education and camps guide winter 2012 - north ed

WINTER 2012 EDUCATION AND CAMP GUIDE Town Crier �

WINTER 2012

Skills and life lessons gained from summer fun

Why camp matters

• Gender gap Should girls and boys be taught differently?

• Failing the report card Schools experiment with new ways of keeping parents in the know

WINTER 2012

Another MulticomMedia PublicationAnother MulticomMedia Publication

norTH eDiTionnorTH eDiTion

EDUCATION AND CAMPSEDUCATION AND CAMPS

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September 2012

and January 2013

OPEN HOUSEFeb. 9th & April 19th, 20124:00pm - 8:00pm


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Inside the Education Guide4

Teaching girls vs. teaching boysDoes gender really matter when it comes to how our children should be taught?

6Classroom environmentHow changing the look and feel of where students learn can make a difference

12iSchoolThe technology that surrounds us finds its way to make a positive impact in the classroom

14Bonjour TorontoUpper Canada College students take to the airwaves to hone their French language skills

20Rock onSummer camps aren’t all about sports, crafts and the outdoors. Some march to the beat of a different drummer

Plus lots more!

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WINTER 2012

Skills and life lessons gained from summer fun

Why camp matters

• Gender gapShould girls and boys

be taught differently?

• Failing the report cardSchools experiment with

new ways of keeping parents in the know

WINTER 2012

Another MulticomMedia PublicationAnother MulticomMedia PublicationnorTH eDiTionnorTH eDiTion

EDUCATION AND CAMPSEDUCATION AND CAMPS

Photo coUrtesY oUr kids Media

99 Sheppard Avenue West Unit A, North Yorkwww.littleowl.ca (416) 229-2356

ADVANCED LEARNING PROGRAM

• English, French & Russian• Math, Science & Computers• Music, Ballet & Visual Arts• Piano Lessons• Yoga

� EDUCATION AND CAMP GUIDE Town Crier WINTER 2012

B

different strokes

Does gender matter?Experts divided on if there is an optimal way to teach boys and girls

oys and girls are different, so it makes sense that they learn differently too, doesn’t it?

While there is no consensus on the matter, private and independent schools — be they single sex or coed — all have a different take on the topic, which informs how their students are taught.

Mary Gauthier, executive director of the Wernham West Centre for Learning at Upper Canada College, says her school is committed to creating an atmosphere where boys feel a connection to their education and a sense of passion and purpose.

Although she’s cautious not to general-ize or create any gender-based myths, she believes relationships and being able to relate to what they are learning to be key when it comes to teaching boys. Gauthier says boys tend to respond well to teachers who care about them as individuals and says they like to be included in lessons by being asked to share what they know. Boys also respond well to clear and consistent boundaries like having their shirts tucked in and wearing a tie to school.

She says it’s also important that lessons aren’t always structured the same way and that they incorporate a variety of lecture, group work and inquiry-based instruction where boys can investigate and develop their own questions.

“We work really hard to make sure our teachers know the boys in the room,” Gauthier says. “You take time when you’re teaching to know their interests, that you know what they care about in their world and then actually include that in your teaching.”

Gauthier says teachers who can adjust their teaching according to engagement levels also do really well with boys so they feel connected to the content, have a sense of independence and feel that their questions matter.

St. Michael’s College School principal, Terence Sheridan, who used to teach at a coed school, says he typically finds boys are more hands on when it comes to learning and can benefit from a structured environment.

While the school caters to boys, he says, they also address individual learning styles and use different mediums like computer labs to encourage boys to learn.

“There’s a variety of assessment too, whether it be presentations or individual com-munication, so it’s not all just writing a test,” he adds.

He says boys also respond well to initia-tives and positive competitiveness, which is why they implement things like a competi-tion for who racks up the most points in the school’s accelerative reading program.

Havergal College’s director of admis-sions Maggie Houston-White believes girls are more comfortable having conversational learning that allows them to ask questions and have a need to develop relationships with their teachers.

“It’s important for girls to feel that they are in an environment where they will be mentored and monitored,” she says. “Girls tend to need time to pause and think before answering questions and they like to have eye contact when they’re having dialogue and conversation.”

She says it’s important to have a curricu-lum that is both challenging and interesting

and takes into account what’s meaningful to the girls in order to engage them deeply into each subject matter.

But not all schools believe learning styles are gender-based.

“I think there are many auditory, visual, kinesthetic learners and I think that would account for boys and for girls,” says Bayview Glen’s head of school Eileen Daunt. “I think that’s across the gender divide — all different styles of learning.”

She says her school finds ways to personal-ize their students’ learning environment.

“I think what good schools do, whether they be coed or not, is they teach the individual,” she says. “They look at ways to reach each child and make sure that they have the skills they can take with them once they leave school to be successful in the world.”

Psychologist Michael Leatch, who is also Crescent School’s director of student services, says it’s important to avoid generalizations when discussing how boys and girls learn best.

“Just as there are many ways to be a boy or girl there are many ways to teach boys and girls,” he says. “Individual student need should be the predominant factor that educa-tors consider when determining the best way

• BY Ann RuppEnSTEIn

Photo coUrtesY BishoP strachan schooL

LET’S TALK: Some educational experts say female students are more comfortable with conversational learning that allows them to ask questions as they go.

• “There are many ways to teach boys and girls.”


in which to teach students.”While some boys are active and

like to move while they learn, he says, others may learn better through con-templative reflection and debate.

He believes educators need to be skilled in assessing a full range of learning styles and have a repertoire of strategies they can draw from to educate boys or girls as unique indi-viduals.

However, Sterling Hall’s director of curriculum Nick Szymanis says brain science proves boys and girls are built differently mentally.

“Boys are operating from curiosity-driven, often kinesthetic intelligence and have better spatial memory,” he says.

In addition to having different colour and sense perception, he says they also have a different threshold for attention.

“Boys also don’t hear as well as girls, their fine motor skills develop later and they can overestimate their abilities,” he says. “Boys in general, read later than girls by as much as 12 to 18 months.”

Since boys are kinesthetic by nature, he adds, learning often occurs with movement like swinging feet, tapping and fidgeting. He says the school encourages boys’ natural curi-osity through the use of educational props such as interactive games, dice and cubes. The majority of boys at the school also have daily physical educa-tion classes so they can expend their energy and focus better in class.

“What the best research is showing us is that boys thrive when they can figure out their way around a problem, often in a small group,” he says. “The most impactful learning seems to be a combination of processes where infor-mation is unpacked by a combination of natural curiosity and group interac-tion.”

Bishop Strachan School grade 12 student Carly Walter believes the dif-ferent learning styles boys and girls have are innate and obvious.

“Girls and boys are both distracted by different things and have different natural abilities,” she says. “From my experience, girls seem to spend more time talking about a task or abstract principle before actually attempting it, whereas boys often execute tasks in a trial and error method.”

Among her classmates in the all-girls school, Walter says, she sees a lot of differences in study habits as some are visual learners and others excel with auditory instructions.

“A lot of my peers like to sim-plify abstract principles with concrete examples,” she says. “Other differenc-es are as simple as enjoying listening to music while studying or preferring to work in silence.”

Bishop Strachan School’s head of school Deryn Lavell says the individ-ual learner is most important, whether

in an all girls, all boys or coed envi-ronment.

She does note a different kind of energy among the girls and says they develop and mature at different times than boys, which needs to be taken into account.

“We talk about a culture of power of learning and that’s really important for the girls,” she says. “For the girls it’s really important to find ‘where am I as an individual and how do I fit in with this group and where does that matter?’ ”

When it comes to competitive-ness, Bishop Strachan School’s senior school principal Angela Terpstra says rather than measuring girls against each other they perform better by striving for their personal best and not in the same cutthroat spirit that may motivate boys.

Another important difference, she says, when it comes to the notion of learning is girls like narrative, particu-larly fictional narrative, where as boys gravitate more to real life.

Finally, just as courses are taught in different ways, Terpstra says, students are also assessed in a variety of ways.

“The evaluation is really impor-tant because for some people a paper pencil test might be the right thing to do whereas others they might actually need some pictures, they might need it read to them and some girls they actually need more time than others,” she says.

Photo coUrtesY st. MichaeL’s coLLeGe schooL

WE CAN WORK IT OUT: Research suggests boys prefer to figure out a problem through trial and error whereas girls talk more about it before starting.

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B

classroom shift

From glass walls to balls for chairs

• BY KARoLYn CooRSH

ishop Strachan’s junior school girls are learning in a fishbowl, but it’s a good thing.

With hallways that sport floor-to-ceiling glass windows, parents, educators and fellow students can peek into bright, spacious classrooms to see the young minds at work.

A long way from the traditional blackboard-desk set-up, the fishbowl-like classrooms are one of the ways the all-girls school is designed to facilitate open-concept learning.

Increasingly, schools are moving away from the traditional blackboard, desk and chair envi-ronment in an effort to foster innovative collabo-ration among students.

Optimal learning spaces and classroom design became major considerations at Bishop Strachan around 2004, when it began the process of build-ing a new junior school.

School administrators and educators insisted the school’s style of teaching — inspired by the Reggio approach — was to be reflected in the physical design of the new building.

The Italian-developed Reggio approach is an education philosophy that encourages the development of the individual student through self-guided learning.

“It’s about seeing the child as being able to be resourceful,” says kindergarten teacher Mary

Murray. “When you see them that way, that informs how you set up your environment, what you leave for them. You want them to be autono-mous, so everything is at their fingertips for them to be thinking.”

The new school, as evidenced in a bright kin-dergarten classroom, now nurtures that notion of independent learning.

Nary a blackboard in sight, everything from markers to construction paper to building blocks are within reach, and inspiration can be found in every corner, says Murray.

