test, and exam preparation. View full school

The Sterling Hall School is an independent day school for boys from Junior Kindergarten to Grade 8. The JK-Grade 8 years are a time of exceptional growth, change, and development for each boy as he undertakes his own, individual journey. Our school community supports and engages boys during this pivotal period in their lives so that they may reach their full potential. SHS is a place where boys belong. Each boy is accepted and welcomed into our school community and feels confident in his ability to take risks, explore his interests and pursue his passions. Our dynamic, research-based curriculum is tailored to the way boys learn best. Hands-on, inquiry-based learning combines with strong character education and small classes, resulting in students who are well-equipped to succeed in their secondary and post-secondary education, as well as in their life beyond school. At Sterling Hall, boys are inspired to demonstrate high moral and performance character and challenged to conquer new and creative academic learning, all within a boy-friendly culture. We have created an environment where boys have a sense of acceptance and belonging that gives them the confidence and security they need to take risks, try new things, be themselves and reach for their potential in all their endeavors. Our approach is unique among schools in Toronto. We focus entirely on boys during their formative years from JK to Grade 8 – a period when a boy’s life is filled with energy, curiosity, and exploration. We inspire our students by using the most successful techniques and approaches for teaching boys. We treat every one of them as an individual, exposing them to a curriculum that is specifically catered to boys’ learning during the key foundational years. Our exceptional teachers are actively involved throughout the journey, providing support and encouragement. Parents are part of a warm and open school community that is made up of current and Alumni families, Old Boys, faculty/staff, friends, donors, volunteers, and members of our Board. We welcome you to SHS and thank you for your interest. Please visit us as often as you like. We encourage you to get to know us and to see what makes us so proud of our program and our boys. Established in 1987, Sterling Hall continues to inspire boys to love learning and develop the confidence necessary to achieve future success. The school has had only three principals since the beginning: our founder, Darlene Ferris, followed by Ian Robinson in 1995 and succeeded by Rick Parsons in 2012. Today, Sterling Hall has an enrollment of just over 300 boys, each receiving the same degree of supportive and individualized attention that the school's first 17 students did more than 25 years ago. At Sterling Hall, we focus entirely on the educational experience for boys during their formative years from Junior Kindergarten to Grade 8. We put all of our best thinking, academic programming, innovative strategies, and resources into boys’ learning at these ages. There is a wide body of literature supporting approaches for teaching boys that includes movement-based and hands-on learning. View full school

If you're new to TDChristian High School, we think it's a very special place. Just ask our nearly 5000 graduates. If one word comes up over and over again, it's community. Our relatively small size, strong student-teacher relationships, intentional community building, and student opportunities for connecting, performing and learning means that you're never just a number at TDChristian. Our mission is to be an intentional and God-honouring learning community. Our vision is to be a community of learners who serve God and others through authentic and relevant Christ-centred education. TDChristian High School’s focus statement: Learning for Service in the Light of God's Word. Learning at TDChristian takes place by enfolding, engaging, and empowering students. Why? As God’s image-bearers, students matter. To live a life of service, students need to know themselves and be known. When students are accepted and accepting, and their talents, passions, and gifts are recognized, they become important members of the school community. Such enfolding provides a firm foundation for learning. How? From the initial family interview until graduation, we work diligently with students in uncovering and developing their God-given talents for service. We welcome them into multi-grade “family” homerooms in which they contribute, celebrate, and grow. During the first week of Grade 9, students are brought into the TDChristian community while learning and serving on a two-day trip. During their time at TDChristian, students learn through rich experiences in diverse areas: academics, video, art, drama, music, athletics, and STEM space. Throughout the school year, we challenge our students to cultivate their passions and develop their abilities while sharing their learning, especially through presentations. Why? Learning at TDChristian is for today, with an eye to tomorrow. A love of learning is fostered by piquing students’ interests and taking into account their gifts. Creating room for students to have voice and choice in their learning produces determination, allows for healthy risk-taking, and brings about a rigorous depth of understanding. Additionally, engaged students develop grit, perseverance, and a strong work ethic. Learning is stimulated and nurtured in our inviting and up-to-date physical and virtual learning spaces. However, it flourishes through the student-teacher relationship which we emphasize and foster. Our teachers are engaged in, passionate about, and dedicated to their craft. In each learning opportunity, they assist students in sharing their findings in significant and relevant ways. Projects that emphasize skills such as creativity, collaboration, initiative, adaptability, information analysis, entrepreneurship, and effective oral and written communication are essential to learning at TDChristian. Students are pushed to become wisely discerning, to think and learn about how to conduct themselves and how to serve effectively in an ever-changing world. Why? For learning to be relevant and