J. Addison School

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• Student reviews (7)

• Overall Experience
• School Leadership
• Teaching
• Academics
• Extracurriculars
• Students
• School Life
• Community
• School Location
• Admissions

School Busing:

• Markham

Gallery showcasing school life and general photos of J. Addison School.

School Facilities Gallery

Photo-tour of facilities

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• Athletics facilities
• Campus
• Classrooms
• Residences
• Shared spaces

Athletics facilities

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Classes like dance, theater, karate etc. take place at our Dance Studio, where students learn about body movement and be active.

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At J. Addison School we believe that character development nurtures the universal attributes upon which schools and communities find consensus. These attributes provide a standard for behavior against which we hold ourselves accountable. They permeate all that happens at J. Addison. They bind the J. Addison Learning Community together across the lines that often divide us in society. They form the basis of our relationships and of responsible citizenship. At J. Addison School we encourage both community and friendly competition between students in a supportive and inclusive environment. This provides not only an increased feeling of identity and belonging, but it also provides students with a sense of tradition and leadership opportunities.

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At J. Addison School, we provide students with the most inclusive learning environment. With state-of-the-art classrooms, advanced science/information technology/arts laboratories, conventional gymnasium, dance/fitness studio, music room, resourceful library, cafeteria with supervised nutritionist, and year-round dormitory residences, we truly can be every student’s optimal school of choice.

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Campus

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At J. Addison School, we endeavour to provide an inclusive environment that fosters cooperative learning, intelligence, creativity, and innovation. We encourage our students to continually and conscientiously challenge and motivate themselves to their full potential.

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In 2011, Principal Mr. Venditti initiated the idea of creating a school mascot to facilitate the building of school spirit and to reflect the school’s goals and vision. Ms. Samantha Ngan, the Director of Guidance took on the leadership role to organize a school campaign for the project. The students submitted three logos the Phoenix, the Tiger, and the Flame. After an intense day of voting, “The Flame” was selected as the winning entry. ‘The Flame’ symbolized purity and the endeavor for perfection. Along with ‘The Flame’ the school mascot, came the school motto: Ut illustro cum sapienta et scientia. Translated from Latin it means: ‘to illuminate us with wisdom and knowledge.’

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Located at the corner of Woodbine and Valleywood Drive in beautiful Markham, Ontario, Canada, you will find our state-of-the-art 58,000 sq. ft. new built featuring residence halls, multi-sport gymnasium, cafeteria, science lab, dance studio, outdoor space and more.

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Classrooms

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Special events and outings are regularly organized for Montessori students to engage and learn about the many cultures and happenings around the world.

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Montessori students work individually and also with each together.

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J. Addison School is fully equipped with Montessori teaching resources and materials that follow and cover all 5 Areas of the Montessori Curriculum.

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Residences

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At J. Addison School, we endeavor to provide an inclusive environment that fosters cooperative learning, intelligence, creativity, and innovation. We encourage students to continually and conscientiously challenge and motivate themselves to their full potential.

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Our fully-equipped residence facilities provide a worry-free environment for students to have a balanced and healthy lifestyle.

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Shared spaces

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Nutritious and fresh meals are prepared in house by our chefs at Cafe J everyday.

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J. Addison School believes that a balanced and healthy diet is the key to balanced and healthy life which is important as you embark on a PATHWAY TO SUCCESS.

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Gallery showcasing specific locations and facilities found at J. Addison School.

• Curriculum Montessori, International Baccalaureate
  [Show definition of Curriculum]

  Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

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  Curriculum approach at J. Addison School: Montessori, International Baccalaureate

  J. Addison School has a Montessori, International Baccalaureate approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).

  [Show: About Montessori, International Baccalaureate?]

  Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.

  Curriculum at schools on OurKids.net

    Montessori - 10%
    Traditional - 39%
    Liberal arts - 13%
    Progressive - 36%
    Reggio Emilia - 0%
    Waldorf - 2%
  

  J. Addison School has a International Baccalaureate approach to secondary curriculum.

  Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.