The nature centre, complete with a pile of leaves collected by the students, overlooks the

New school design

Photo coUrtesY BishoP strachan schooL

EXPLORATION: Bishop Strachan School’s adaptation of the Reggio approach to pri-mary education has inspired the physical design of its new junior school.

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school playground, where students can compare what they see outdoors to work they’re creating indoors.

At the building blocks station in the centre of the room, a student has built a city skyline model. Behind it, are posted photos of Toronto, New York and Hong Kong’s skylines.

The students are encouraged to choose their own workstation each day, and explore at their own pace. Teachers help by asking questions and guid-ing discussion, Murray says. Students don’t need to be told to tidy up, she says, as they take ownership of their classroom.

“That’s a very empowering thing for young children to feel that they know how to take care of their space, they really feel like this is their space and their ideas are important and they can pursue them,” says Murray.

The new building is certainly a far cry from the old junior school, says vice-principal Catherine Hant, which was a wing built onto the upper school in 1931.

“It was a very traditional space, long narrow classrooms, bulletin board and chalkboard at the front, not a lot of flexibility,” Hant said. “You really were limited to desks.”

Blocks away from Bishop Strachan, students at Upper Canada College are also moving away from traditional blackboard-desk classrooms.

When UCC began renovating class-

rooms a few years ago, Mary Gauthier, executive director of the school’s Wer-nham West Centre for Learning, took it as an opportunity to experiment with the notion of optimal learning environ-ments. The research centre examined the effect of colour, lighting, classroom size, and flexible use of space on learn-ing.

“We don’t actually have to be in what we think of a traditional class-room space so we’re really thinking of where are these other (learning) spaces in the school,” Gauthier says. “It’s a really fun time.”

Over at UCC’s preparatory school,

students began experimenting with new types of furniture, including sta-bility balls and air-filled exercise balls, as a replacement for chairs.

“Some boys like it and some boys don’t, so having an option about what you’re going to sit on is I think a really wonderful thing to offer,” Gauthier said.

Innovative classroom set-up is also reflected in UCC’s upper school, where five classrooms sport Harkness tables, large oval tables with spots for 16 students. Typically history and English lessons are conducted at these tables.

“It’s about conversation,” Gauthier

explains. “You actually come to the table — literally — with questions and you contribute.”

Educators at Bishop Strachan and Upper Canada College agree technol-ogy has also driven new notions of learning spaces.

Handheld tools like an iPad or lap-top, in daily use at schools like Bishop Strachan, means learning can be con-ducted just about anywhere in the classroom, or the school.

The kindergarten class is equipped with an iPad, and is used for group sto-rytelling and research, Hant says.

“The physical set up of the comput-ers in the classrooms is set up really to be a collaborative area where a group of children can be huddled around the computer and be creating knowl-edge and doing some research together rather than thinking of it as an isolated experience for one child,” Hant says.

Stark contrast, she says, to the old days of labs in schools when using a computer was a timetabled experience, Hant says.

It’s unlikely schools will completely abolish the blackboard and desk class-room environment, but it’s important to have the freedom to change from one year to the next, Hant says.

“Having the flexibility with the fur-niture and the materials, everything that you use for the classroom needs to be responsive to the learners that you have.”

Photo coUrtesY Matthew PLeXMan

STUDENTS OF THE ROUND TABLE: Upper Canada College has placed large oval tables into some of its English and history classrooms to stimulate discussion.

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Learning language

Schools find different ways to help their students learn our other official language


arlez-vous français? In light of French immersion being rolled

out at an applied level at public schools as of September 2013, what are private and inde-pendent schools doing to make learning the language more accessible to students?

Mirna Hafez, principal of La p’tite école at TFS says they now offer French for those as young as 18 months.

The Jardin d’eveil program, which launched in 2010 and is geared at two year olds, was designed to stimulate social, emotional, phys-ical, linguistic and cognitive development through play and exploration activities.

“At this age they just want to know the why and to touch,” Hafez says. “They are exposed to many things in the French context to really learn and address the five senses.”

TFS also runs an Intro to French Program, which students can join up to grade 7 without any prior exposure or knowledge of French. Its goal is to transition students to the same

level of French as their peer group in the school’s regular bilingual academic stream. Although students have separate classes to start, they are slowly integrated in courses like art or phys-ed, which are less speaking based.

Hafez says they also encourage learning through music, drama, technology, games and treasure hunts and focus on ways to make students want to speak fluently.

Many schools have also adopted the Accel-erative Integrated Method to teach French. Patrizia Rizzo, a French coordinator at The Sterling Hall School, says she uses gesture instruction with other vocabulary acquisition tools in order to bring variety and fun to the classroom.

“I introduce basic vocabulary and lan-guage through games, songs, artwork, role-playing and gestures,” she says. “The use of stories and songs in second language instruc-tion allows students to connect and become

engaged with the content of the program.”Rizzo says their French curriculum is

designed to prepare students for success in corresponding programs at the secondary level. Along with grammar conventions, she also teaches students about French culture so they can make connections between what they are learn-ing and the real world.

This year she also started inviting French-Canadian sing-er/songwriters to come to the school and per-form songs the students sing in class. The school also has a pen pal program in place that pairs grade 7 students with children in France.

Havergal College also uses Accelerative Integrated Method to teach French as a sec-ond language starting in senior kindergarten.

“This is especially helpful to students who have little or no exposure to French, as the majority of the gestures reflect the meaning of the vocabulary,” says Jennifer Peirce, who teaches French in grades 5 and 6. “They are able to enter a French classroom where only French is spoken and yet understand and be supported in their learning of the language.”

She says the school also offers extra help in French and also runs clubs like a French Lunch Club. Her colleague France Gareau has been teaching Accelerative Integrated Method to students in grades 2 to 4 since 1999, when the method was first introduced.

“New students to Havergal, who often enter in grade 4 or grade 7, tend to adapt easily to the program,” says Gareau, who has been teaching French for 20 years.

Gareau’s colleague Louise Cholette-Rees says through the method the language is con-textualized with stories and short plays about children and young adolescents to help the students learn.

“Stories, theatre and songs are a way to scaffold language production and ease stu-

It’s all French to me

• “We know students have to be engaged.”


dents into a new language without anxiety,” she says. “When students gain new vocabulary using gestures and much practice, students start speaking naturally without the teach-er always using gestures.”

Country Day School’s junior school head of French Lori Pella says the methods used to teach French with Accelerative Integrated Method resembles the way students acquired their first language. After teaching French for 24 years, she says she would never go back to the tradi-tional approach because it doesn’t compare.

“We know students have to be engaged, they have to be involved, that’s how they retain the material and that happens in an (Accelerative Integrated Method) classroom,” she says. “The language becomes part of the children.”

At Holy Name of Mary College School, Meaghan DeCourcy says they integrate visual art, music and technology into the French program to foster a higher level of student engagement and enthusiasm.

“There is no shortage of creativity in the French room, where students speak, sing, draw and dance their way through the adventure of sec-ond-language learning,” she says. “Activating the auditory and kines-thetic areas of the brain allows for the formation of new pathways in the mind, while also creating a fun and engaging atmosphere.”

She says they enhance vocabulary and language development through a variety of visual aids and oral prac-tice. Throughout the first months of school they introduce students to common words that exist between languages in French, Spanish, Italian and English.

“By making connections and see-ing similarities between other lan-guages, students build their confi-dence with the French language,” she says.

Branksome Hall’s Sarah Craig, the head of the junior school, says while French is mandatory from junior kindergarten to grade 6, the school also has an extended French stream for those who want to pursue the language further.

The Extended Middle School pro-gram allows students to take 25 per-

cent of their course load in French, including social sciences like history and geography.

In addition to using Accelerative Integrated Method to teach French in the junior school, the French pro-gram includes fieldtrips where stu-dents can gain real-life experiences in French. The school also has an International Languages Program, which was originally for students in grades 7 to 12, but as of this year expanded to grades 1 through 12. It allows students whose first language isn’t English to maintain their mother tongue with courses taught in 14 lan-guages including Swedish, Italian, Mandarin and Urdu.

For those students set to join Branksome Hall’s Junior School with little or no background in French, Craig says they provide the family with Accelerative Integrated Meth-od-based DVDs so they can begin learning the gestures and vocabulary before the school year begins.

“Once they start the year, the teachers provide weekly individu-al or small group sessions to help them catch up either before or after school,” she says. “Sometimes stu-dents opt to get a Senior School student tutor to encourage conversa-tion and help them to enhance their comfort in the language.”

francis crescia/town crier

ACTING OUT: The Accelerative Integrated Method for teaching French uses songs, artwork and gestures to connect the students to the language. Above, Patrizia Rizzo and her pupils at Sterling Hall School use puppets to tell a basic story.

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�0 EDUCATION AND CAMP GUIDE Town Crier WINTER 2012

Ages 1.5years - 12years.

e-grades

Grading report cards

• BY SHAwn STAR

It can be tiresome to read the same cookie-cutter comments on report cards term after term, when trying to gauge your child’s successes and failures. That’s why some schools are taking steps to make understanding a child’s progress more personalized.

Having personalized comments enhances the instructors’ abilities give both students and parents a better understanding of the student’s progress and how they can build upon their strengths, says Marilena Tesoro, principal of Holy Name of Mary College School.

“Our teachers compose and use personalized

comments focusing on what the student has learned, while identifying significant strengths and next steps for improvement, typically describing what the stu-dents know and can do,” she says. “The personalized comments on our report cards provide meaningful feedback.”

Upper Canada College has found another way to bring children’s progress to parents’ attention: after a three-year process, the school will be giving parents the option of viewing their children’s grades online, IT director Jim LaPlante says.

