THE OUR KIDS REPORT:
Fieldstone School

REPORT CONTENTS

School Overview

Reviews

Analysis

Fieldstone School ACADEMICS & EXTRACURRICULARS

Summary

Curriculum
Traditional
Preschool/K Curriculum
Academic
Language
English
Curriculum Pace
Accelerated
Academic Culture
Rigorous
Developmental priorities
Intellectual
Special needs support
No support
Gifted learner support
Dedicated gifted school
Extracurriculars
Available

Curriculum Traditional

[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.

Curriculum approach at Fieldstone: Traditional

Fieldstone has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).

[Show: About Traditional?]

Our Kids definition: Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.

Compare Fieldstone's Curriculum with other schools on OurKids.net:

Traditional - 39%
Liberal arts - 12%
Progressive - 37%
Montessori - 9%
Reggio Emilia - 1%
Waldorf - 2%

International curriculum & programs at Fieldstone: Cambridge IGSCE

What Fieldstone says about their overall curriculum and approach:

Fieldstone offers a rich, academically rigorous curriculum that blends the best of classical education with a modern, student-centred approach. We place a strong emphasis on foundational skills—critical thinking, writing, reasoning, and public speaking—while encouraging curiosity, creativity, and personal growth. Our curriculum is shaped by clear values and high expectations. Students engage deeply with literature, mathematics, science, the arts, and global issues, with a particular emphasis on cultural literacy and character development. All students study and perform Shakespeare annually, and from Grade 1, they learn a string instrument, reflecting our belief in the formative power of the arts. While academic achievement is a key focus, our approach goes beyond exam preparation. We work to cultivate learner attributes—confidence, responsibility, reflectiveness, innovation, and engagement—in every subject and every interaction. With close teacher guidance and a supportive community, students develop the mindset and skills to lead their own learning, thrive in university, and make meaningful contributions to the world around them.

Approach

Focus	Special needs
Academic	Gifted

Pedagogies and subject courses:

Mathematics
Traditional Math

Mathematics approach at Fieldstone: Traditional Math
Fieldstone has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).
[Show: About Traditional Math?]
Our Kids definition: Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.

Compare Fieldstone's Mathematics with other schools on OurKids.net:

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

What Fieldstone says:
At Fieldstone, mathematics is taught with a focus on conceptual understanding, logical reasoning, and problem-solving from the early years through to the senior grades. Our programme progresses beyond the Ontario curriculum by following the Cambridge framework, which introduces topics at a more advanced level and pace. In the early grades, students build strong number sense and foundational skills through hands-on activities and visual models. As they move through the school, they engage with increasingly abstract concepts, including algebra, geometry, and data analysis, with an emphasis on critical thinking and methodical reasoning. Teachers use a blend of direct instruction, guided practice, and investigative tasks to ensure students not only master procedures but also understand the “why” behind them. Students are encouraged to approach challenges with confidence, collaborate with peers, and apply mathematical thinking across subjects and contexts.
Textbooks and supplementary materials:
We primarily use Cambridge-endorsed mathematics textbooks, including the Cambridge Primary and Secondary Mathematics series. Supplementary materials include teacher-created resources, manipulatives in lower grades, past papers, and enrichment tasks to extend understanding and support mastery of key concepts.
Calculator policy:
Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.
Early Reading
Phonics-intensive

Early Reading approach at Fieldstone: Phonics-intensive
Fieldstone has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]
Our Kids definition: Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.

Compare Fieldstone's Early Reading with other schools on OurKids.net:

Phonics-intensive - 44%
Whole language - 2%
Balanced literacy - 54%

What Fieldstone says:
Fieldstone uses a systematic, phonics-based approach to early reading. Students are explicitly taught to recognise letter-sound relationships, blend sounds, and decode words in a sequenced and intentional manner. While literature and comprehension are also important in our programme, phonics is the foundation of our early literacy instruction.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Fieldstone says:
This information is not currently available.
Writing
Equal balance

Writing approach at Fieldstone: Equal balance
Fieldstone has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]
Our Kids definition: 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.

Compare Fieldstone's Writing with other schools on OurKids.net:

Equal balance - 81%
Systematic approach - 9%
Process approach - 10%

What Fieldstone says:
At Fieldstone, we take a balanced approach to teaching writing, combining the structure of grammar and mechanics with the freedom of creative expression. In the early years, students are taught the fundamentals: sentence structure, punctuation, spelling, and handwriting. These skills are introduced explicitly and practised regularly to build a strong foundation. Alongside this, we encourage young writers to explore their voices through poetry, storytelling, and personal reflections. We believe children write best when they’re excited about their ideas, so we create space for them to write “real things” that matter to them. Writing is integrated across the curriculum, and students regularly share and revise their work with the support of thoughtful feedback. From decoding and vocabulary to voice and style, all elements are woven together. The result is confident, capable writers who understand both the power and precision of language.
Science
Equal Balance

Science approach at Fieldstone: Equal Balance
Fieldstone has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]
Our Kids definition: 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.

Compare Fieldstone's Science with other schools on OurKids.net:

Equal balance - 68%
Expository - 6%
Inquiry - 26%

Teaching approach:
At Fieldstone, our science programme balances theoretical instruction with active, hands-on learning. Students gain a solid foundation in core scientific concepts while engaging in frequent projects and experiments that encourage critical thinking and creativity. From the early years, students are encouraged to observe, ask questions, and explore the world around them through guided inquiry and collaborative investigations. We aim to provide at least one practical or project-based activity per week, allowing students to apply what they’ve learned in meaningful, real-world contexts. As they move through the grades, they take on more complex projects—designing experiments, analysing data, and presenting findings with confidence. In the senior years, this is paired with structured preparation for science examinations, including Cambridge-style practical assessments. The result is a well-rounded science experience that develops both academic rigour and scientific curiosity, helping students become thoughtful problem-solvers ready for future challenges.