  What J. Addison School says: We aim at providing a well-rounded education for our students. In addition to the traditional curriculum, we incorporate our “Focus For Success™” adaptive developmental program, which takes place as an additional 5th period. During this time, students engage in activities according to their needs, should they be personalized academic support and/or extra-curricular activities which offer opportunities to learn and explore new interests. Our approach is to provide a learning environment that enriches students' school life, and inspires creativity while building confidence through self-discovery.

  Montessori offered:

  Program	offered
  Montessori toddler
  Casa
  Elementary
  Middle School
  High School

  International Baccalaureate offered:

  Program	offered
  Primary Years
  Middle Years
  Diploma program
  Career-related program

  Approach:

  Focus
  Academic

  Pedagogies and subject courses:

  • Mathematics Equal Balance

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    Mathematics approach at J. Addison School: Equal Balance

    J. Addison School has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).

    [Show: About Equal Balance?]

    These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Mathematics at schools on OurKids.net

      Equal balance - 69%
      Traditional math - 26%
      Discovery math - 5%
    

    What J. Addison School says: This information is not currently available.

    Textbooks and supplementary materials: This information is not currently available.

    Calculator policy: This information is not currently available.

  • Early Reading Balanced Literacy

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    Early Reading approach at J. Addison School: Balanced Literacy

    J. Addison School has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive , Whole Language approach).

    [Show: About Balanced Literacy?]

    Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.

    Early Reading at schools on OurKids.net

      Balanced literacy - 54%
      Phonics-intensive - 45%
      Whole language - 1%
    

    What J. Addison School says: This information is not currently available.

    DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    What J. Addison School says: This information is not currently available.

  • Writing Equal balance

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    Writing approach at J. Addison School: Equal balance

    J. Addison School has an Equal balance approach to Writing (as opposed to Systematic approach , Process approach approach).

    [Show: About Equal balance?]

    Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.

    Writing at schools on OurKids.net

      Equal balance - 80%
      Systematic approach - 9%
      Process approach - 11%
    

    What J. Addison School says: This information is not currently available.

  • Science Equal Balance

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    Science approach at J. Addison School: Equal Balance

    J. Addison School has an Equal Balance approach to Science (as opposed to Expository , Inquiry approach).

    [Show: About Equal Balance?]

    Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.

    Science at schools on OurKids.net

      Equal balance - 67%
      Expository - 6%
      Inquiry - 27%
    

    Teaching approach: This information is not currently available.

    Treatment of evolution:

    Subject	offered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

    Topics covered in curriculum:

    Subject	offered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature Equal Balance

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    Literature approach at J. Addison School: Equal Balance

    J. Addison School has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).

    [Show: About Equal Balance?]

    These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

    Literature at schools on OurKids.net

      Equal balance - 75%
      Traditional - 21%
      Social justice - 4%
    

    What J. Addison School says: This information is not currently available.

    Program covers:

    Subject	offered
    Canadian lit
    American lit
    European (continental) lit
    World (non-Western) lit
    English lit
    Ancient lit

  • Social Studies Core Knowledge

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    Social Studies approach at J. Addison School: Core Knowledge

    J. Addison School has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities , Thematic approach).

    [Show: About Core Knowledge?]

    Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).

    Social Studies at schools on OurKids.net

      Core knowledge - 38%
      Expanding communities - 31%
      Thematic - 31%
    

    What J. Addison School says: This information is not currently available.

  • Humanities and Social Sciences Equal Balance

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    Humanities and Social Sciences approach at J. Addison School: Equal Balance

    J. Addison School has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).

    [Show: About Equal Balance?]

    These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

    Humanities and Social Sciences at schools on OurKids.net

      Equal balance - 81%
      Perennialism - 7%
      Pragmatism - 12%
    

    What J. Addison School says: This information is not currently available.

  • Foreign Languages Equal Balance

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    Foreign Languages approach at J. Addison School: Equal Balance

    J. Addison School has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual , Communicative approach).

    [Show: About Equal Balance?]

    These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

    Foreign Languages at schools on OurKids.net

      Equal balance - 64%
      Audio-lingual - 2%
      Communicative - 34%
    

    What J. Addison School says: Our approach to teaching foreign languages is based on three methods, which is "approach", "method" and "technique". In addition "structural" methods. We provide our students with instruction in grammar, provide vocabulary and direct translations to memorize. Furthermore, we continue with the "audio-lingual", "communicative language teaching method" and "language immersion" to aid in their foreign language acquisition through alternative educational opportunities.