“We’ve tweaked our reporting process a bit, so it’s the first year of two being mailed and two being online,” he says, noting the midterm reports would be online, while the final reports would still be mailed. “For this year, we didn’t actually do it online, but we did use all of the online tools to pro-duce the report cards, which makes it easy next year just to kind of flip the switch and put them online.”

While online report cards aren’t unique to his school you aren’t likely to find them in the publicly funded schools, LaPlante says.

“(The public school) systems usually aren’t as customizable as ours are,” he says. “But if you polled the local independent schools … they’re all kind of dabbling in it, working with the parents, see-ing what works and what doesn’t.”

Communicating with parent groups is key to find-ing what works best, and for his school it has shown them that flexibility is the way to go, LaPlante says.

“You get some people who are saying we should do them all online, we get some parents who say they would like them all mailed right to them,” he says. “We try to give them as much flexibility in these kind of things as we can give them.”

For those who are concerned about their chil-dren’s grades being posted online, LaPlante says the site is secure in the same manner as email or banking is.

“We don’t post any information that’s not authen-ticated. We’re giving a unique username or password to the parent, so it’s as secure as the parent will keep

it. We can see when they come in, we can monitor what’s going on that way.”

While some schools are changing the way report cards are written and distributed, Country Day School’s Junior School is changing parent-teacher interviews so students now make presentations to their parents and teacher.

Student-led conferences are a real role reversal compared to parent teacher interviews, junior school director Ann Wildberger says.

“It’s a shift for parents, it’s a shift for teachers and it’s a shift for children,” she says. “They all play a different role in the student-led than in the traditional one, but in this model, it’s child-centred and it’s strength-focused and it builds self-esteem for the children.”

Wildberger says she sees the need not only to include the child, but to have the child lead the con-ference simply because no one understands a child better than the child him or herself.

“Most children know exactly where they are,” she says. “Children know where they’re struggling, how they’re struggling, what’s causing their strug-gle, and it’s very empowering for them to talk about that and be reflective because when they own their learning, that’s when learning happens.”

The presentations last for about half an hour and involve work that’s been collected in a portfolio since the first day of school.

The children also write a reflection on their work, their progress, and then set goals for themselves for the year.

Most importantly, Wildberger says the confer-ences are absolutely not graded, which she says helps ease the pressure when the children know they aren’t being critiqued on the presentation.

“I think a child feels more empowered, I think a child feels there’s more purpose to what they’re doing and why they’re doing it because it’s more focused on the goal as opposed to the mark,” she says. “You put the child in control of their learn-ing.”

Gordon caMeron/town crier

YOU CAN DOWNLOAD, BUT YOU CAN’T HIDE: With report cards being available online at some schools, it reduces the ablity of children to hide their bad marks from their parents.

WINTER 2012 EDUCATION AND CAMP GUIDE Town Crier ��

Big money

Sterling Hall School’s Terry Fox Run

• BY oMAR MoSLEH

You could say Sterling Hall School has had a good run for its money.

Following their 18th annual Terry Fox Run, the school now has a unique claim to fame: the only elementary school in the world to raise more than $1 million dollars for the Terry Fox Foundation.

The North Toronto institution also holds the title of top fundrais-ing school for seven years in a row, says the Terry Fox Foundation’s pro-vincial director for Ontario, Martha McClew.

Even some of the smallest kids got involved in a big way, including a grade 1 student who baked brown-ies to raise money.

“One of the things that works with Terry Fox is that it’s a very human

and tangible cause,” said Sterling Hall’s principal Ian Robinson. “As a consequence even the youngest boys really seem to understand what we’re doing and why we’re doing it.”

All together, more than 800 par-ents, students, staff and even some pets took part in the run. All 309 boys participated and were encour-aged to raise 13 pledges each from family and friends.

Students went door-to-door and hosted lemonade stands alongside other creative methods of fundrais-ing. Robinson said the kids took to the event with gusto.

“The boys get a genuine sense of satisfaction because they know they’re doing something good that

affects all of us,” he said.The run has grown over the years

from raising $3,000 at their inau-gural event in 1994, to more than $104,000 in 2011.

“It’s achieved a prominence that we haven’t necessarily anticipated,” Robinson said. “It became a real urgent cause for the boys and their families too.”

The cause is especially urgent for Katie Hoffman and her son Spencer, a grade 7 student at the school. she is currently undergoing treatment for breast cancer, but that didn’t stop her

or her son from participating. “It felt really good to be part of a

community that’s so dedicated to the Terry Fox Foundation,” she said.

Hoffman has successfully defeat-ed the disease twice before — once when she was in university, and more recently in 2007. She said her current treatment is going well.

Seeing his mom struggle with cancer inspired Spencer to raise money any way he can.

“I felt close to this topic, and wanted to make a difference, so that’s why I got involved,” he said.

Over a million

francis crescia/town crier

FAMILY CAUSE: Cancer patient Katie Hoffman and her son Spencer helped Sterling Hall School raise over $1 million for the Terry Fox Foundation.

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It goes without saying that our world is far from homogeneous. Rather, it is home to an extraordinary range of cultures and opportunities that your child will encounter - all the more reason to consider TFS. We offer Canada’s only co-educational, bilingual, International Baccalaureate program that prepares students to be internationally minded thinkers who will help shape the new, emerging global community. www.tfs.ca

OUR schOOl. ThOse OTheR schOOls.

�2 EDUCATION AND CAMP GUIDE Town Crier WINTER 2012

Bye bye blackboard

Two decades ago the Internet and cellphones were unknown in most school hallways, but nowadays students have the Internet on their cellphones.

Yes, the information age is fully upon us. But how are new technologies being used to teach our children?

While not much has changed in some schools save for upgrades to the computers in labs and libraries, others have made the available technology a part of everyday classroom life.

At Greenwood College School every student has a laptop, says Johnathan Tepper, the school’s direc-tor of information technology.

“When the school was first conceived they wanted to use a one-to-one laptop program to give students the 21st century skills to prepare them for their next careers,” he said.

The school doesn’t provide the laptops, but does suggest which ones would be most suitable. Grade 11 Greenwood student Nicole Toole said though accessing sites such as Facebook is prohibited at school other social networking sites are incorpo-rated into the curriculum.

“Greenwood does use Twitter and Tumblr for in class assignments and work,” she said. “For example, in English class we do blog posts as we’re reading a book.”

Not only has technology at her school replaced former mainstays such as notebooks, but Toole said

blackboards are also a thing of the past now that smartboards are in every classroom. The boards are a cross between a traditional blackboard and projec-tor screen, with content easily altered and edited from a computer at the teacher’s desk.

“With the smartboards your able to do a lot more on there,” said Toole. “You’re able to show video clips and put in other links to different websites that could help you.”

Toole identifies herself as a hands-on, visual learner and said the smartboards are perfect for her learning style. St. Michael’s College School’s vice principal, David Lee, said his school acquired smartboards to reach students like Toole.

“We’ve got about 20 smartboards in the class-rooms so we’re working on trying to target more of the visual learners and more interactive learning with those,” said Lee.

But not all schools see using new technology as being the best way to educate their students.

Director of research and innovation at Country Day School, Karen Sumner, said laptops are not always the best learning tools. Sumner, who has been teaching English and film at the school for 12 years, said they can actually hinder a child’s development.

“I don’t actually like having computers in my classrooms,” she said. “Research tells us that com-puter applications do not develop slow and deliber-ate thought. They’re really based on speed.”

According to Sumner, Country Day School takes a balanced approach to using technology, something Amy Dvorkin, a grade 12 student at the school, said she is thankful for.

“Personally, writing notes, I find I remember a lot more when I write it with a pen and paper,” Dvorkin said. “I don’t remember it as much if I type it.”

But some of her friends have embraced technol-ogy’s new role in education by enrolling in what are termed flipped classes. Rather than have the teacher lecture in class and then assign homework, flipped classes operate in the opposite way. Student’s access their teacher’s pre-recorded lecture via the Internet and watch it at home. The next day they work in class on an assignment and the teacher addresses any questions about the video lecture.

At Greenwood, Toole takes two such courses.“I really like it,” she said, later adding, “When

you come to class, if you don’t understand some-thing, there’s always a teacher there to work with you and make sure you understand all the con-cepts.”

As technology continues to evolve so do school policies concerning how it’s and incorporated into school life. Also, students can often be more in tune with new technologies than their teachers.

“I think one of the best things a teacher can do now to embrace the new technology is don’t claim that you know everything about it, but be part of the learning,” said Tepper.

Classrooms go high tech

No more pencilsPhoto coUrtesY John carson

RIGHT FOR HER: Greenwood College School student Nicole Toole describes herself as a hands-on, visual learner who says the school’s smartboards and laptop usage suits her learning style quite well.

• BY TRISTAn CARTER

WINTER 2012 EDUCATION AND CAMP GUIDE Town Crier ��

character education

Ethics class at Country Day School• BY Ann RuppEnSTEIn

To cheat or not to cheat, that is the question.

Country Day School’s Ethics and Society, a course developed by Tony Young and Walter Guerra, gets grade 9 students talking about moral and ethical dilemmas in a way that is relevant to their lives and allows the kids to learn from each other.

“A health course might talk about issues that impact teens but what we try to do here is also teach them decision making strategies when faced with ethical dilemmas,” says Young, head of social sciences at Country Day School. “I think that makes the course pretty unique because we go into good detail about how they should approach ethical dilemmas, reason through it, apply different strategies, that sort of thing.”

He says the course is also spe-cial because it would be difficult for parents to replicate a similar learning environment where their children can learn from one another through these in-class discussions.

“Some of it is relationship based just like honouring a commitment to a friend or to a girlfriend, boy-friend,” he says. “Some of it is bul-lying, how to treat others and then we get into other situations where if you were at someone’s home and someone offers you a drink and you are underage, those situations and trying to get them to reason

through it.”Young says he came up with

the idea after reminiscing about the older days of education, which included some character develop-ment, and talking about how great it would be to have a course devot-ed to ethics as an academic sub-ject. Once his school was interested in pursuing the project, he got it approved as a locally developed course with the province’s Ministry of Education.