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
Traditional

Literature approach at Fieldstone: Traditional
Fieldstone has a Traditional approach to Literature (as opposed to Social Justice, Equal Balance approach).
[Show: About Traditional?]
Our Kids definition: In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.

Compare Fieldstone's Literature with other schools on OurKids.net:

Traditional - 21%
Social justice - 3%
Equal balance - 76%

What Fieldstone says:
At Fieldstone, our English programme follows a traditional, literature-rich approach. Students engage deeply with great works of literature from the Canadian canon and the wider world, studying plays, poetry, novels, essays, and short stories across cultures and historical periods. Close reading, literary analysis, and academic essay writing are central to our instruction. At all levels, students are taught to write clearly, coherently, and persuasively, preparing them for the demands of post-secondary study. In addition to analytical work, students create their own oral, written, and media texts in a range of forms. This classical foundation nurtures not only strong writing and critical thinking skills but also a lifelong appreciation for literature. Fieldstone graduates leave with the ability to interpret complex texts and express their ideas with clarity and confidence, fully equipped for the academic challenges ahead.

Program covers:

Subject Offered
Canadian lit
American lit
European (continental) lit
World (non-Western) lit
English lit
Ancient lit
Social Studies
Core Knowledge

Social Studies approach at Fieldstone: Core Knowledge
Fieldstone has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).
[Show: About Core Knowledge?]
Our Kids definition: 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).

Compare Fieldstone's Social Studies with other schools on OurKids.net:

Core knowledge - 40%
Expanding communities - 29%
Thematic - 31%

What Fieldstone says:
At Fieldstone, our social studies curriculum is grounded in a Core Knowledge approach, introducing students to key historical events, people, and places from an early age. We believe that a strong foundation in history and geography not only builds knowledge, but also encourages curiosity, empathy, and perspective. Through storytelling, primary sources, drama, and discussion, students explore major civilisations, world religions, global geography, and Canadian heritage. Our lessons are sequenced chronologically and thematically, helping students understand how the past shapes the present. As they progress, students begin to draw connections between global histories and their own lives, gaining a deeper appreciation for civic responsibility and cultural diversity. By learning about the wider world early on, Fieldstone students develop the knowledge and awareness needed to become thoughtful citizens and future global leaders.
Humanities and Social Sciences
Perennialism

Humanities and Social Sciences approach at Fieldstone: Perennialism
Fieldstone has a Perennialism approach to Humanities and Social Sciences (as opposed to Pragmatism, Equal Balance approach).
[Show: About Perennialism?]
Our Kids definition: Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.

Compare Fieldstone's Humanities and Social Sciences with other schools on OurKids.net:

Perennialism - 8%
Pragmatism - 12%
Equal balance - 80%

What Fieldstone says:
At Fieldstone, our humanities and social sciences courses are grounded in the study of enduring ideas and influential texts that shape our understanding of individuals, communities, and nations. Students examine history, literature, philosophy, and ethics not only to understand the past, but to develop insight into the human condition and contemporary society. Through guided analysis, structured debate, and academic writing, students explore pressing cultural, political, economic, and environmental issues in light of the “great questions” that transcend time. In doing so, they develop the capacity for thoughtful reasoning, ethical reflection, and persuasive communication. Our goal is to cultivate well-informed, critically minded individuals who can draw on a deep foundation of knowledge to navigate today’s complex and diverse world.
Foreign Languages
Communicative

Foreign Languages approach at Fieldstone: Communicative
Fieldstone has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]
Our Kids definition: The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.

Compare Fieldstone's Foreign Languages with other schools on OurKids.net:

Communicative - 33%
Audio-lingual - 3%
Equal balance - 64%

What Fieldstone says:
At Fieldstone, our language courses provide students with meaningful opportunities to learn and practice a new language while fostering an appreciation for linguistic and cultural diversity in today’s globalised world. Through engaging, hands-on activities, students develop their listening, speaking, reading, and writing skills in a structured yet creative environment. In French, students explore both the language and the diverse cultures of Francophone communities around the world. Lessons are designed to build confidence and fluency, with an emphasis on real-life communication and cultural awareness. Our approach supports not only academic achievement but also the development of lifelong language learning habits. Students are encouraged to take intellectual risks, connect across cultures, and gain a deeper understanding of their role as global citizens through language study.

Language instruction offered in:

Subject Offered
Chinese-Cantonese
Chinese-Mandarin
French
German
Greek
Italian
Japanese
Hebrew
Latin
Russian
Spanish
ESL
Fine Arts
Creative

Fine Arts approach at Fieldstone: Creative
Fieldstone has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).
[Show: About Creative?]
Our Kids definition: Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.

Compare Fieldstone's Fine Arts with other schools on OurKids.net:

Creative - 36%
Receptive - 1%
Equal balance - 63%

Program offers:

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

Visual studio philosophy:

Expressive
Disciplined
What Fieldstone says:
At Fieldstone, our visual arts courses empower students to create and present artwork using a range of traditional and emerging media. Through a hands-on approach, students explore various materials, processes, and techniques, applying them to their own expressive and imaginative projects. Art-making is paired with thoughtful reflection. Students engage in the critical analysis process to evaluate their own work and the work of others, considering visual elements, artistic intent, and underlying themes. They are encouraged to explore connections across personal, contemporary, historical, and cultural contexts—deepening their understanding of art as a form of communication and cultural expression. Our programme nurtures both creative confidence and critical thinking, helping students build technical skills while also developing an appreciation for the power of visual storytelling in today’s world.
Computers and Technology
Light integration

Computers and Technology approach at Fieldstone: Light integration
Fieldstone has a Light integration approach to Computers and Technology (as opposed to Heavy integration, Medium integration approach).
[Show: About Light integration?]
Our Kids definition: 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.