    Language instruction offered in:

    Subject	offered
    Chinese-Cantonese
    Chinese-Mandarin
    French
    German
    Greek
    Italian
    Japanese
    Hebrew
    Latin
    Russian
    Spanish
    ESL

  • Fine Arts Equal Balance

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    Fine Arts approach at J. Addison School: Equal Balance

    J. Addison School has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).

    [Show: About Equal Balance?]

    These programs have an equal emphasis on receptive and creative learning.

    Fine Arts at schools on OurKids.net

      Equal balance - 64%
      Receptive - 1%
      Creative - 35%
    

    Program offers:

    Subject	offered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What J. Addison School says: This information is not currently available.

  • Computers and Technology Light integration

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    Computers and Technology approach at J. Addison School: Light integration

    J. Addison School has a Light integration approach to Computers and Technology (as opposed to Heavy integration , Medium integration approach).

    [Show: About Light integration?]

    Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.

    Computers and Technology at schools on OurKids.net

      Light integration - 18%
      Heavy integration - 29%
      Medium integration - 53%
    

    What J. Addison School says: This information is not currently available.

    Program covers:

    Subject	offered
    Computer science
    Robotics
    Web design

  • Physical Education

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    What J. Addison School says: It's integrated into every grade level and as per the ministry's requirements.

  • Advanced Placement courses

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    This information is not currently available.
  • Sex and health education Ontario curriculum

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    Sex and health education approach at J. Addison School: Ontario curriculum

    J. Addison School has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

    [Show: About Ontario curriculum?]

    The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

    Sex and health education at schools on OurKids.net

      Follows provincial curriculum - 58%
      Does not follow prrovincial curriculum - 42%
    

    Approach to sex and health education:

    J. Addison School has a approach Mostly value-neutral (as opposed to Fairly value-based approach).

    [Show: About Mostly value-neutral?]

    By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

    What J. Addison School says: This information is not currently available.

  
  

  Jump to:

  • Mathematics

  • Early Reading

  • Writing

  • Science

  • Literature

  • Social Studies

  • Humanities and Social Sciences

  • Foreign Languages

  • Fine Arts

  • Computers and Technology

  • Physical Education

  • Advanced Placement courses

  • Sex and health education
• Montessori Approach Moderately non-orthodox
  School Policies

  	Primary	Lower Elementary	Upper Elementary	Middle	High
  Age groupings How children are grouped by age for each class.'	3 to 6	3 to 6	n/a	n/a	n/a
  Uninterrupted work periods The longest uninterrupted work period for each class.'	2 hours	2 hours	2 hours	2 hours	2 hours
  Tests and assignments How often students are given tests or assignments in each class.'	Semi-regularly (Moderately Non-Orthodox)	Semi-regularly (Moderately Non-Orthodox)	–	–	–
  Graded work How often students have their work graded in each class.'	Semi-regularly (Moderately Non-Orthodox)	Semi-regularly (Moderately Non-Orthodox)	–	–	–
  Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.'	10%	10%	10%	10%	10%

  Classroom Practices:

  • Whole-class lectures Moderately non-orthodox
    Orthodox

    Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    Moderately orthodox

    Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    Moderately non-orthodox

    Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    Non-orthodox

    Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.

  • Special education Moderately orthodox
    Orthodox

    External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    Moderately orthodox

    External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    Moderately non-orthodox

    External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    Non-orthodox

    External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.

  • Specialist classes Moderately non-orthodox
    Orthodox

    We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    Moderately orthodox

    We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    Moderately non-orthodox

    We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    Non-orthodox

    We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

  • Modern-day technology Moderately non-orthodox
    Orthodox

    Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    Moderately orthodox

    Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    Moderately non-orthodox

    Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    Non-orthodox

    Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.

  
  

  Overall approach : Which option best describes your overall curricular approach?

  Orthodox

  38% of schools

  Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

  Moderately Orthodox

  43% of schools

  Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

  Moderately Non-Orthodox

  15% of schools

  Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

  Non-orthodox

  4% of schools

  Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.

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  Teaching Assistants:

  This school uses teaching assistants.