service-driven, TDChristian’s walls must be permeable. We desire to connect our students authentically to life outside the institution by partnering with groups and organizations to grow the kingdom of God. We want our students to work actively with others, from getting their hands dirty to giving leadership willingly, so that they are a blessing to their communities and they are blessed in the process. Students are empowered when they contribute to our vibrant community through student leadership opportunities and assemblies. Service trips, Focus Days, Project Days, and Internships immerse students in learning outside the building – integrating learning with life is paramount. Daily, we stretch students creatively, intellectually, and practically to impact all of God's creation including in athletics, the arts, drama, and robotics. Courses in Communications Technology and Entrepreneurship along with interdisciplinary blocks of learning in French & History, the environment, social justice, and engineering complement a full range of courses. We aim to link students to outside organizations or places in which they can serve with their hearts and minds. It's about providing learning opportunities. TDChristian offers a wide range of courses to appeal to students with different interests, abilities, talents, and goals. In other words, we work with students and families so that students get into and are successful in diverse university or college programs. Our desire is for students to find programs that fit with their hopes, dreams, and aspirations, including strong math and science options, English and humanities, the social sciences, arts, and technology. In short, we work diligently to help students at high school learners so that they can continue their post-secondary education in programs that match their aptitude and interest. Besides offering the courses required for the Ontario Secondary School Diploma, students take additional courses (such as Bible and Perspectives) to qualify for the TDChristian diploma. We also offer students the opportunity to explore diverse optional courses to truly discover their talents and skills. View full school

Timothy Christian School opened on September 1, 1975, with 3 teachers and 108 students in grades 1 through 7. In 1976, this expanded to 187 students in Grades 1 through 8 with a significant building addition. Grade 9 was added in 1977 with 225 students attending. On January 23-24, 1978, the entire building burned. Arrangements were made to use empty public school buildings while plans and construction of a new building took place. With the opening of the new building in September 1978, Grade 10 was added and 292 students attended. Grade 11 was added in 1979, requiring 15 full-time and 2 part-time teachers. In June of 1981, the first students graduated from Timothy Christian School. The first special needs program was developed and implemented in 1984. In 1996, an expanded library and two computer labs were completed as a two-story addition. In 1997, four portables were added to accommodate an increasing enrolment and diversity of courses being offered. These portables were replaced with a permanent structure in 2005 along with a shop expansion and renovation. In all these expansions, the LORD has richly blessed in providing all our needs as a school community. "Except the Lord build the house, they labor in vain that build it:" Psalm 127:1a. View full school

TFS holds a special place in history as the pioneer of French immersion education in Canada. Today, as a French and multilingual international school, we are in a unique position to empower our students to become accomplished individuals, as well as responsible citizens who consciously choose to make a positive difference in the world. That is precisely the sentiment expressed in our motto: Individuals who reflect, citizens who act. Our school has long been renowned for its excellent academics. In addition, our identity is deepened by ascribing to specific values – integrity, discernment, respect, and engagement – that is lived by staff and nurtured in students every day. Ultimately, a TFS education is based on three major pillars: academic ambition, all-around development, and an international perspective. In the first place, we want our students to exude academic ambition, to have a knowledge-seeking spirit that embraces the importance of continuous effort, and to see the challenge as an opportunity for learning. We encourage them to adopt a growth mindset, where they never say, “I can’t do that,” but rather, “I can’t do that yet.” We also want our students to benefit from an all-around development as individuals and citizens. We facilitate their acquisition of skills for life, such as self-confidence, team spirit, creativity, initiative, and entrepreneurship. We nurture a sense of citizenship through our mentorship program, assemblies, and societies. In addition, they have many opportunities to explore and develop a range of passions in areas such as athletics and the arts through a broad variety of clubs and other co-curricular activities. This explains why our graduates are well-rounded, emotionally intelligent young men and women, who can balance their rights as individuals with their responsibilities as citizens. Finally, as a school that was founded to promote multilingualism as one of its core principles, we are particularly conscious that fluency in other languages gives TFS students a gateway to other cultures and different ways of understanding the world. Our families and staff are linguistically and culturally diverse, and this diversity strengthens us as a community. Our pupils have many opportunities to experience the power of language and gain intercultural competencies through a range of trips and exchanges abroad. Our international perspective is further reinforced by teaching the curricula of France and Ontario through the framework established by the IB programs. It is this layering of language, personal interaction, experiential journeys, and varied academic programs that gives TFS students an international outlook and inspires in them a purposeful will to contribute to the progress of humanity. These are the ideals and