Our Programs
Our small class sizes allow us to create strong, supportive learning communities. Team teaching provides a model for the collaborative practices that characterize our approach; and it also allows us to differentiate instruction and attend more fully to the development of the whole child.
In our KINDIE classroom we begin to explore topics on a deeper level with short-term and long-term projects. The children are provoked through our centres to ask more complex questions and seek out further knowledge and answers. They will continue on their journey to learn more about their world, how to work through conflict, failure, and problem solve. Of course, they will do this while playing and having fun!
In our PRIMARY classroom, we work to sustain their spirit of inquiry, as well as their investment in and ownership of work, by treating their interests and questions with seriousness and respect. Primary students will begin to fully realize the devotion and time needed for investigations and project work. Careful choices about curriculum content and essential standards are framed into instructional periods.
Schedule
School operates Monday to Friday from 9:00 a.m. to 3:30 p.m. for ages 3.8 years and up. We offer two academic schedule options:
Monday - Friday
Monday - Wednesday
*Registration is a commitment for the entire academic year (September - June.)
“Logic will get you from A to Z; Imagination will get you everywhere.”
— Albert Einstein
Assessment.
We use an approach to assessment that reduces the focus on letter grades and increases the focus on feedback and improvement. Our holistic assessment observes 4 distinct perspectives of the child (physical, social-emotional, creative expression, cognitive). When we pay attention to the children through these perspectives. Children get serious about their learning. The act of being listened too deeply opens up children’s capacities, their curiosities, and their growths.
We expect students to acquire knowledge because knowledge is necessary for learning and problem-solving, but its not the extent of ones learning. We assess work to ensure that it meets appropriate benchmarks, but most importantly as educators we want to honour children and leave space for seeing what is truly in front us.
