What makes our High School Unique?

  1. INTENTIONAL EDUCATIONAL ENVIRONMENT: A physically small school means that our students will relate to their education in a deeply personal and engaging way. Close connections, with students across the grades and with their teachers, will support and deepen their learning. Small means having the opportunity to get out of the classroom for hands-on EXPERIENTIAL encounters linked to the curriculum locally, nationally and internationally.                                                                                                                                                                                                                                                                                                                              
  2. PROGRESSIVE EDUCATIONAL PHILOSOPHY: The founder of Waldorf Education, Rudolf Steiner, understood the needs of the developing adolescent and created a high school curriculum that is both meaningful and challenging. Our students will appreciate the BALANCE of the rigorous academic work that exceeds provincial standards, with musical, practical and fine arts and outdoor pursuits. Experiential learning will enliven a curriculum that values character education and the ideals found in the developing teenager.                                                                                                                                                                                                      
  3. EXCEPTIONAL FACULTY: The specialists teaching at the high school will be highly MOTIVATED members of the learning community and come from all walks of life, where they are experts in their fields. Delivering both seminar style morning lessons and run-through classes, these teachers will act as mentors and role models to their students, creating life long bonds.

Our Unique Academic Approach

A CURRICULUM TAILOR MADE FOR EACH STAGE OF ADOLESCENCE

How does a school take into account that over four years, high school students change and mature enormously? Our curriculum not only challenges and engages the students with our rigorous Ontario Ministry approved courses, it enhances and shapes the academic program by asking the questions most pertinent to the students as they develop.

GRADE 9       WHAT? THE POWER OF OBSERVATION

Grade 9 students are ready for academic rigour yet sometimes see the world in black and white, through the lens of turbulent emotional and physical changes.  They want to be part of the modern world and yet they seek the answers to what it is all about. Our curriculum challenges them to observe, question and imagine alternatives to their often polarized worldview. Their coursework acknowledges the contrasts of heat and cold in the science of Thermodynamics, Black and White drawing in Art, the power of the earth’s processes in Physical Geography, and classics of Comedy and Tragedy in the English curriculum, to name a few examples.  As part of their science credit, they spent three weeks in the real world of farming in the spring of grade 9. 

Morning Lessons

  • History through Drama
  • Discovering Geometry
  • History through Art
  • Issues in Geography
  • Organic Chemistry
  • Human Anatomy
  • The Novel in Literature
  • Physics: Thermodynamics 

GRADE 10     HOW DID THIS ALL COME ABOUT?

Grade 10 students begin to look more deeply at the world around them, seeking to understand processes, growth and transformation, mirroring the changes within themselves. How is the world connected? Students are more secure in themselves, and gain greater perspective from this place of balance. They are encouraged to move beyond black and white thinking to more balanced, inclusive thinking. Their morning lessons reflect these themes of comparisons, balance, processes and transformation: The History through Art, Issues in Canadian History, the Power of the Word in English, Inorganic Chemistry and Trigonometry, among other examples. They weave thread into cloth and transform stone in sculpture. They study mechanics and the laws of force and motion. Three month International exchanges take place overseas, giving the maturing student the comparison of another culture and family. A week-long placement in a business setting contrasts the worlds of buyer and seller.

Morning Lessons

  • Epic and Romance
  • Inorganic Chemistry
  • Canadian History since World War 1
  • Similarity and Trigonometry
  • The Power of the Word
  • Indigenous Studies
  • Biology: Human Physiology
  • Physics: Mechanics

Career Studies also offered.

GRADE 11       WHY? LEARNING AS PERSONAL PURSUIT

The grade 11 student has a growing capacity for self-reflection and understanding. Why are things the way they are? They are seeking answers and looking for what is uniquely their own. Students learn to live with open ended questions, and go down the road where answers may not be what they expect. While reading texts about finding one’s destiny (Hamlet and the medieval story of Parzival), students have the opportunity to consider their own paths more deeply.  A Physics block of Astronomy turns the student’s introspective focus to the world of the stars and Projective Geometry presents students with new concepts of time, space and infinity. Students nurture new powers of abstract thinking as they explore the invisible worlds of electricity, magnetism, atomic theory and cell biology. Literature and humanities courses question the lives of great artists and politicians. The fascinating world of the oceans and tides opens to the students as they explore Marine Biology on a week-long class trip.

Morning Lessons

  • Projective Geometry
  • Chemistry: Solutions and Solubility
  • Romantic Poets
  • History through Music
  • Physics: Energy and Electricity, Waves and Light
  • Marine and Cell Biology
  • Medieval History
  • Parzival (by Wolfram von Eschenbach)
  • Botany

GRADE 12    WHO?  THE BIG PICTURE EXPLORED

The graduating student has come a long way from the early days of grade 9. Who am I and who will I become after high school? They seek to synthesize knowledge and experience as they begin to see their emerging place in the world. The curriculum encourages their emerging ability to see multiple points of view, and come up with imaginative solutions to the world’s big questions, developing a global consciousness. What guides peoples’ actions? How can I make a difference in the world? There is an underlying theme of synthesis found in main lessons like Twentieth Century Literature, History through Architecture and interdisciplinary science, philosophy and technology courses. Independent yearlong Grade 12 projects reflect their emerging individuality as they research and present a topic of their interest. The end of year trip may take them as far afield as Peru or Iceland as they explore the outer world together one last time.

Morning Lessons

  • Philosophy
  • Physics
  • Organic Chemistry
  • Visual Arts
  • History through Architecture
  • Grade 12 drama production
  • Faust (by Johann Wolfgang von Goethe)
  • Media Studies
  • Biology: Homeostasis
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