Compare Fieldstone's Computers and Technology with other schools on OurKids.net:

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

What Fieldstone says:
At Fieldstone, we take a light integration approach to technology. While we recognise digital literacy as important, we prioritise foundational skills such as critical thinking, communication, and problem-solving. Technology is used selectively to support learning, but it does not drive our curriculum. Students may use computers for research, presentations, or projects, particularly in the arts, where digital tools like our 3D printer and design software support creative exploration. However, we believe that overexposure to screens can detract from deeper learning, so our focus remains on building lasting competencies in reading, writing, reasoning, and collaboration. We view our role as helping students develop the skills they might otherwise miss in today’s tech-saturated world. Skills such as sustained attention, face-to-face communication, and thoughtful analysis. In doing so, we ensure students are well-equipped to thrive both with and beyond technology.

Program covers:

Subject Offered
Computer science
Robotics
Web design
Physical Education

What Fieldstone says:
At Fieldstone, our Physical Education programme emphasises the importance of active living as a key component of a healthy lifestyle. Students are taught fundamental movement skills, strategies, and techniques that enable them to participate confidently in a wide range of individual and team-based activities. The programme focuses on physical competence as well as the development of leadership, teamwork, and sportsmanship. Students learn to collaborate, support one another, and take pride in their efforts, regardless of skill level. We provide a safe, inclusive environment where all students are encouraged to be active, try new things, and discover the personal and social benefits of physical activity. Whether through structured games, fitness activities, or skill-based challenges, our goal is to instil lifelong habits of health, confidence, and cooperation.
Advanced Placement courses

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

Sex and health education approach at Fieldstone: Not Ontario curriculum
Fieldstone has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]
Our Kids definition: The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.

Compare Fieldstone's Sex and health education with other schools on OurKids.net:

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

Approach to sex and health education: Mostly value-neutral
Fieldstone has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
Our Kids definition: 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 Fieldstone says:
This information is not currently available.

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

Subject	Offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

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

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

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

Subject	Offered
Computer science
Robotics
Web design

Preschool/K Curriculum Academic

[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)

Preschool/K Curriculum approach at Fieldstone: Academic

Fieldstone has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).

[Show: About Academic?]

Our Kids definition: Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.

Compare Fieldstone's Preschool/K Curriculum with other schools on OurKids.net:

Academic - 41%
Play-based - 21%
Montessori - 27%
Waldorf - 3%
Reggio emilia - 8%

What Fieldstone says about their preschool/K curriculum approach:

At Fieldstone, our Kindergarten programme combines academic readiness with joyful, play-based learning. We focus on building early literacy, numeracy, and social-emotional skills through structured activities, imaginative play, and hands-on exploration. Children are introduced to music, art, gym, and French. Our approach is nurturing yet purposeful—students are guided to develop independence, curiosity, and confidence in a warm, language-rich environment. Daily routines include phonics, read-alouds, group discussions, and enquiry-based projects that spark wonder and creativity. With small class sizes and caring teachers, our Kindergarten students receive the individual attention they need to thrive and are well prepared for the transition into Grade 1.

Language English

Learn about Fieldstone School's languages of instruction and enrolment.

Fieldstone offers English as the primary language of instruction.

Language of enrolment include: English, French, Mandarin

Online Learning

Fieldstone School's online learning approach and offerings. Learn about this school's online programs and courses offered, its course formats, and its teaching and learning approaches.

Fieldstone School offers online courses to students.

Course schedule

Period	Grades	Number of Courses	Start - End
Full year	9 to 12	8	Sep 04, 2023 — Jun 23, 2024

Course format

Type	Offered
Distance
Asynchronous
Synchronous

Academic support and services

Type	Offered
Dedicated teacher per course
Exam proctoring
Student progress tracker
Regular office hours
Additional support
Study groups
Special needs support

Curriculum Pace Accelerated

[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.

Curriculum Pace approach at Fieldstone: Accelerated

Fieldstone has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).

[Show: About Accelerated?]

Our Kids definition: The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).

Compare Fieldstone's Curriculum Pace with other schools on OurKids.net:

Accelerated - 18%
Standard-enriched - 56%
Student-paced - 26%

What Fieldstone says about their curriculum pace:

Fieldstone’s curriculum is accelerated through the Cambridge Programme, which is at least one year ahead of the Ontario standard. Students engage with advanced content, develop strong analytical and writing skills, and are challenged through compacted instruction, high-level texts, and academic experiences that promote deep, independent thinking.

Flexible pacing style

Type	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 Fieldstone says about their flexible pacing:

This information is not currently available.

Academic Culture Rigorous

[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.

Academic Culture approach at Fieldstone: Rigorous

Fieldstone has a Rigorous approach to Academic Culture (as opposed to Supportive approach).

[Show: About Rigorous?]

Our Kids definition: A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

Compare Fieldstone's Academic Culture with other schools on OurKids.net:

Rigorous - 51%
Supportive - 49%

What Fieldstone says about their academic culture:

Fieldstone promotes a rich academic environment and celebrates academic performance. Students are provided with additional academic support in both curricula through the use of our after-school tutorial sessions. Students are also encouraged to demonstrate their academic abilities in math contests, science competitions, and after-school clubs.

Developmental priorities Intellectual

[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.

Primary Developmental Priority: Intellectual

The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

Secondary Developmental Priority: Balanced

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

What Fieldstone says about their developmental priorities:

At Fieldstone, we prepare students to become thoughtful, confident global leaders. We encourage them to take intellectual risks, challenge themselves, and engage meaningfully with the world around them. Throughout their time at Fieldstone, students are supported both academically and personally, allowing them to thrive in a nurturing yet high-expectation environment. We celebrate individual strengths and successes, helping each student discover their unique potential. Our holistic approach ensures that they leave Fieldstone not only well-prepared for post-secondary education but also equipped with the values, mindset, and skills to lead with purpose in an ever-changing world.

Special needs 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.