Although the course is taught in a variety of ways like case studies, he says students also benefit from being surrounded by positive role models.

“I’ve seen a number of cases where when we’ve had discus-sions, there’s this really positive peer pressure that happens,” he says. “Where there are students whose moral compass is a little off, they actually hear what might be the right way to approach the situa-tion from their peers, which as you know can be a very, very strong influence.”

Young hopes students will ben-efit from the course by applying what they learn to their everyday life and any future decisions.

“I always tell them you never know it but there might be a time in life when you have to make a really hard ethical decision which really can impact your life so just make sure you take the time to think it through.”

moral questions

Photo coUrtesY coUntrY daY schooL

WHAT SHOULD I DO? Students in Country Day School’s Ethics and Society class examine and discuss the dilemmas they may face throughout their lives.

after school

Right to Play and Runnymede Collegiate• BY BRIAn BAKER

The organization Right to Play may be better known as a charity that traditionally works in developing countries, but you may be sur-prised to hear the group also has a project at Jane and Dundas.

Runnymede Collegiate is home to a pilot project where high school students organize an after-school program for neigh-bouring George Syme Commu-nity School.

“It really does build a really safe and caring community,” said teacher Kristina Kotsopoulos, who leads the program at Runnymede. “That’s part of the goal with the program.

“Especially where our schools are located, there may not be a lot of opportuni-ties for kids to get involved and go outside.”

In its first year in 2008 the program had 40 George Syme students take part in the once-a-week evening of fun and games.

Runnymede student-leader Lisa Ramraj has been teaching games to the ele-mentary kids since the beginning and has seen the benefits.

“You just feel the energy and they love that you’re there playing games with them,” she said. “They actually want us there every day.

“It’s really taught me a lot. It’s taught me how to lead, how to deal with differ-ent situations.”

Her classmate and fellow instructor Alisa Persaud is happy with the one-hour of joy she can bring to George Syme.

“It’s taught me to be more patient with people, to understand their feelings and emotions, how they cope with things, the situations they’re put in at home,” she said. “We can help them here. If their situation is not so great at home, they can still let loose and have fun.

“We’re a part of that, I’m proud of that.” Kotsopoulos is happy with the change she sees in high school students teaching

sports to their younger peers.“It’s great to have this avenue where it’s not just high school kids in their own

school making a difference,” she said. “They really get to reach out and extend in their community.”

close to home

Photo coUrtesY kristina kotsoPoULos

FUN TIMES: Students from Runnymede Collegiate partner with Right to Play in organizing a rec program for kids at George Syme School.

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Urban issues


lthough it was the middle of summer, Josh Fullen got a number of students to take a week off their vacation to take part in a pilot program on urban design and civic sustainability.

“We had over 50 applications, I accepted 30 students and they were all there the first day of the program in August,” he says. “Not only is there a need for students to study these kind of topics, these city building issues, there’s a desire, there’s a huge appe-tite amongst students to learn about this stuff and engage in it.”

Fullen, a teacher at University of Toronto Schools, developed Maxi-mum City for high school students to learn from industry experts and hands-on experience about how things are built, planned and governed in the city. Last summer, students in grades 8 to 12 from University of Toronto Schools and Marc Garneau Colle-giate learned about different topics like cycling, city planning, architec-ture and design from experts like Jane Farrow, the executive director of

Jane’s Walk.“All of the problems that we have

now as municipal populations ... are going to become amplified when my students who are 15 or 16 now are having careers and families in 20 years because there will be more and more people living in the cities,” Full-en says. “So if we’re trying to prepare students to be global citizens or pre-pare them to have successful futures, I think we have to teach them how to live in cities more sustainably.”

Fullen says Maximum City, which will run again this summer, was brought to life after receiving a grant from the Ontario Teachers’ Federation. He says his ultimate aim is to formalize urban studies at the high school level.

“The goal is to start sharing this curriculum now that we’re devel-oping it with other teachers, other professionals so we can spread it around to other schools and eventu-ally maybe grow it into a unit of study to be dropped into a geography

course or a civics course or a world issues course,” he says. “Then ulti-mately to grow it into a full course in urban design.”

Through a series of evaluations and research methods, he says he was able to track what skills the students learned, how their attitudes toward urban issues changed and what knowledge they gained throughout the week. For example, he says, at the beginning of the cycling module he asked the students if they were comfortable cycling in the city and the majority answered no.

“We had a cycling expert come in, go over safe cycling in the urban environment and what the rules of the road are,” he says. “We brought the students out and had a safety

talk with them with a police officer who was there and then the students actually got to go out and ride in the school neighbourhood at Spadina and Bloor.”

After the students returned from the cycling trip, he did a follow up survey and discovered the majority of students were now willing and com-fortable biking in the city.

“That’s essentially the model the program works on,” he says. “That pentagonal model where you partner with an expert, you help that partner shape his or her material for a stu-dent audience and then you deliver the content and then you also have a hands-on creative activity so the students are actually learning by doing.”

Uon air


pper Canada College students have been hitting the airwaves to showcase their French speaking abilities.

In partnership with CHOQ-FM, a Toronto-based French radio station, students in Christine Kouremenos’s grade 10 French class and mem-bers of the school’s CHOQ-FM club get the chance to speak the language on air.

“They enjoy using French outside of the classroom and it gives meaning to what they are learning,” says Kouremenos. “The highlight for the boys is being on radio and having their friends and family listen in.”

As part of her class, someone from the non-profit community radio station comes to the school for a training session and then the boys prepare their program prior to heading to the

station for a live broadcast. A former student in Kouremenos’s class, Omar Abboud, liked the experience so much he got more involved with the radio station, which airs on 105.1 FM.

“I decided to continue going on the air through-out the year in order to keep up my French throughout my final years of high school,” says Abboud, who is currently the president of the school’s CHOQ-FM club. “The experience is very exciting for all of us — we get to practise our French in a casual and fun atmosphere while simultaneously performing to a large audience in Toronto’s francophone community.”

Kouremenos says she has been involved with the radio station for several years and helps coor-dinate the sessions as well as running through the programming with her students.

And her students appreciate her efforts.“All of this could never have been possi-

ble without the help of Ms. Kouremenos,” adds Abboud. “I truly appreciate her effort to implement the real-life application and social interaction that makes learning French all the more enjoyable.”

University of Toronto Schools’ Maximum City

planning ahead

Upper Canada College’s CHOQ-FM French radio club

Going live

Photo coUrtesY UniVersitY of toronto schooLs

DEVELOPING MINDS: Students from University of Toronto Schools and Marc Garneau Collegiate took part in Maximum City during the summer.

Photo coUrtesY Matthew PLeXMan

AND WE’RE LIVE: Students at Upper Canada Col-lege take to the airwaves as part of French class.

WINTER 2012 EDUCATION AND CAMP GUIDE Town Crier 15

Good works

Principal’s Club at Children’s Garden School

• BY Ann Ruppenstein

Instead of just fun and games, stu-dents at Children’s Garden School are spending their extracurricular time doing some good.

Stemming from a desire to lead a club focused on global awareness and community outreach, principal Marie Bates started the aptly named Principal’s Club.

Students involved in the two-year-old club, which focuses on understanding the needs of others and giving back through fundraising, work to learn about the country they are helping, its culture, the people and their living conditions.

“Students learn that they can indeed make a difference,” says Bates. “If you asked any of the members of the club what they have learned from Principal’s Club, over-

whelmingly they would answer, ‘That no matter how young we are, we can change the world.’ I am very proud of that.”

In its inaugural year, the club raised enough money to build two water wells and equip two class-rooms in Andhra Pradesh, India. This year the club has chosen to part-ner with Canadian World Education Society and will help provide free and quality education to children in Sanitar, Nepal.

Over the last term, Bates says the kids have already gained a good understanding of Nepal and more specifically the Mount Everest Eng-lish School, which will benefit from their fundraising efforts.

“The students are involved in the entire process from determining

what our fundraisers will be to mak-ing the goods, setting up and selling their finished products,” says Bates. “They even do all the advertising themselves.”

Bates says her goals for the club have surpassed her expectations. She also says she enjoys being able to interact and instruct students, which she had missed when working in administration and doing office work.

Fundraising initiatives to date by the Principal’s Club include bake sales, movie nights and most recently a holiday sale where kids sold home-

made gingerbread tree ornaments that they worked on for weeks, holi-day greeting cards and decorations.

“The students have many plans for their fundraising efforts in the New Year,” she says. “They are entirely committed to (Canadian World Edu-cation Society) and the children of Nepal and really want to make a dif-ference. In our fundraising goals the students are learning, firsthand, that the best gifts come from the heart. Every week I am amazed at the maturity in thought and understand-ing of such young people. Somehow they just get it.”

Never too young

photo courtesy children’s Garden school

MAKING THE WORLD BETTER: Members of the Principal’s Club at Children’s Garden School raise funds for projects around the world.

Giving back

Day of Hope at Holy Name of Mary• BY OmAR mOsleh

On Nov. 3, 2011, students from Holy Name of Mary College School learned that hope comes in small packages.

The students traveled to shel-ters, seniors’ homes and community organizations as part of their Day of Hope, an outreach project that aims to show students they can create change through small acts of kind-ness.

Chaplain and religion teacher at the Mississauga school, James McLevey, said it was inspiring for him to see students get involved and make a connection between the small act of help and the effect it can have on somebody else’s life.

“It was an opportunity created to make a collective impact through

simple gestures, working through different agencies to create hope in small simple ways,” McLevey said. “Anything from sweeping a floor to peeling a potato, it came to be because it was a desire to make change in a practical way.”