  What J. Addison School says: The Montessori class has two teaching assistants. Our two Montessori assistants play a very important role in the overall success of the Montessori Casa program and in maintaining a peaceful, harmonious, nurturing and stimulating non-competitive environment. They not only work cohesively with the lead teacher, guiding the students through self-directed activities and helping to facilitate the Montessori teaching method, but also provide daily specialist classes in French and Mandarin.

• Preschool/K Curriculum Montessori
  [Show definition of Preschool/K Curriculum]

  Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

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  Preschool/K Curriculum approach at J. Addison School: Montessori

  J. Addison School has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).

  [Show: About Montessori?]

  Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
  
  If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.

  Preschool/K Curriculum at schools on OurKids.net

    Montessori - 27%
    Play-based - 23%
    Waldorf - 2%
    Reggio emilia - 7%
    Academic - 41%
  

  What J. Addison School says about their preschool/K curriculum approach: We are committed to providing engaging and rewarding childhood educational programs, by following the Reggio Emilia philosophy and methodologies. We carefully tailor a harmonious and balanced environment where children are free to explore and to apply themselves in a wide range of activities. Our dedicated teachers are always present to guide and facilitate them through continuous observation and self-motivated learning processes. They are empowered to follow their unique abilities so they can build confidence and competence as they pave their path of self-discovery, growth, and development; and most importantly, develop a joy for learning.

• Curriculum Pace Standard-enriched
  [Show definition of Curriculum Pace]

  This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

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  Curriculum Pace approach at J. Addison School: Standard-enriched

  J. Addison School has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

  [Show: About Standard-enriched?]

  Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

  Curriculum Pace at schools on OurKids.net

    Standard-enriched - 57%
    Accelerated - 18%
    Student-paced - 25%
  

  What J. Addison School says: The enriched part of our curriculum focuses on the educational foundation of students who can reach out and fulfill their potential while developing independence, self-confidence, and self-esteem. Our "enriched" curriculum encourages the development of personal responsibility, critical thinking processes, independence, and fosters a love of learning.

  Flexible pacing style

  Flexible pacing style	offered
  Subject-streaming (tracking)
  Multi-age classrooms as standard
  Ability-grouping (in-class) as common
  Frequent use of cyber-learning (at-their-own-pace)
  Regular guided independent study opportunities
  Differentiated assessment

  What J. Addison School says about flexible pacing: This information is not currently available.

• Academic Culture Supportive
  [Show definition of Academic Culture]

  Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

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  Academic Culture approach at J. Addison School: Supportive

  J. Addison School has a Supportive approach to Academic Culture (as opposed to Rigorous approach).

  [Show: About Supportive?]

  A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

  Academic Culture at schools on OurKids.net

    Supportive - 51%
    Rigorous - 49%
  

  What J. Addison School says about their academic culture: This information is not currently available.

• Developmental priorities Balanced
  [Show definition of Developmental priorities]

  Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

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  Primary Developmental Priority: Balanced

  Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

  What J. Addison School says: We endeavour to shape our students into responsible global citizens who are confident, caring and intellectual about their approach to life so that they are successful in anything they choose to pursue in the future.

• Special needs support No support
  [Show definition of Special needs support]

  Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

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  J. Addison School offers No support

  J. Addison School offers no/limited support for students with learning difficulties or special needs.

  Academic Support:

  Subject Ttype	offered
  Learning strategy and study counselling; habit formation
  Extra support and minor accommodations for children experiencing subclinical difficulties

  Mild but clinically diagnosed ADHD:

  Subject Ttype	offered
  Accommodations
  Modifications
  Extra support

  ---

  A - Forms of Support

  Accommodation:

  Modification:

  Remediation:

  B - Environments

  Indirect Support:

  Resource Assistance:

  Withdrawal Assistance:

  Partial Integration:

  Full-Time Class:

  
  

  Special NeedNeed

  Forms of SupportA

  EnvironmentsB

  ADHD

  • Learning disabilities
    Dyslexia (Language-Based Learning Disability)

    This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.

    Auditory Processing Disorder (APD)

    This is a sound differentiation disorder involving problems with reading, comprehension, and language.

    Dyscalculia

    This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.

    Dysgraphia

    This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.

    Language Processing Disorder

    This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.

    Nonverbal Learning Disorders (NLD)

    These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.