What Fieldstone says about their special need support:

Students with clinically diagnosed learning disabilities are welcome to apply to Fieldstone. As part of the admissions process, we review psychoeducational assessments, report cards, and other relevant documentation to determine whether our programme can meet the student’s needs. A “Buddy Day” visit and in-house assessments may be required prior to admission. Once enrolled, the student will receive a Student Success Plan (SSP) developed in collaboration with parents and staff. This plan outlines the student’s strengths, areas of need, and any necessary accommodations or modifications to support learning and achievement. These may include extended time, alternative formats, reduced workload, or one-on-one support. While we are not a therapeutic school, we work closely with families to provide a supportive, structured environment that promotes confidence, growth, and academic success.

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

Academic support

Type	Offered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed learning disabilities

Type	Offered
Accommodations
Modifications
Extra support

What Fieldstone says:

When a teacher has a concern about a student’s learning, they first meet with the Head of School. The Head of School observes and works with the student in both classroom and one-on-one settings to better understand their needs. Together with the teacher, they meet with parents to create a Student Success Plan outlining individual goals and accommodations. If further support is needed after implementing the plan, the school may recommend a psychoeducational assessment, occupational therapy, or speech-language support. The process is collaborative and focused on early intervention, ensuring each student receives the guidance and resources they need to succeed.

Additional support

Type	Offered
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy

Gifted learner support Dedicated gifted school

[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.

Curriculum Delivery: Acceleration and enrichment

There is an equal emphasis on acceleration and enrichment.

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 Fieldstone says about their gifted learner support:

Gifted learners at Fieldstone receive a Student Success Plan (SSP) outlining their strengths and learning needs. Our Global Perspectives programme offers rich, project-based learning, while the Cambridge curriculum provides academic depth and challenge. Through differentiated instruction, enrichment tasks, and extension opportunities, we ensure gifted students are engaged, supported, and inspired to reach their full potential.

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.

Nightly homework

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

	JK	SK	1	2	3	4	5	6	7	8	9	10	11	12
Fieldstone	0 mins	0 mins	15 mins	15 mins	15 mins	15 mins	15 mins	30 mins	30 mins	30 mins	45 mins	60 mins	90 mins	120 mins
Site Average	6 mins	7 mins	15 mins	18 mins	25 mins	30 mins	36 mins	43 mins	54 mins	58 mins	75 mins	86 mins	101 mins	107 mins

What Fieldstone 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.

How assessments are delivered across the grades

Type	Grades
Lettered or numbered grades	Gr. 1 to Gr. 12
Prose (narrative)-based feedback	JK to SK
Academic achievement reporting	Gr. 1 to Gr. 12
Habits and behaviour reporting	JK to SK
Parent-teacher meetings	JK to Gr. 12

Extracurricular Activities

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

Sports offered

Fieldstone School offers 0 competitive sports and 11 recreational sports.

Competitive offered Recreational offered

all sports]

Archery
Curling
Ultimate
Badminton
Baseball
Basketball
Canoeing/Kayaking
Cricket
Cross-country skiing
Cycling
Downhill skiing
Equestrian
Fencing
Field Hockey
Figure Skating
Football
Golf
Gymnastics
Ice Hockey
Ice Skating
Lacrosse
Martial Arts
Mountain biking
Racquet Ball
Rowing
Rugby
Running
Sailing
Skateboarding
Snowboarding
Soccer
Softball
Squash
Swimming
Tennis
Track & Field
Volleyball
Weightlifting
Wrestling

Clubs offered

Fieldstone School offers 24 clubs and extracurricular programs.

Clubs offered Clubs not offered

all clubs and programs]

Foreign Language Club

Habitat for Humanity

Jazz Ensemble

Math Club

Musical theatre/Opera

Ballet and Classical Ballet

Online Magazine

Outdoor Club

Outdoor Education

Paintball

Photography

Poetry/Literature club

Radio club

Robotics club

Round Square

School newspaper

Science Club

Scouting

Student Council

Yearbook

Yoga

Animation

Art Club

Astronomy Club

Audiovisual Club

Band

Chess Club

Choir

Community Service

Computer Club

Dance Club

Debate Club

Drama Club

Environmental Club

What Fieldstone says about their extracurricular activities:

Fieldstone students prepare and perform a Shakespeare play annually.
There are extensive musical opportunities at Fieldstone.
Our participatory, rather than competitive, approach to co-curricular activities encourages all students to engage in a rich and diverse school experience.
The small size of our school allows students to have exceptional leadership opportunities and participate in an extensive range of activities within a supportive and nurturing social culture.
Our high school students register for the Duke of Edinburgh's Award at no cost, and they are mentored closely as they work toward earning this internationally-recognized achievement.
Our high school DECA (business leadership) Team competes at the provincial level.

Qualitative insights

These insights are based on conversations with parents, alumni, and school leadership. Handpicked and curated by our editor, they offer a close look at how the school is experienced and perceived by those who know it best.

The Cambridge program is comprehensive and engaging.

Insights from students and parents reveal that Fieldstone School's dedication to offering the Cambridge program provides a robust and internationally recognized academic framework, preparing students effectively for university and beyond.

One reason I chose Fieldstone School was because I was doing the British curriculum in Spain, so I was doing the IGCSEs and then moving on to A-Levels. And I wanted to continue the A-Level route and Fieldstone has the Cambridge program, which was exactly what I was looking for in terms of wanting to continue my A-Levels. Ideally, I would have wanted to stay with the A-Levels, but I got to experience the Ontario curriculum as well. But I did end up doing the math A-Level course at Fieldstone, which is something I hoped to get out of it.

—Adham Ragab, alum (see full interview)

I think one of the main things I'm thankful for is the fact that the school offers the Cambridge program. So I'm in the engineering science program at the University of Toronto. It's very fast paced. It's very advanced. It's not an easy task, not at all. And what I've noticed is that those coming from IB and A-Levels have tended to do noticeably better than the students who are coming in from the interior Ontario curriculum. And my strongest courses have been the more math-based courses, which I got a lot of experience in by doing A-Levels at Fieldstone. In a way it gave me a little bit more knowledge and more preparation for what was to come in terms of the math side of things. And I'm thankful for that.