A group of students called Senior Outreach spearheaded the project. Participants were bused out in small groups to 12 agencies throughout the GTA to help others and create change in a tangible way. The school took about six weeks to prepare.

Grade 11 student Colleen Fer-nandes volunteered at The Daily Break Food Bank in Etobicoke and Wenleigh Long Term Care Resi-dence in Mississauga. Her favourite part was seeing seniors’ faces light

up as she played the piano for them. “To see what I can do can actu-

ally make a difference for them, it was really nice,” she said.

Student Isabella Olivares, also in grade 11, expressed similar senti-ments after her time at the Good Shepherd Shelter in Toronto.

The most memorable part of the day for her was sitting down in the to eat rice, curry and chick peas alongside people she didn’t know she had anything in common with.

“It just opened my mind to the fact that even though these people don’t go back to the same things that me and my classmates do, they’re

equal to us,” she said. “That’s what was so great about eating in the caf-eteria together, it didn’t matter who you were sitting with, everybody was just equal.”

For McLevey, it’s a perfect example of how the Day of Hope urges students to create change not only in others’ lives, but also their own.

“Students were sort of more aware of how some small gesture can create a big ripple of hope into somebody’s life, whether they’re a lonely senior or somebody who just needs some work done and can’t get it done,” he said.

Seeing first hand

photo courtesy holy name of mary colleGe school

COMMUNITY WORK: Students from Holy Name of Mary College School spent a day volunteering with several GTA social service agencies.

16 EDUCATION AND CAMP GUIDE Town Crier WINTER 2012 16 EDUCATION AND CAMP GUIDE Town Crier WINTER 2012

Whole Child. Whole Life. Whole World

Bayview Glen

Founded in 1962, Bayview Glen is a co-educational, multicultural, university preparatory day school.

Our programmes are enhanced to offer our students from age two to university entrance a highly challenging academic, athletic and character-building educational experience.

Bayview Glen is committed to fostering a

sense of community that includes students, parents, faculty and staff. The goal of the programme is to develop the whole child by nurturing self-esteem, leadership, academic excellence and independence within a secure and supportive learning environment.

Each day at Bayview Glen is filled with new experiences, and opportunities are provided for

both challenge and success.Our academic and Advanced Placement

programmes are balanced by a strong music and arts programme, languages, physical education, Duke of Edinburgh Awards, outdoor adventuring, Round Square, community involvement, and co-curricular activities.

Please visit www.bayviewglen.ca for details.

La Citadelle International Academy of Arts & Science

La Citadelle

La Citadelle International Academy of Arts & Science is a unique bilingual private school in Toronto that was founded in September 2000 on a clear vision of international education and rooted in the fundamental concepts of Canadian bilingualism, holistic education and a spirit of excellence in education. La Citadelle International Academy of Arts & Science offers an efficient educational setting based on student-centered classrooms with an optimal student to teacher ratio, attention to individuals students, experienced and devoted teachers and specialized facilities.

The growing reputation of La Citadelle, acknowledged by its IB accreditation, is founded on an exceptionally caring environment, an advanced curriculum from Pre-Kindergarten (2 years old) to university entrance and a comprehensive and balanced program leading to mastery learning in French, English and a third language (Spanish or Mandarin), Liberal Arts, Mathematics and Science and some unique courses such as Computer Music, Method of Study and Character Education.

With three years of total French instruction at the Kindergarten level and eight years of

bilingual instruction at the elementary level, students acquire the skills and knowledge required to start an advanced secondary education that has been customized to offer them a very solid foundation to successfully pursue higher learning in the most prominent universities around the world.

Open House:Last Thursday of every month at 10:00 a.m. 15 Mallow Road, North York, M3B 1G2tel/fax: 416-385-9685info@lacitadelleacademy.comwww.lacitadelleacademy.com

A School for Boys for Since 1913A school for boys since 1913, Crescent

is committed to developing and implement-ing the most current research into how boys learn. Faculty members, rated by parents as Crescent’s greatest strength, consider teach-ing boys their job, and educating boys their responsibility. They combine a challenging aca-demic program with a superior array of co-cur-

ricular opportunities allowing each boy to find and develop his unique abilities.

Students strive for excellence and actively seek leadership opportunities in some aspect of school life. Community service and global outreach are integral components of Crescent’s broad educational program. Our school values, respect, responsibility, honesty and compas-

sion, guide the actions and decisions of faculty and students alike.

We encourage our community to ask of themselves and of others, locally, nationally and internationally, “How can I help?” Looking at oneself through others’ eyes enables a Crescent student to progress from a boy of promise to a man of character.

Crescent School

Central Montessori Schools: Help children reach their full potential

Central Montessori Schools

Central Montessori Schools (CMS) is a non-denominational, co-educational private school that offers a Montessori learning environment that enhances each child's unique learning style. The school operates in five convenient locations in Thornhill and Toronto.

Montessori education is internationally established as one of the most effective meth-ods to help children "learn how to learn", thus gaining independence and self-confidence.

During various stages of our Casa pro-gram, emphasis gradually shifts from basic motor skills and languages to development

of concentration, coordination, independence and sense of order. This leads the child to grasp writing, reading and mathematical con-cepts much more quickly. In our Elementary classrooms, we introduce hands-on material to assist in understanding concepts before they are committed to memory. Physical educa-tion, arts, French and various extra curricular activities help our students to achieve a holistic higher standard of education.

The schools follow a high quality, accred-ited Montessori curriculum, which helps each child to reach their full potential. The daily

activities promote the development of social skills, cognitive ability, self-esteem, emotional and spiritual growth, and a love for learning.

Central Montessori Schools is pleased to add a new Casa French Program at our Willowdale Campus. This program, for children 3-6 years of age is offered fully in French, taught by a certified Montessori teacher and follows the Montessori philosophy. The CMS Casa French class offers five half days (a.m./p.m.) of five full days.

For information please visit our website at www.cmschool.net.

A magical place for childrenLittle Owl preschool and elementary

is a magica l p lace for ch i ldren. Child education, child learning and advancement of child development is not our business, but our passion. At Little Owl Preschool and elementary, we have developed our core values to fully express our beliefs and our commitment to you and your child. It is for these reasons that we refer to our core values as our spirit; support, passion, integrity, respect,

imagination and trust. We offer language classes in English

literacy, Russian and French, as well as classes in math, science and computers. In addition, there are various trips and summer camps. In fact many of our graduates return to Little Owl in order to spend time during the summer months at our summer camp. Little Owl is a little piece of heaven for our children. It is a learning oasis where they grow

and mature into bright young minds. They develop in a loving and nurturing environment as we prepare them for the future. We truly believe that by working together as partners in your child’s education we will be able to teach your children well. Visit www.littleowl.ca

Natasha GalinskayaPrincipal Little Owl Preschool and Elementary

Little Owl Preschool

Your Perfect School

WINTER 2012 EDUCATION AND CAMP GUIDE Town Crier 17WINTER 2012 EDUCATION AND CAMP GUIDE Town Crier 17

Educating children for a lifetime of success….

ROYALCREST ACADEMY celebrates its 8th year in Vaughan with its Phase 1 expansion completed. The Academy boasts over 25,000 sq ft of classroom space, gymnasium, art and music room, library, outdoor soccer field, basket ball court and playgrounds for our preschoolers and kindergarten students.

ROYALCREST ACADEMY has a simple

but remarkable vision; To provide a safe, nurturing and academically challenging environment for its students, as they mature into their elementary years.

ROYALCREST students learn to “Think, Love and Create” in a school that offers a solid academic foundation, coupled with extensive programs in; Vocal and instrumental music; Computer Studies;

Physical Education and Sports; Art and French as a second language.

For further information, please call to schedule a personal interview or visit an open house: Saturday January 21st, 10:00am - 12:00pm, Saturday February 4th, 10:00am - 12:00pm.

Tel: 905-303-7557 www.royalcrestacademy.com

RoyalCrest Academy

Education With Balance

The Country Day School (JK-12) is a co-ed, non-denominational, university-preparatory school. It is situated on a beautiful 100-acre campus in the heart of King Township, just north of Toronto.

If you were to visit, you would find that the CDS community is dynamic, friendly, down-to-earth, and involved.

Our mandate is to equip students with

what they need to make their way in the world with success. We offer a superior, balanced education that challenges the student, develops the mind, and strengthens the character. The campus has outstanding athletic facilities, a modern performing arts centre, and leading-edge technology – all of which enhance our ability to educate in innovative ways.

Our passion is to ensure that every graduate leaves our school well prepared for university, confident, independent, intellectually curious, morally responsible, appreciative of the arts, physically fit and globally aware. Find out more about CDS and our open house schedule at our web site www.cds.on.ca or by calling 905.833.1220.

The Country Day School

Metro Prep Academy: A strong foundation for the future

Metropolitan Preparatory Academy offers semestered, co-ed Middle School (grades 7-8) and High School (grades 9-12) programs in the DVP and Eglinton area.

Walking through the hallways of Metro Prep, you’ll quickly notice that it’s not an “old-fashioned” private institution.

The academics are structured and chal-lenging, yet the environment is supportive and

nurturing. Faculty and administration doors are open, encouraging strong relationships with students and their families.

And, no uniforms are in sight, allowing young men and women to express their indi-viduality.

In this comfortable setting, Metro Prep’s students are taught to trust their instincts, to think both critically and creatively, ask ques-

tions, and seek the help they need to succeed. Extensive athletic and extracurricular opportu-nities foster the physical and social potential of each child.

For over 29 years, Metro Prep’s has been preparing children for the academics of univer-sity and the skills needed for life-long success. Preparation begins NOW!

Please visit www.metroprep.com.