beliefs that permeate our community, as we walk together in the same direction and share the conviction that we provide the best possible education for our children. The TFS community develops multilingual critical thinkers who celebrate difference, transcend borders, and strive for the betterment of humankind. Our students are empowered to make an impact on the world. TFS is renowned for its academics. The rigor of our curriculum — in which we teach the curricula of France and Ontario through the framework established by the IB programs — is unparalleled. Our graduates leave TFS with an education that is rich in challenge, diversity, and opportunity, and they study in universities and pursue the programs of their choice. While this focus on student achievement has always been central to who we are, our goal as a school is to develop academically ambitious students. What is academic ambition? In some ways, it can be summed up through our motto: Individuals who reflect, citizens who act. Our motto emphasizes the responsibility of individuals to engage in reflection and lifelong learning so that they can develop the discernment needed to become active citizens who can make a positive impact in the world. More specifically, our understanding of effective learning is based on the concept of academic ambition, which views learning as an ongoing journey of wonder and fascination, and the learner as an ethical and intellectually curious traveler in search of meaning. Learning based on the spirit of academic ambition is characterized by several attitudes and practices. For instance, our students pursue knowledge and understanding through deep inquiry. They develop critical thinking to better understand the complexity of the world and make wise choices. It is common for our students to question respectfully the status quo as a result of their deep understanding of causes and consequences in the local and global contexts. They communicate effectively in a variety of contexts, collaborating closely with others in the construction of meaning. Our students embrace academic challenges through a model of trial and error and they tackle challenges with integrity, resilience, and self-belief. They reflect constantly on learning so that steps for growth can be established, reviewed, and updated. Ultimately, they continually strive for excellence and use their acquired knowledge, skills, and dispositions to contribute to the betterment of humankind. TFS is defined as being “Une école exigeante” in the sense that we believe that our attitudes and practices as educators should model, enable and nurture academic ambition. At TFS, our students become bilingual in French and English, and they can choose third language classes starting in Grade 6. We often describe our program as “beyond French immersion” as our students learn French as a first language, following the curriculum from France and, at all times in the day, actively practicing their French with francophones from around the world. We understand that languages do not exist in a vacuum and are deeply connected to culture, which is why our education introduces our students to the diverse cultures tied to different Francophone countries. They gain an ability to see the world from multiple perspectives, think broadly, and relate more deeply. TFS believes in coeducation because life is coeducational. Many of our graduating students have been studying together since Grade 1 or before. Their experiences teach them how to communicate and collaborate, and to accept and truly respect one another’s differences. Our community is diverse. Collectively, our families speak more than 60 languages. Our teachers hail from all parts of Canada, and many parts of the francophone world: la Francophonie. And while TFS is non-denominational, we welcome families of all faiths. A profound sense of ethical citizenship, guided by the four values of integrity, discernment, respect, and engagement, imbues our teaching and learning. We encourage our students to acquire a global outlook based on mastering several languages, developing intercultural skills, and taking a keen interest in local, national, and international affairs. We nurture this sense of citizenship not just because this is good in itself, but also because it is the best way to ensure that they have a positive impact in the world through their chosen professional careers or personal passions. View full school

We inspire our girls and our teachers to dream of a better world and then empower them to create it. As a small school, we foster an environment that nourishes an authentic experience founded on developing individualized excellence, leadership, kindness, and global-mindedness. We encourage girls to be open to new challenges, open to taking risks, and open to failing forward. We want to build resilience in our students, and we ground both our teaching and coaching practices in growth mindset theory. We believe in the importance of cooperative learning structures and activities that get our students to work and think together. Whether through Harkness dialogue or authentic performance projects such as our traditional House plays, our girls learn how to listen deeply and respectfully, appreciate a diversity of perspectives, and speak using their genuine voices. Traf girls take advantage of opportunities to engage and collaborate with local and international partners. In the heart of downtown Montreal, our diverse school community challenges and inspires girls to embrace learning, be confident, and shape a better world. We want our students to be life-long learners and have the independent thinking skills they need to be engaged citizens of the world. We believe this starts with curiosity. Through a variety of guided inquiry and perspective-taking activities, our students learn to ask meaningful questions rather than just find the “right” answers. Self-compassion, empathy, and concern for the well-being of others are behaviors that are reinforced daily at Trafalgar. Our Wellness program teaches students what it means to be more mindful and helps cultivate a practice of being present. In both class and through special co-curricular projects, Trafalgar students learn about the importance of building a more sustainable world. Trafalgar first opened its doors to students in September 1887, making it Montreal's oldest, English private school for girls. Effie Baker was the only student that day, but another arrived that evening, as did many more in the weeks and years to come. The opening followed years of dedicated planning by several visionary Montreal leaders, beginning with Donald Ross. Ross acquired a property called the Trafalgar Estate, then generously made a bequest of it so that trustees could erect, establish and forever maintain a school for girls. View full school