—Adham Ragab, alum (see full interview)

The reason I joined the Fieldstone School was because of the Cambridge program. I knew about it coming in. But now I appreciate that the school really helped prepare me for life after high school, life in university. I didn't really appreciate just how prepared I was and just how prepared it has made me for the next stage in life.

—Adham Ragab, alum (see full interview)

The academics at Fieldstone are amazing, they even have the Cambridge program which is unique to them! Through the Cambridge program I was able to complete additional testing, and as a student, receiving my exams back allowed me to feel proud of the work and effort I put into these exams! In the Cambridge program I took part in the English and Drama testing. Through this I was able to work closely with my teachers and peers to prepare for the exam, and I enjoyed every minute of it! Even now, I use my completion of my Cambridge testing under the achievements heading on my resume! I hold the Cambridge curriculum to a high standard, and I am proud to say that I completed it!

—Lexie Dias, alum (2012-2018) (see full review)

My experience at Fieldstone King’s College School has been an enriching one that has pushed me to reach my potential through the extracurricular activities and through the challenging Cambridge curriculum. Through my years at Fieldstone, I was involved in the DECA club, the drama club, the knitting club, the dance club, choir and United Nations club. These extracurriculars taught me public speaking, rhetoric, leadership and empathy. I am grateful that Fieldstone gave me the opportunity to take the Cambridge English, French and Drama exams, which provided me with a more specialized education. The teachers are all caring and genuinely want to help the students. The smaller class sizes really help with creating a relationship with the teachers, which makes you more comfortable to approach them with questions or for feedback. I feel more confident in my success at the University of Toronto because of my Fieldstone education.

—Abigail Lewis, alum (2012-2018) (see full review)

Academically, the Cambridge program definitely provided me with an astute academic challenge, being an alternative that can be taken alongside the OSSD. Personally, given that I had already gone through half of my A-levels, I found the OSSD quite easy to handle, and so I would say that maybe for me the OSSD was not entirely challenging. However, the school did try their best to create a cohesive and conducive learning environment, encouraging students to challenge themselves through participating in contests and taking Cambridge exams. This provided an element of competitiveness, and students wanted to try their best to succeed. One thing I'll always be thankful for was that platform, because it prepared me well for university, due to the extra work that I had to put in.

—Adham Ragab, alum (2018-2019) (see full review)

One of the strengths at Fieldstone is the Cambridge program. It is how the school encourages its students to strive for better and gives them the opportunity to challenge themselves. This program gives the students a chance to focus on the subjects that they see themselves pursuing in post-secondary, and that they are interested in. There are also regular tutorials that students are encouraged to attend whether they need extra help or if they would like to ensure a better grade on an assignment. In grade 12, there was a program to help teach all the students in their final year how to read a journal. This was really informative because in university, we have a lot of readings from academic papers, such as journals.

—Abigail Lewis, alum (2012-2018) (see full review)

Strong support is provided for international students who are transitioning.

Accounts from alumni and administrators indicate that Fieldstone School's welcoming environment greatly assists international students in integrating into Canadian culture, enhancing both their academic performance and personal development.

I'd have to say Fieldstone School shaped who I am today massively because the school was my introduction to life in Canada. How I carried myself in the school translated into my personal life, how I carried myself living here, how I carried myself just being who I am, really. It was my last year of high school, and so the decisions I had to consider were ones that affected my life moving forward. So I'd have to say Fieldstone influenced who I am, my priorities in life, my focus on who I wanted to become and what I wanted to become, what I wanted to do, not just in academic pursuits, but in life pursuits as well. Because I had to focus on which universities I wanted to find and because I had to focus on how I wanted to carry myself in my last year in such a formative system, getting to experience that year at Fieldstone changed my outlook on a lot of things.

—Adham Ragab, alum (see full interview)

Having a home away from home was crucial to helping the students not only get more integrated within Canada, but also perform academically better and develop new interests. With a school like Fieldstone, where there are a lot of international students, I think it really did help develop that feeling within students, at least for me.

—Adham Ragab, alum (see full interview)

When our son came to the school, he was able to transition very well, excel in the classes, and he just had a great time. So we know we made the right choice. He got a lot of support from teachers for that period, and he was able to do exceptionally well. I think all in all, he responded excellently to the experience and he enjoyed it. I think it has fortified him. It's made him a stronger, more mature student and person, and he's looking forward to university next year.

—Dwayne and Uchenwa Genus, parent (see full interview)

Fieldstone represented my first exposure to Canadian Society. It was during orientation that I got to experience part of the school life and got introduced to the beautiful city of Toronto. Fieldstone also introduced me to some great people I am still in contact with, and from the get-go, you could feel the positive atmosphere that the faculty want to foster. The teachers are extremely helpful and their desire to help you shows. You were made to feel welcome, and at home. The Duke of Edinburgh's Award program that the school runs is something that is intriguing and definitely worth exploring, as it can introduce you to new skills and get you to meet new people. The Cambridge program provided an extra degree of challenge that you wouldn't always get and is definitely something that can be beneficial to current and prospective students. Overall, while I only spent a year there, it was definitely a year that was crucial to shaping who I am as a human being.

—Adham Ragab, alum (2018-2019) (see full review)

Personally, I applied because of the appeal of the Cambridge program, and that is most definitely a selling point of the school. From my conversation with the admissions officer, I felt like the school was helpful in making sure I was going into an environment that was the right fit for me. I knew I could definitely count on support while applying, and I realized coming in how welcoming they were when they introduced me to the city during orientation, given that I was new to the country. They actively and thoroughly look into your previous academic records to ensure your viability for the level of rigor you are to encounter within the school. Their commitment to success was evident from the start, which made me realize that I was coming to the right place.