    Visual Perceptual/Visual Motor Deficit

    A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
  • Developmental
    Autism

    Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).

    Asperger's Syndrome

    On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.

    Down syndrome

    his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.

    Intellectual disability

    This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).

    Williams syndrome

    This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.

    Fetal Alcohol Spectrum Disorder (FASD)

    Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
  • Behavioral and Emotional
    Troubled behaviour / troubled teens

    roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.

    Clinical Depression

    This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.

    Clinical anxiety

    This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.

    Suicidal thoughts

    This involves persistent thoughts about ending one's life.

    Drug and alcohol abuse

    This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.

    Oppositional Defiant Disorder (ODD)

    This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
  • Physical
    Multiple sclerosis

    This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.

    Cerebral palsy

    his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.

    Muscular dystrophy

    Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.

    Spina Bifida

    This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.

    Dyspraxia (Developmental Coordination Disorder)

    This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.

    Blindness

    Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."

    Deafness

    Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).

    Cystic Fibrosis

    Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.

    Multiple physical

    Accommodating a wide range of physical conditions and disabilities.

  Read our guide to special needs schools and special education

• Gifted learner support No Support
  [Show definition of Gifted learner support]

  Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

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  Curriculum delivery: This information is not currently available.

  In-class adaptations:

  Program	offered
  Custom subject enrichment (special arrangement)
  Custom curriculum compacting (special arrangement)
  Guided independent study (custom gifted arrangement)
  Cyber-learning opportunities (custom gifted arrangement)
  Formalized peer coaching opportunities (specifically for gifted learners to coach others)
  Custom subject acceleration (special arrangement)
  Career exploration (custom gifted arrangement)
  Project-based learning (custom gifted arrangement)
  Mentorships (custom gifted arrangement)

  What J. Addison School says: This information is not currently available.

• Language English
  J. Addison School offers English as the primary language of instruction.

  Language of enrollment include: English, Spanish, Mandarin
• Homework Policy
  [Show definition of Homework Policy]

  Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

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  In grade Gr. 12, J. Addison School students perform an average of 2 hours of homework per night.

  Nightly Homework

  	JK	SK	1	2	3	4	5	6	7	8	9	10	11	12
  J. Addison School	0 mins	0 mins	30 mins	30 mins	30 mins	45 mins	45 mins	45 mins	60 mins	60 mins	90 mins	90 mins	120 mins	120 mins
  Site Average	6 mins	7 mins	14 mins	17 mins	22 mins	28 mins	33 mins	39 mins	50 mins	55 mins	70 mins	80 mins	97 mins	105 mins

  What J. Addison School says about their flipped classroom policy: This information is not currently available.

• Report Card Policy
  [Show definition of Report Card Policy]

  While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

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  How assessments are delivered across the grades:

  Lettered or numbered grades

  Gr. 1 to Gr. 12

As I humbly and gratefully begin my tenure as Principal of J. Addison School, I can share with you that after one year in this wonderful school, I have already accumulated great memories and experiences that resonate within and provide tremendous energy, excitement and outlook toward the school year ahead.

Entering J. Addison’s 21st year, we are excited to have a very strong staff of teachers and the best overall team of quality individuals one can imagine.

Our teachers and staff are dedicated to the care of all our students, overseeing not only their academic growth but also their character development and over all well being. The students come first and this is at the forefront of our minds each day we enter the school.

We continue our commitment to developing student skills in the areas of critical thinking, creativity, technology, communication and collaboration, while supporting our students’ interests and passions. Our Focus for Success after school program, which has provided our students with academic support and extra-curricular activities over the years, continues, with all sorts of new and exciting learning and practice opportunities.

Our community is one in which every member looks for the best in one another. We do not expect perfection from our students, however our standards are very high. We know that with determination and support, every individual in this school will grow in all areas, thrive in the celebration and use of all their gifts and reach great success on this pathway to post-secondary education and beyond.

Surmounting all of this, our mission is to treat each other with kindness, thoughtfulness and compassion. With these components at the forefront – every member of this school feels secure, confident and cared for and we know that without a doubt that our students will love their experience of being a student here at J. Addison School.  It is deeply satisfying to be part of a school with such an excellent track record for success. We look forward to faithfully continuing the wonderful tradition that has been in place here for the past 20 years.