Metropolitan Preparatory Academy

Your Perfect School

TFS is Canada’s International School

TFS - Canada’s International School is bilingual, co-educational and non-denomina-tional. Renowned for its academic excellence and emphasis on personal development, TFS educates students from age 2 to university entrance.

Our outstanding English and French cur-riculum is designed to provide students with a world view. We are accredited by the Ministry of

Education of Ontario, the Ministry of Education of France and the International Baccalaureate organization.

Students require no prior knowledge of French when applying up to and including Grade 7. Our Introductory French Program gives students intensive French language instruction, following the same curricula as their peers.

Athletics and the arts are an integral part

of a TFS education. Our students also benefit from our rich array of co-curricular programs. All students prepare for the International Baccalaureate Diploma and have the unique opportunity to pursue an IB bilingual diploma.

Want your child to be prepared to be a global citizen of tomorrow?

Learn more about TFS’ Toronto and Mississauga campuses at www.tfs.ca.

TFS - Canada’s International School

Celebrating Over 10 Years of Quality Education

Toronto French Montessori School is a bilingual co-educational school for students from 2 1/2 and up. Students 5 years and under with no previous exposurea to French can join us at TFMS.

We aim to provide a warm, happy and enriching environment in which the children are free to develop at their individual pace. Our students will gain the skill, knowledge and attitudes necessary to lead them to a fulfilling and purposeful

experience in life.Our students have a unique advantage

of studying English & French as first language enabling them to continue their education in either language. Our teachers are highly qualified & dedicated to the job. As a result of our bilingual program & the benefit of small classes, TFMS has become the school of choice for an increasing number of parents seeking the best possible education for

their children. Our learning environment is one in which every student has the opportunity to experience academic and personal success. We have received many awards for the best Montessori School in Toronto.

We look forward to welcoming you to both of our campuses. To arrange a personal interview, contact our admissions o f f i ce a t 416-250-9952 or v is i t www.torontofrenchmontessori.com

Toronto French Montessori

18 EDUCATION AND CAMP GUIDE Town Crier WINTER 2012

Your Perfect School

TMS School - A Flagship Montessori Progam and IB World School

TMS prepares our students to define and achieve success on their terms in a complex, competitive and ever changing world.

They are ready to realize their full potential as happy and fulfilled individuals in university, career and life. Our unique educational experi-

ence integrates challenge and inspiration in all areas: academics, arts, athletics and citizen-ship. It seamlessly combines two international-ly acclaimed approaches; a flagship Montessori program (18 months to grade 6) and a welcom-ing International Baccalaureate program (grade

7 to 12). To learn more visit us at www.tmsschool.ca or call 905.889.6882 Ext. 230 to arrange for a tour. The Bayview Campus and Elgin Mills Campus are located in Richmond Hill, ON. TMS School is accredited by IB, CAIS, CIS and CCMA.

TMS School

Experienced faculty engages minds at Toronto Prep

The Toronto Prep School is a new, indepen-dent, co-educational, university preparatory, day school for discerning students and parents. We are dedicated to creating an academic and social environment designed to prepare stu-dents not just for admission to university, but for success - both in the post-secondary arena and in later life.Toronto Prep is built upon the

belief that a talented, experienced, dedicated, passionate, and well-prepared teaching staff is one of the most important ingredients for stu-dents’ success in school. Teachers’ knowledge and skill make a crucial difference in what stu-dents learn and how well they are prepared for the rigours of post-secondary school education.

We are committed to engaging each one

of our students and will provide them with the best learning environment. Let us help your child achieve and maintain academic success.

Consider our program if you are inter-ested in an academically rigorous and struc-tured environment dedicated to challeng-ing and nurturing your child. Contact us at www.torontoprepschool.com.

Toronto Prep School

Waldorf: Preparation for Lifelong Learning

For 90 years Waldorf graduates have gone into the world & made real, positive change. 94% attend university & an astounding 50% pursue post-graduate studies. Research shows Waldorf graduates then go on to rewarding careers, lasting friendships & remain confident, independent & ethical.

At Toronto Waldorf School students are

presented with educational experiences when they are physically, emotionally, socially & intellectually ready for them – the right thing at the right time.

Maths, sciences, arts, languages, humanities & movement are integrated, often into a single lesson, to fully engage the students.

This approach fosters a deeper

mastery of the material and a lifelong love of learning.

Despite ever-changing educational trends, Toronto Waldorf School continues its emphasis on a values oriented, child centred environment that teaches students how to think - not just what to think.

Please visitwww.torontowaldorfschool.com

Toronto Waldorf School


sChOOl DAte time COntACt inFO

Bayview Glen sat., feb.4, 2012 1:00pm - 3:00pm 416-443-1030 www.bayviewglen.caCentral montessori schools thurs. at all 5 locations 9:00am - 11:30am 416-250-1022 www.cmschool.net 1:00pm - 3:30apm Crescent school All Grades 416-449-2556 www.crescentschool.org thurs. may 24, 2012 9:30am - 11:30amelgin View montessori school every thursday 9:00am - 5:00pm 905-884-5777 www.elginviewmontessori.com la Citadelle Open house last thursday of every month 416-385-9685 www.lacitadelleacademy.com 10:00amlittle Owl preshool Please call for information 416-229-2356 www.littleowl.cametropolitan preparatory Academy thurs, feb. 9, 2012 4:00pm - 8:00pm 416-285-0870 www.metroprep.com thurs, apr. 19, 2012 4:00pm - 8:00pm Our Kids Camp Expo www.campexpo.ca sun, feb. 26, 2012 12:00pm - 4:00pmRoyal Crest Academy sat., Jan. 21, 2012 10:00am - 12:00pm 905-303-7557 www.royalcrestacademy.com sat., feb. 4, 2012 10:00am - 12:00pmthe Country Day school sat., feb. 4, 2012 10:00am - 1:00pm 905-833-1220 www.cds.on.ca sat., feb. 23, 2012 9:00pm - 12:00pm 7:00pm - 9:00pm

toronto French montessori school fri., Jan. 20, 2012 9:30am - 11:00am 416-250-9952 www.torontofrenchmontessori.com 1:00pm - 3:00pmtFs - Canada’s international school Age 2 to Grade 1 416-484-6980www.tfs.ca Wed., Jan. 18, 2012 9:30am - 11:30am ext. 4247 Junior school: (Grade 2 - Grade 5) thurs., Jan. 12, 2012 9:30am - 11:30am

senior school: (Grades 6 - university entrance) Wed., Jan. 25, 2012 9:30am - 11:30amtms school Please call to arrange tour 905-889-6882 www.tmsschool.ca toronto prep school sat., april 21, 2012 11:00am - 2:00pm 416-545-1020 www.torontoprepschool.comtoronto Waldorf school sat., Jan. 21, 2012 10:00am - 1:00pm 905-881-1611 www.torontowaldorfschool.comupper Canada Child Care Call for information 905-946-1113 www.uppercanadachildcare.com

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Open HOuse scHedulefor Private & indePendent SchoolS


• All music, all the time Spend the summer playing a different tune

• Lessons from camp The important life skills children can gain from spending time outdoors

KIDS CAMPSAND ACTIVITIES

phOtO COuRtesY OuR KiDs meDiA


H

strike up the band

Rock out at music

camp

Programs give students a way to hone their skills and have fun• BY shAheeR ChOuDhuRY

photo courtesy Guitar Workshop plus

LEARNING TO SHRED: Students at Guitar Workshop Plus spend a week learning the finer points of both their chosen instrument and preferred style of music.

er first brush with music came at age three when Irene Harrett’s parents enrolled her in a music program at Humber College. Since then she’s become an avid musician who spends part of her summers at various music camps.

Harrett, who currently plays the double bass and bass guitar, has gone to about

seven or eight music camps.“I usually try different ones each year,”

says the grade 11 student. “They all offer different things and have different teach-ers.”

Harrett says unlike music lessons you get a more intense experience at music camp as well as an honest opinion from the instructors since it’s not coming from a private tutor.

She suggests looking into a few camps before choosing one as they all offer dif-ferent things. But she also warns that music camps aren’t for everyone.

“Kids that don’t feel like they want to do music will not enjoy the programs because they are so music focused,” says Harrett. “And if kids aren’t used to that or they really don’t feel comfortable doing that, it doesn’t really work.”


For Harrett, Guitar Workshop Plus, which she attended last summer, provided the best experience. She said she learned more from their pro-gram than any camp she’s attended.

Guitar Workshop Plus holds two sessions at Appleby College in Oakville in the last two weeks of July. Followed by one more session in Vancouver in mid-August.

The camp’s founder and director Brian Murray says the program is for those who are serious about music. According to Murray, half of the campers are between the ages of 12–18 and the other half are anywhere from 20–70 years old.

“We do rock, blues, jazz, acoustic, classical,” Murray says. “Basically every style of music and students choose their major.”

Students can also choose to major in the bass guitar, percussion, key-board, vocals and song writing. They are free to attend special clinics centred on their own particular interests throughout the week, in addition to their other work.

“You’re living, breathing, eating music, morning noon and night for a week,” says Murray.

He adds that you can’t help but get inspired when like-minded people who all hold the common interest of music surround you and are all trying to better themselves and their art.

However, as Harrett pointed out, a fully music-focused camp is not for every-one, but some programs, like that at the National Music Camp, offer music along with a more traditional camp experience.

The camp’s music director Michael Ferguson says it’s important to have both music and non-music activities.

“For those serious students, those who want to do more in-depth music at the camp can do so,” says Ferguson. “But also those who feel that the base courses we have is enough for them can choose to do other things.”

The camp offers a variety of musical disciplines and styles mixed with water-skiing, kayaking, wall climbing, archery and sports.

“It is a great way to be introduced to music because you are in an environment that is totally focused on music education,” says camp director Bruce Nashman. “But you’re also having fun and a great time making friends, doing camp activi-ties, so it’s an ideal situation for anyone interested in music.”