—Adham Ragab, alum (2018-2019) (see full review)

There's an emphasis on holistic student development.

Statements from community members suggest that Fieldstone School emphasizes the development of both academic and personal skills, ensuring students are well-rounded individuals ready to face future challenges.

Fieldstone School offers the Duke of Edinburgh Award, which I actually wanted to engage in back when I was in the ninth grade, but I had to move to Spain at the time and so I couldn't. And the fact that I got to experience that at Fieldstone, something I'd known about for years and wanted to do for years as well as different experiences that I didn't expect the school to have, was something else I appreciated about Fieldstone.

—Adham Ragab, alum (see full interview)

That sense of identity and that drive and that ambition really stem from the way that Fieldstone School really pushes students to think and really pushes students to approach not just their academic life, but also their own life. I was unfortunately at the school for only a year. I came to Canada in my final year of high school. I think I would have enjoyed more years at the school because that year was such an extremely positive year for me.

—Adham Ragab, alum (see full interview)

What surprised us most about the school was the different recognitions that you could achieve at the school. Our son was able to definitely gain confidence by winning a lot of awards. So we were happy to see that. Fieldstone has supported our son through the Duke of Edinburgh program as well, and that's been great. Our son has won several awards through Grades 11 and 12.

—Dwayne and Uchenwa Genus, parent (see full interview)

Fieldstone really was the school that was the best fit to really challenge our son, to bring out the best in him, create lifelong study habits, and strong study habits and skills. It's really about finding a school that will bring out the best in your child.

—Dwayne and Uchenwa Genus, parent (see full interview)

My experience at Fieldstone has shaped who I am today! The kind staff and teachers at Fieldstone allowed me to reach my full potential as a student through their after-school tutorials and the Cambridge curriculum. I especially enjoyed the extracurricular clubs which allowed me to further my horizons in the community and create bonds with students who enjoy the same activities as me. Some of the clubs I joined through my years included: the drama club, model UN, choir, prefects, community outreach, and many more. The diverse groups of students allowed me to learn about other cultures and even languages. Throughout my time at Fieldstone I learned what it meant to create life long friendships and even the core learning habits I use today!

—Lexie Dias, alum (2012-2018) (see full review)

Fieldstone is a Cambridge school that has been preparing my daughters for high academic achievements. My children have developed a passion for learning in a positive school culture. They are encouraged to participate in public speaking contests, school plays, leadership roles and are given the tools to succeed in all of their endeavours. My daughters are developing into young female leaders with a great sense of worth and confidence. Fieldstone has developed the need for my children to be curious, to search deeper into themselves to achieve the best possible results. They have been encouraged to constantly review their work and to discuss their work with teachers. They have access to one-on-one tutorials if they choose to deepen their understanding. Teachers are always available for their students and that is key to their success.

—Axelle Vaughan, parent (beginning 2017) (see full review)

I can't express with words my gratitude towards Fieldstone School. The staff is incredibly professional, and the character and leadership that Sofia developed at Fieldstone are not to be found elsewhere. I choose fieldstone at first because the Cambridge program called my attention, but they exceeded my expectations in all areas. The teachers are super committed to the students' growth, leadership is a must, and that is something very important in our society, and for the positive impact on the community. She is always applying her leadership principles and values to her daily routine. The commitment from teachers is priceless, I was impressed before, but now facing a pandemic they did an amazing job, keeping our kids interested in school, despite the "online" teaching. I highly recommend Fieldstone if you want your kid to develop a strong sense of leadership and a supportive community citizen.

—Paola Ortiz, parent (beginning 2016) (see full review)

There's a culture of academic excellence.

Insights from parents and alumni indicate that Fieldstone King's College School fosters a culture of academic excellence through personalized learning plans, motivated teachers, and rigorous standards, ensuring students reach their full potential.

Fieldstone is a school that lives its values and its principles. It's a school that believes in academic excellence. We've seen that. We've seen those standards. The first thing that distinguishes Fieldstone from other schools would be the whole Cambridge experience. I think it's a very excellent experience to allow you to have a very international style of education along with the Canadian style. It challenges individuals and makes sure that they're reaching their highest potential. Our son managed both the Cambridge and the regular Canadian curriculum. That was done seamlessly, we thought.

—Dwayne and Uchenwa Genus, parent (see full interview)

We found teachers who are very motivated, highly qualified, and able to really help bring the best out of our son and help him to achieve great standards. The attentiveness and ability of teachers really draws the best out of their students. The teachers are of very high standard. It's very academic, a competitive environment, which is what we want. So Fieldstone has certainly allowed him to do that.

—Dwayne and Uchenwa Genus, parent (see full interview)

I definitely believe that Firestone has the best environment for its students. The academic program they have is very strong in my opinion. I notice that when she speaks to an adult in a reunion, she expresses herself differently than other kids her age. That's a very strong reflection of the strong educational character she has developed at Fieldstone. People always ask me which school she goes to, and that is why I decided to make it public, some times we receive amazing things from our kid's schools and we don't take the time to express our gratitude towards their efforts. It is time to remind parents that our kid's education, principles, values, and character are traits so important to cultivate that we need the kind of education that Fieldstone is providing. Of course, our job as parents is 100% the pillar of our kid's next steps in life, but a good school will definitely make a huge difference.

—Paola Ortiz, parent (beginning 2016) (see full review)

The environment is supportive and communicative.

Based on feedback from parents and students, Fieldstone King's College School emphasizes open communication and supportive interactions with teachers and administrators, providing a framework for student success and growth.

The three biggest reasons to choose Fieldstone School are first, a lot of alumni are involved. There's a lot of connections to be made. If someone's focusing on establishing that community spirit and wants that in the school, then that's the school for you. Secondly, I would say that the extracurricular programs offered are very interesting. There's a lot of cultural extracurriculars offered to the school as well. So if someone's interested in having a side to their education that will supplement their personality or supplement their character a little bit more, then the options on hand at Fieldstone are absolutely great. And thirdly, if anyone's looking for an extra academic challenge, the fact that the Cambridge program is offered at the school as well as other academic challenges is great, for example, the Waterloo chemistry contest or math contests.