Trinity College School (TCS) is a co-educational, independent boarding school and day school located on 100 acres of rolling countryside in picturesque Port Hope, Ontario, Canada, one hour’s drive east of Toronto. Our Senior School, Grades 9-12, includes approximately 450 young men and women, about 60% of whom are boarding students. Our Junior School includes approximately 100-day students from Grade 5 to Grade 8. Established in 1865, TCS is one of Canada's oldest and most respected educational institutions. Our mission: Developing habits of the heart and mind for a life of purpose and service. Habits like courage, creativity, compassion, integrity, and perseverance are ingrained in our liberal arts curriculum and throughout our comprehensive co-curricular programs in athletics, arts, and service-learning. In offering a robust boarding program that spans beyond the typical school day, both our boarding and day students find themselves fully engaged in a busy and dynamic learning environment at TCS. In this supportive and close-knit community, and with the wise counsel of our staff, students are encouraged to step out of their comfort zone and explore the many opportunities offered here. In discovering new interests and pursuing passions, every student crafts their own TCS Signature Journey, creating an educational experience that is unique and reveals the potential and power within themselves. For more than 150 years, Trinity College School (TCS) has been internationally recognized for excellence in educating young people. It is no surprise that our challenging and encouraging environment has helped TCS graduates gain entrance to top universities around the world and that our alumni are leaders in their communities. But this is just half the story. TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause, and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose, and vision. At TCS we think that the quality of character determines the quality of a leader. As such, we challenge our students to establish worthy goals and to act to a good purpose. We cultivate integrity in our students. We encourage honest and constructive conduct. And, on the strength of our people, our program, and our place, we help to develop leaders who are broad-minded, intelligent, thoughtful, and confident. The Junior School at Trinity College School is a day school for students in Grades 5, 6, 7, and 8. It is located in historic Boulden House which sits on the north side of the School's beautiful 100-acre campus. The staff and faculty at the Junior School work diligently to ensure the best educational experience for each child, providing diverse opportunities for personal, social, emotional, physical, and intellectual growth. In a small, supportive, and challenging environment, faculty motivate the students to explore their strengths and opportunities, in turn fostering character, confidence, and individual achievement. It is also in the Junior School that students develop the requisite skill set to meet the expectations of Trinity College School's Senior School. Junior School students are active participants in academics, arts, athletics, and co-curricular activities and come to Trinity College School from Port Hope, Peterborough, Whitby, and many other towns and cities within the Northumberland and Durham regions. TCS students embrace the opportunities provided inside and outside of the classroom faculty work closely with students to nurture a solid sense of citizenship, good study habits, critical thinking, and sound observation skills. Teachers are committed to the students and their parents, forming strong partnerships which serve as the basis for learning and growth. Communication with parents is of vital importance. The essential ingredients of a TCS education are academic vigor, co-curricular breadth, and attention to the well-being of the whole person. To learn more about the Junior School, please book a tour and read our parent testimonials. The Senior School encompasses four years of secondary or high school, beginning in Grade 9 and culminating in Grade 12. During that time, students are exposed to learning in the classroom, on the playing fields, in arts and community service activities, and the daily interactions with teachers and a diverse population of like-minded, hard-working students. Our liberal arts program is designed to give students a broad and rich exposure to many disciplines and is a reflection of our School's mission to develop habits of the heart and mind for lives of purpose and service. Once at TCS, students begin their Signature Journey in good company, working together with their peers through a strong core program and a formative set of non-negotiable expectations—attending chapel, participating in our house system, immersing themselves in sports, arts, and service as well as engaging with our challenging compulsory courses. By starting our students on the same path, we ensure that all develop vital academic skillsets and deep roots in a community bound by shared values and unifying goals. While we anchor the TCS experience in the stability of shared experiences, we also empower each of our students to pursue a unique path, propelled by personal interests, aptitudes, and passions. Our array of elective classes invites students to study the classics, delve more deeply into the sciences, explore the arts or investigate issues in government and politics. This academic experience is enriched by co-curricular offerings that range from cricket to the improv team to the field, farm, and forest club. View full school