Like Harrett, Ferguson suggests parents look at different music camps and see what each has to offer to find one best suited to their child.

“This is an overnight camp and there are music day camps that go on in bigger cities,” says Ferguson. “But I think in terms of a summer camp that has a focus, but still gives the kids a summer camp experience, really it can’t be beat.”

• “You’re living, breathing (and) eating music.”

photo courtesy national music camp

COME BLOW YOUR HORN: National Music Camp mixes musical instruc-tion with more traditional camp activities such as waterskiing, kayaking and archery.

905.889.6882905.889.6882www.discovery.ca

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Exciting field trips twice weekly to places like Ontario Place, Science Centre, Toronto Zoo, Kettleby Valley Camp

Swimming • Sports • Creative Arts • Science & Nature

Weekly sessions beginning July 5th, 2010Extended Hours • Ages 6-12 years • Family Discounts

For information please call

905-946-1113Want to know more about Upper Canada?

Visit us on the web:

www.uppercanadachildcare.com

Beyond memories

Benefits of campMany important life skills can be gained over the summer

• BY ChRistl DABu

At first, the campers were only familiar with the digital realm of text messages, Facebook and video games. But by the end of camp, a new study found they experienced significant growth, connecting with the world beyond electronic screens and smartphones.

“The major changes on their growth speaks tremendously of the summer camp experience,” says Troy Glover, the director of the University of Waterloo’s Healthy Communities Research Network, who spearheaded the Canadian Sum-mer Camp Research Project.

Camp counsellors had observed the positive change in children by the end of their sessions, according to researchers from the project.

“Sending kids to camp allows children to grow and learn good citizenship, social integra-tion, personal development and social develop-ment, exploring his or her capabilities and being in a safe environment where they can grow, gain independence and take risks,” Glover says.

And in the age of overprotective parents want-ing to shelter their children from all risks, camp can offer a safe place for kids to experience the kind of freedom their parents enjoyed when they were young.

“My parents were much more open to allow-ing me to play wherever I want … (as opposed to)

today, despite our communities being statistically safer,” says Glover, a father of two. “Because we want to protect kids from harm … we are less likely to give kids their freedom.”

By allowing children to take risks, the study found camp helps children develop important skills and build their independence, resiliency and self-esteem in a safe, supervised and sup-portive environment.

“Camp does a really good job of teaching kids it’s okay to fail and helps them recognize their limitations and see these are things that are not fixed and can be improved upon,” Glover says.

Before making it big, Josh Bailey, the 21-year-old New York Islanders player from Bow-manville, was just a kid playing the game he loved. At hockey camp in Aurora, his parents and grandparents would cheer from the stands as Bailey, his cousin and brother teamed up and usually won the championship trophy at the end. While seven summers at hockey camp helped him develop the technical skills he needs today, for Bailey, camp was about the fun of the game.

“I was learning a lot, but I was a lot more focused on having fun,” he says. “We just went to have a good time, and it makes you love the game even more.”

Camps can also provide the bond with nature

that is sorely missing in the lives of many chil-dren today, Richard Louv writes in his book, Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.

“Children need nature for the healthy devel-opment of their senses, and therefore, for learn-ing and creativity,” Louv says.

Steve Paikin, Canadian journalist, author and host of TVO’s The Agenda, fondly remembers jumping off a 12-foot mini-cliff, learning to build a fire, and falling in love with one of the kitchen girls while at camp.

“Getting outdoors, in the bush, particularly if you live in an inner city, is essential to becoming a better person,” he says. “It’s an essential build-ing block in allowing children to become more independent. And let’s not forget the obvious: it’s good for parents as well to have some time on their own, knowing their kids are thriving in a spectacular environment.”

Camp can also be a place where youth gradu-ally build leadership skills.

“You’re often having to rely on your team-mates or cabin mates to complete an activity,” says Moira MacDougall, who heads teen and young adult strategies for the YMCA of Greater Toronto, a charity providing community support programs.

For Trefor Munn-Venn’s family, camp is the most important event after Christmas and Easter. Since his first child was born seven years ago, the consultant has been taking his entire family each year to Cairn, a traditional overnight camp in Baysville.

The 42-year-old father says camp has helped his two boys, ages 7 and 5, become more confi-dent and proud of themselves for doing things they didn’t think they could do such as wall-climbing, canoeing and living outdoors for a week.

“They’re encouraged to be themselves and the staff help them discover who they are,” he says. “We see them come back always more relaxed, confident and independent.”

- With files from Lisa Van de Ven and Caroline Maga

Christl Dabu is the editor of camps.ca and Our Kids Canada’s Summer Camp Guide, produced by Our Kids Media (www.ourkids.net). Our Kids will be hosting a Camp Expo (www.ourkids.net/cam-pexpo) on Feb. 26, 2012, at Roy Thomson Hall, featuring March break, year-round and summer camps from across Ontario. For a handy camp search engine, camp alumni profiles and more tips, visit www.camps.ca/2012.


• 1. Creative Thinking: Employers are looking for creative thinkers who

can move their businesses forward. Being able to think on your feet, and approach tasks from different perspectives will distinguish your child from others. In an arts program, your child may be asked to recite a monologue in six different ways, create a painting that represents a memory, or compose a new rhythm to enhance a piece of music. If your children have practice thinking creatively, it will come naturally to them now and in their future careers.

• 2. Confidence:

A lot of people get physically ill at the thought of speaking in front of their colleagues or making a presentation. The skills developed through theatre not only train you how to deliver a message convincingly, but also build the confidence you need to take com-mand of the stage. As a child, I was extremely shy. But practising stepping out of my comfort zone in improv and allowing myself to make mistakes and learn from them in rehearsal, gave me the confidence to perform in front of large audiences.

• 3. Problem-solving:

The only way to achieve success is to see a prob-lem as a challenge that we can overcome. When you break it down, artistic creations are born through the solving of problems. How do I turn this clay into a sculpture? How do I portray a particular emotion through dance? Without even realizing it, kids who participate in the arts are consistently being challenged to solve problems.

• 4. The Art of Conversation:

Internationally renowned speaker and business guru Nido Qubein explains that effective communica-tion has three basic components: connecting with an audience, conveying messages they understand and checking their responses to what you are saying. On The X-Factor we hear Simon Cowell telling contes-tants to express the emotion of the song, so they can connect with the audience. Although sometimes harsh, Simon teaches a valuable lesson about the importance of communication. Experience in any performing arts discipline teaches the very same lesson.

• 5. Work/Life Balance:

This one is simple. The arts teach you how to play.

not just a stage

How the arts can help you succeed

Five skills

What if every child had the confidence to handle any of life’s challenges? Growing up in today’s world presents challenges that didn’t exist 20 years ago, so how are parents going to equip their children with the tools to overcome roadblocks and launch them on a path to success?

The answer is simple: the arts. Engaging in music, dance, theatre or visual arts provides kids with the competitive edge they need to achieve success in every aspect of their lives. The arts deliver five keys that can unlock a bright, fulfilling and prosperous future.

They can help manage stress and provide an outlet for expression. I, myself, am a dancer and nothing fuels my creativity and releases stress more than hitting the dance floor. If children become accustomed to having an outlet for expression and release for frustration when they are young, they are more likely to adopt

these important habits as adults. Lisa Phillips is the Executive Director of Horizon

Arts Camp, a professional performing and visual arts camp in Toronto. Check out her blog at www.theartis-ticedge.org.

Canada’s L argest summer Camp expoFebruary 26, 2012 · roy thomson hall · toronto

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Find the best march break program or summer camp For your kids and teens.

12:00 - 4:00 pm


• BY Ann Ruppenstein

It may be winter but it’s not too early to start thinking about summer camp.

With a plethora of choices, Camp Kandalore’s director Dave Graham suggests parents call potential camps to find out more about their programming and philosophy in order to help figure out what would be a good fit for their kids.

Graham suggests parents gather and share infor-mation with their kids prior to any overnight excur-sions so they know what to expect and are excited and looking forward to the experience.

“Every child is unique and what I would encour-

age families to do is be very honest in your appraisal of your child,” he says. “Don’t stop your child from going to camp because you as a parent aren’t ready for them to go. Look at your child and if they’re ready to go, then do it.”

When it comes to choosing a camp Power Soc-cer’s director Liam Power says parents should look into the camp’s schedule to find a breakdown of the activities planned to see what kind of content their kids may learn and benefit from.

“I think it’s important for parents to consider the whole package of the camp, considering the price

Choosing wellFinding the right camp for your child

and stuff like the reputation of the camp and also just to talk to their friends because word of mouth is such an important method of communication as well,” he says.

Power says one of the benefits of choosing a spe-cialized camp is it engages kids with a subject they’re already interested in and allows them to develop their skills and knowledge in the process.

Though he runs a general camp Graham says campers get the chance to try out many activities and potentially discover a passion for something they never knew existed.

“We’ve produced world-class athletes in kayaking out of our program from kids who just came to try all kinds of activities so you get that in a general camp,” he says. “If your child already has a very focused special-ization that you want to take advantage of and progress even further, then you can look to a specialized camp.”

The Hollows Camp’s founder and co-director Ste-phen Fine believes picking a camp should be a family affair. He says parents can present potential options to their kids and ask which they’d be interested in attend-ing or simply ask for their input in the first place. When choosing between day and overnight camps he says a day camp often serves as a stepping-stone to the resi-dential experience.

“I think that at a certain age kids can really benefit from time away from that which they are really famil-iar with,” says Fine. “It’s an adventure to go away to a residential camp and it doesn’t have to be very far just getting out of the house and having some new sur-roundings and some new friends other than the ones that you see all the time.”