—Adham Ragab, alum (see full interview)

What I most appreciated about the school was the very detailed reviews in the progress reports and definitely the parent-teacher interviews. We appreciated how the teachers presented themselves, they communicated with us, and kept that lines of communication open for us. That was really important. We really appreciated that because that's not something you find everywhere. It takes time and effort to make sure that you understand the students in your class and make sure that you're communicating that with parents and making that connection with parents as well.

—Dwayne and Uchenwa Genus, parent (see full interview)

We were very satisfied with the interactions that we've had with teachers at Fieldstone King's College School, as well as the administration there as well. They took the time to sit down with us, answer all of our questions, and really start working on a plan, an academic plan for our son to be able to go through and graduate. They have a lot of experience at Fieldstone with guiding students through, whether it's universities in Canada or universities in the States.

—Dwayne and Uchenwa Genus, parent (see full interview)

Throughout my admissions process into Fieldstone I felt that they really cared about me as a person. During the admission process, I did go through testing however, it wasn’t a process of elimination to see who was the smartest but I felt like it was done to assess the level of the new students to best accommodate them into their new learning environment. To me this was everything because I came from a public school that didn’t have the resources or time to ensure that my level of learning was the same as everybody else. There was also an interview to see what I was interested in as a student, and the goals I had previously set for myself. Fieldstone, took my level of learning and allowed me to catch up and even get ahead!

—Lexie Dias, alum (2012-2018) (see full review)

I loved going to school at Fieldstone, and I still visit to this day. As highlighted before, the staff definitely created an environment that promoted healthy learning and a positive atmosphere. I loved conversing with the teachers and other students and was definitely always looking forward to attending class. It was a more relaxed environment that I most definitely enjoyed, and something that encouraged me to work harder. I certainly miss the atmosphere of being able to joke around and converse with the teachers and students while also maintaining a respect-first relationship with everyone around me. I was definitely also able to maintain a great academic standing throughout due to my feeling of stability within the school.

—Adham Ragab, alum (2018-2019) (see full review)

There is no better feeling than to see your children grow as young leaders and as a Fieldstone parent, I have witnessed huge growth in my daughters. We chose Fieldstone School because my daughters needed to be challenged and stimulated. I have seen them grow to their full potential. The teachers are dedicated and committed to their student's success. They provide clear instruction with daily feedback allowing students to thrive. My daughters receive the encouragements necessary to push themselves further. There is ongoing communication between teachers and parents permitting a team effort to best support the student. I am confident my children are receiving excellent education and that they will be able to excel in their next steps going forward. Due to small class sizes, teachers are able to cater to the student's needs and this has highly benefited my children.

—Axelle Vaughan, parent (beginning 2017) (see full review)

I remember my first School tour, I really like the welcome from them, we had a nice tour and we love it, we also received the detailed information and we heard about the benefits of the Cambridge program, which I really liked since, I loved that they weren't pushy or forcing me to decide right away, it was super comfortable to deal with the decisions, and the school board of Directors is the best since. then. They made sure that Sofia really likes the school before we jumped into the enrolment process, then when she felt that Fieldstone was the right fit, they were so helpful with the whole process. I really love and appreciate the Fieldstone Family, and their amazing job in the middle of a pandemic. We couldn't do this past two years if it wasn't because of their supportive and brave team of teachers.

—Paola Ortiz, parent (beginning 2016) (see full review)

The community is diverse and inclusive.

Feedback from students, parents, and alumni highlights Fieldstone's respectful and welcoming environment, where small class sizes and various extracurricular activities foster a sense of belonging and cultural appreciation among students.

With any school, it is always a mixed bag of students, but at Fieldstone, everyone is respectful and usually eager to learn. Thankfully, Fieldstone has a wide range of extracurricular activities, so there is always the opportunity to meet others in different grades and find a place where you belong. The school was free from catty or bullying behavior and the school encouraged a positive environment. Since most of the class sizes were quite small, it gave everyone the opportunity to get to know others. In Fieldstone King's College School, most of the students were from countries such as China, Japan, South Korea, and Mexico, so it was wonderful to get to learn about other cultures and Fieldstone encouraged that by having a Cultural Afternoon where everyone would bring dishes from their country and it would be shared amongst everyone.

—Abigail Lewis, alum (2012-2018) (see full review)

One of the great strengths of Fieldstone School is the diversity in the student body. The class sizes are small enough for students to really bond with one another and they have multiple opportunities to learn from each other. My daughters have developed strong friendships that they will always cherish. Students are encouraged to engage with students outside of their class. An example would be the "House" captains, leaders within the school, that have the important role to bring all students together regardless of grade and age. This creates a wonderful atmosphere and school spirit. Finally, I will add that Fieldstone School stands out with students proudly wearing the blue and gold colours in all sports event and putting forward their mascot - The Grizzly Bear!

—Axelle Vaughan, parent (beginning 2017) (see full review)

My daughters love going to school because they know they will be heard, encouraged, guided and respected every single day. The building and campus are very welcoming. They offer a wonderful setting for student engagement and student academic achievements. The common areas are spacious and allow for gatherings and student life. The older students care about the younger ones and it offers a sense of family to new students. My daughters have found their second home within Fieldstone School. Also, at Fieldstone there are four "Houses" to which students are assigned upon arrival. These "Houses" create a sense of belonging and motivation. Many activities are linked to gaining points for the "Houses" and it always fun to see teachers and students joyfully compete to achieve their goals.

—Axelle Vaughan, parent (beginning 2017) (see full review)

Strong academic support and personalized attention are provided.

Sources from the Fieldstone community reveal that the school offers substantial support for students through dedicated guidance counselors and committed teachers, ensuring that students feel prepared for academic and post-secondary challenges.

The small class sizes enable teachers to give proper attention for students to have access to the teachers, to have their attention as well, and to learn in a very calm and collected environment. Each child is different and they really take the time to make sure that the child has a proper learning plan in place and a proper academic plan to graduate. We really liked that unique approach. The small class sizes and the attentive teachers have really been, I think, what we appreciate most and what our son appreciates most about the school.

—Dwayne and Uchenwa Genus, parent (see full interview)

All of the teachers at Fieldstone enjoy teaching their respected subjects and are very passionate about it. No matter what class I had throughout my time at Fieldstone I enjoyed every single one! With students being eager to learn and teachers being eager to teach there is a level of support that is created. Students will never be left unsupported, and after-school help is always an option! Personally, as a student Math was never my strong suit, but at Fieldstone I was given the opportunity for one on one learning to ensure that even though it was not my favourite subject, I was still able to learn! To me, this is an experience I find not all schools give to their students, and for me it allowed me to grow through my academics!

—Lexie Dias, alum (2012-2018) (see full review)

The teaching at Fieldstone is truly extraordinary. I value the years I have spent with such spectacular teachers who took the time to make sure no one was falling behind. They were all friendly and clearly passionate about their work. The teachers could be approached with any question and it would be met with kindness and understanding. The class sizes are on the smaller side, which allows for students to not be left behind and gives them all a chance to get a good mark. The attentiveness of the teachers truly makes a difference in the educational experience. The teachers were highly respected and took the time to remember everyone's name, even if you were not in their class. I, to this day, value the experience that the teachers at Fieldstone gave me. The knowledge that they imparted have helped me to succeed in university.

—Abigail Lewis, alum (2012-2018) (see full review)

I found that Fieldstone offered a great deal of support for all of its students. The guidance counsellor was very kind, resourceful and easy to talk to. I remember one specific incident where I was in a complete panic in grade twelve and emailed the guidance counsellor to talk about it. She replied promptly and gave me the information that I needed to approach the problem with more knowledge. The counsellor was also very good at making sure that you knew all of your options for post-secondary and that you were as prepared as possible prior to the beginning of the process. I felt greatly supported by the counselling at Fieldstone and I had a lot of trust in the staff there because they were patient, knowledgeable and eager to help.

—Abigail Lewis, alum (2012-2018) (see full review)

Talking about challenges, I know my daughter's character and I knew that she needs to be challenged in order to perform at her best. Since fifth grade, I noticed that all the teachers were very passionate about their job, they were super supportive of Sofia's personality so they always created new challenges for her, and she responded very well as the curriculum is very strong, she felt that she was learning more than she was expecting, and I really saw that happening. Since then, every single teacher, every year, they do their job exceeding our expectations and making sure Sofia's character is stronger as time passes. The support from the teachers is extremely high, they are always doing the extra mile, to deliver the best. For example; Sofia is taking both English and French Cambridge test, and the teachers were super supportive in teaching her extra hours after school. I can't describe with words my gratitude towards all the staff and directors of Fieldstone.

—Paola Ortiz, parent (beginning 2016) (see full review)

Name
Email
Verify Code

	You can withdraw consent by unsubscribing anytime.

Expressive
Disciplined

My Shortlist

BUILD YOUR SHORTLIST

EVALUATE YOUR SCHOOLS

TRACK IMPORTANT DATES

Fieldstone School ACADEMICS & EXTRACURRICULARS

Summary

Page Contents

Curriculum Traditional

Curriculum approach at Fieldstone: Traditional

International curriculum & programs at Fieldstone: Cambridge IGSCE

What Fieldstone says about their overall curriculum and approach:

Approach

Pedagogies and subject courses:

Mathematics

Mathematics approach at Fieldstone: Traditional Math

What Fieldstone says:

Textbooks and supplementary materials:

Calculator policy:

Early Reading

Early Reading approach at Fieldstone: Phonics-intensive

What Fieldstone says:

What Fieldstone says:

Writing

Writing approach at Fieldstone: Equal balance

What Fieldstone says:

Science

Science approach at Fieldstone: Equal Balance

Teaching approach:

Treatment of evolution:

Topics covered in curriculum:

Literature

Literature approach at Fieldstone: Traditional

What Fieldstone says:

Program covers:

Social Studies

Social Studies approach at Fieldstone: Core Knowledge

What Fieldstone says:

Humanities and Social Sciences

Humanities and Social Sciences approach at Fieldstone: Perennialism

What Fieldstone says:

Foreign Languages

Foreign Languages approach at Fieldstone: Communicative

What Fieldstone says:

Language instruction offered in:

Fine Arts

Fine Arts approach at Fieldstone: Creative

Program offers:

Visual studio philosophy:

What Fieldstone says:

Computers and Technology

Computers and Technology approach at Fieldstone: Light integration

What Fieldstone says:

Program covers:

Physical Education

What Fieldstone says:

Advanced Placement courses

Sex and health education

Sex and health education approach at Fieldstone: Not Ontario curriculum

Approach to sex and health education: Mostly value-neutral

What Fieldstone says:

Preschool/K Curriculum Academic

Preschool/K Curriculum approach at Fieldstone: Academic

What Fieldstone says about their preschool/K curriculum approach:

Language English

Fieldstone offers English as the primary language of instruction.

Language of enrolment include: English, French, Mandarin

Online Learning

Fieldstone School offers online courses to students.

Course schedule

Course format

Academic support and services

Curriculum Pace Accelerated

Curriculum Pace approach at Fieldstone: Accelerated

What Fieldstone says about their curriculum pace:

Flexible pacing style

What Fieldstone says about their flexible pacing:

Academic Culture Rigorous

Academic Culture approach at Fieldstone: Rigorous

What Fieldstone says about their academic culture:

Developmental priorities Intellectual