It may be hard for parents to envision warm weather during this time of year but Graham says booking early guarantees more than just discounted rates.

“Camps that are popular and good quality and well known are going to fill quite quickly,” says Graham. “The longer the delay you have in registering for camp, the less options you will have registering for camps. If you have a sense that’s something you want to do … get it out of the way and do it right now.”

photo courtesy our kids media

FUN TIMES: Camp can be a great experience, if you and your kids pick the right one for them.

decisions, decisions

Infant • Toddler • Preschool • Nursery School • Before & After School Programs • Summer Camp

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For more information on any of our 48 centres or our camp programs, please

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We have 48 locations in communities all across Southern Ontario including

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WINTER 2012 EDUCATION AND CAMP GUIDE Town Crier 25WINTER 2012 EDUCATION AND CAMP GUIDE Town Crier 25

Discovery Day Camp has been creating over 40 years of wonderful camp memories!

Discovery Day Camp offers your child a hero’s journey – a quest for self-discovery, with endless opportunities for exploration, in a world of creativity, culture and socialization.

Creating a sense of wonder and joy through activities that have meaning and purpose

and that will contribute to the development of child’s character, who will make a positive contribution to our global community. Digital Photography, Robotics, Science Exploration, Dance and Beach Volleyball! A few of the many programs!

Summer and March day camp program hours are from 9:00 am- 4:00 pm, with extend-ed care hours available for an additional fee from 7:30 am until 8:30 am and from 4:30 pm until 6:00 pm.

www.discoveryday.ca

Discovery Day Camp

Power Soccer School – advanced technique training

Power Soccer provides a comprehen-sive range of training programs from the beginner to the elite player.

We emphasize fair play, skill develop-ment and the maximization of each child’s potential. Our programs are presented through a creative age appropriate soccer training model.

We focus on giving players the oppor-tunity to express their individuality while

providing clear feedback on how improve-ments in their game can be made.

Clinics and camps focus on ball con-trol, movement with and without the ball, dribbling, shooting, defending and accu-rate passing.

Players experience soccer sessions which are rewarding and enjoyable. Pow-er Soccer coaches conduct challenging sessions which provide an opportunity for

full participation for each player. We build player confidence through a program in-cludes lots of game play.

Improved ability level and a marked increase in game enjoyment are the re-sults of participation in Power Soccer programs. Please visit our web site at www.powersoccer.ca or cal l us at 905.829.0562 (local call) to learn more about the Power Soccer School.

Power Soccer

It’s a camp wonderland in the middle of winter.

The Our Kids Camp Expo, the largest one of its kind in Canada, is a one-stop shop to help families find the best camp for their child.

“It’s very interesting and very informa-tive—we got a lot of information we nev-er knew about,” says Nadia Carter, who attended the expo last February with her

son, Dibonte, 11, and her husband.Our Kids is hosting its annual Camp

Expo on Feb. 26, 2012, from 12 a.m. to 4 p.m. at Roy Thomson Hall in Toronto.

The expo features over 50 different types of March break, year-round and summer camps from across Ontario and Quebec.

The free information seminars will help you choose and prepare for summer camp.

Register online for a 50 per cent off ad-mission voucher: www.campexpo.ca.

While families have to do a little re-search, there is a right camp for every child.

Our Kids Camp Expo

A Sleep-over Camp for the Arts!

Centauri is an exciting summer camp com-munity created especially for young people with arts interests.

Now entering our 18th exciting sum-mer, we offer 40 specialist arts programs for young people to choose from, all locat-ed at a residential camp facility in the Niag-ara Region.

With programs for ages 8 all the way to

pre-university, a special club for younger campers away from home for the first time and challenging leadership programs for old-er teens, Centauri has something for every-one!

Choose from theatre, dance, art, film, cre-ative writing, photography, design, musical the-atre and stage combat, or make a movie with us in Wales!

With an outstanding faculty of arts instruc-tors, fun-loving and creative counsellors, excit-ing camp activities and a nurturing, communi-ty focus, Centauri is the place to be if you love the arts.

Join us this summer for memories, skills and friendships that last a lifetime.

Visit www.centauriartscamp.com or call 416 766 7124.

Centauri Summer Arts Camp

A directory of private and independent schools for

students from preschool to grade 12

Camps and After School Activities


Camps and After school activitiesCamps and After-School Activities


Tap into Tapawingo…

And tap into an 80 year tradition of adven-ture and fun. For girls 6-15 years of age, the Y.W.C.A.’s Camp Tapawingo turns a summer exper ience into a summer of life-time memo-ries. The relaxed atmosphere of an all-girl’s setting creates the perfect environment for embarking on a girl’s road to self-discovery, confidence, achievement and FUN.

Our Georgian Bay location provides for a broad range of activities-swimming, canoeing, sailing, kayaking as well as climbing, crafts, paddlemaking, dance, drama and woodwork-ing.

Whether it is making friends, singing by a campfire, special events, games, or sports-every day is a new adventure. A range of trips

are offered from overnight canoe trips to a five day trip. Our sessions run 2 or 3 weeks with a one-week option for younger girls and a special 6 week leadership program for 16 year old girls.

For slide show information or a brochure call the Camping office at 416-652-9374. Please visit www.ywcatoronto.org

YWCA Camp Tapawingo

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2012 Yamaha Music School

Yamaha believes that everyone can cre-ate, perform and enjoy music, resulting in an enriched life.

World-famous Yamaha courses are designed for specific ages: Tunes For Twos (age 2-3) encourages singing, movement and rhythmic play. Junior Music Course (age 3-5) develops aural/music skills using the keyboard. Young Musicians Course (age 6-8) develops musicianship/keyboard skills. Piano Club (age 8-10) teaches piano styles and keyboard

ensembles. Guitar Course (age 7-adult) teach-es strumming/solo/ensemble playing. Violin Course (age 8-adult) teaches classical/alterna-tive music with motivating software accompa-niments.

We also offer cello lessons! Flute and Sax Courses (age 10+) develop basic technique through solo/ensemble playing with motivating software accompaniments. Drum Course (age 10+) teaches today’s popular beats with moti-vating software accompaniments. Keyboard

Club (teens/adults) teaches all about today’s electronic keyboards. Seniors Keyboard Course (age 65+) - making music improves quality of life – it’s an ideal way to learn a new skill while meeting new friends. We also offer lessons for seniors at the Japanese Canadian Cultural Centre (@ DVP and Wynford Dr.). Yamaha courses also available at 88 Keys - 9011 Leslie St. (at Hwy7) and Wizz Kids, 660 Eglinton Ave. E (at Bayview). For more information, visit


Yamaha Music School

Upper Canada Day Camps

Upper Canada Child Care

At Upper Canada Day Camp, feild trips are our specialty. Twice per week we jump on a bus and take in all that the GTA has to offer. We travel to exciting places like African Lion Safari, Ontario Place, Toronto Zoo, Wild Water Kingdom and The Science Centre. Whether we are enjoy-ing a theme park, sporting event, or nature trail, the objectives are the same: to explore, discov-

er and have fun among friends. Days when we are not on trips are equally busy.

Activities such as swimming, sports, arts, crafts and science keep bodies and minds active and entertained. Canoeing, archery and rock climbing at our Kettlby Valley Camp location, round out our dynamic program. Friendship, safety and most of all fun are what

our camp is all about.Our camps run from Monday to Friday

7:00am to 6:00pm for children ages 6 to 12 years. We offer family discounts and provide a nutrious morning and afternoon snack.

Please call 905-946-1113 for regestration or visit us at

www.uppercanadachildcare.com

Upper Canada Child Care

Upper Canada Child Care Centres

Upper Canada Child Care is a growing family of 51 non-profit child care centres throughout North York, York Region and Simcoe County. Day care and summer camp programs are offered for children ages 3 months to 12 years. The centres are government licensed and combine education with quality care.

Upper Canada has established its reputation for quality.

Each daycare meets and surpasses the high standards set by the Ministry

of Youth and Children’s Services. Every child receives the best in terms of health, nutrition, education and a comfortable, safe, cheerful environment. All programs are led by qualified staff who provide nurturing, stimulation and learning opportunities that encourage success for each child.

Five of the centres offer specialized programs that combine Junior and Senior Kindergarten with a full-day child care component.

These programs run 5 days per week for the full year. The curriculum emphasizes language, mathematics, science and technology, personal and social development and the arts.

Educators facilitate the child’s growth by providing a rich and stimulating program. Concrete experiences promote competency and encourage self-esteem.

Ca l l ( 905 ) 946-1113 fo r t he centre nearest you, or visit us at www.uppercanadachildcare.com.

EDUCATING BOYS: CHALLENGES, OPPORTUNITIES & SOLUTIONS

A special presentation on Wednesday February 1 at 7:00 p.m.

Centrefor Creative Learning, Crescent School

No charge to attend but please register online at

www.crescentschool.org/EducatingBoys

THE COUNTRY DAY SCHOOL (JK-12) is a co-ed, non-denominational, university-preparatory school. We offer a superior, balanced education that challenges the student, develops the mind, and strengthens the character. We educate in innovative ways through integrated, leading-edge technology and in sophisticated facilities for academics, athletics, visual and performing arts. Our 100-acre campus also affords students countless outdoor education opportunities. Please contact us at any time to arrange a personal tour.

13415 Dufferin Street, King, Ontario 905.833.1220 [email protected] www.cds.on.ca

OPEN HOUSE SCHEDULE

Saturday, February 4 10am - 1pm Thursday, February 23 9am - 12pm

7pm - 9pm

Application Deadline: Feb. 28, 2012

EducationWithBalance

OPEN HOUSE

education and camps guide winter 2012 - north ed

Documents

camp guide town crier

camp guide town crierwinter

camp guide town crier

education guide4teaching

bilingual montessori

new ways

wingold avenue

life lessons