Dedicated to Developing the Whole Child

The Lower school at Hudson College, a Toronto Private School, offers a superior, balanced academic program from Pre-Kindergarten to Grade 8. Our mission is to engage students in a dynamic learning environment and inspire them to become intellectually vibrant, creative, compassionate and responsible individuals. We help prepare them to assume leadership roles as valued citizens of their communities.
Our Lower School program helps our students develop the skills to not only do better at school, but also develop the confidence to do better in everything else. We pride ourselves in providing students with a positive, nurturing, and supportive learning environment that allows each student to reach her or his maximum potential.

At Hudson, we recognize that a diverse, multicultural learning experience broadens intellectual horizons and promotes in each student a sense of appreciation, tolerance and understanding of other cultures.

We believe that the development of both academic and creative learning skills enriches the individual child and encourages independent thought and imagination. We strongly support the concept of a healthy mind in a healthy body. We provide a stimulating, challenging and nurturing school environment that supports the development of the whole child, physically and intellectually, into a caring, responsible and productive member of the global community.

We also believe that knowledge is best acquired through a series of positive learning experiences, and that children build on these experiences as they develop and progress in life. Our students are recognized and respected for the unique individuals that they are, and their successes reflect our dedication to providing an exceptional, well-rounded education for all of our bright young students.

Program Overview

As with our Upper School curriculum, our Lower School program offers many key benefits to ensure and inspire our students’ success in learning:

• Superior, balanced curriculum
• Dedicated, highly qualified teachers
• Stimulating, challenging, and nurturing environment
• Small class sizes
• State-of-the-art computer lab
• State-of-the-art science lab
• Outstanding facilities
• Early-start literacy program
• Full-day kindergarten program
• Individual approach to learning
• Foster each child’s creativity, exploration and inquiry
• Strong arts, music, and drama programs
• Before and after school care programs and activities
• French language programs starting in kindergarden
• Wealth of clubs, sports, and arts
• Textbooks provided
• School bus service available

As part of our Mentorship program, our Upper School students also act as guides, tutors, and mentors for our younger students.

Junior / Senior Kindergarten and Primary School Program

Our JK/SK and Primary program is designed to establish a solid foundation for our students’ future academic success, and is based on experiential learning. Our students are motivated to learn by developing core knowledge in the areas of Reading Readiness, Early Math, Early Science, Art, Drama, Music, French, and Physical Education. Extensive field work to significant cultural venues and recreational centres is also employed by our teachers to help our young students learn beyond the classroom.

We believe those children who are provided with a carefully designed early education program gain significantly by developing their personal, coping and socialization skills and a lifelong positive attitude towards learning. Children’s early learning experiences have a profound effect on their development, thus an excellent beginning to formalized education is paramount for all children.

Starting in kindergarten and through the primary years, children’s receptivity and capacity to learn are at their peak. It is during this period that they acquire a variety of important skills, knowledge and attitudes that will affect their ability to learn and their personal development later on in life. Our kindergarten and primary children are provided with a rich opportunity to gain the necessary skills which will place them on the path to academic success and healthy personal growth. Our educational philosophy and curriculum ensure that the necessary ingredients for the very best beginnings are present.

We view these precious early years at school as an extension of the family, and for this reason, we encourage an active partnership with parents. We understand the importance of working with parents and our commitment to open communication, collaborative problem solving and decision making between administrators, teachers and parents, is a hallmark of our approach to education in kindergarten and the primary grades.

Our kindergarten and primary school has the support of our entire school community, including our elementary and secondary school staff. It is through the creation of such a friendly, inclusive environment that smooth transitions into later grades and a sense of belonging are promoted successfully.

Junior and Intermediate School Program

Continued small class sizes, and highly qualified, experienced and helpful educators are essential to the success of our Junior and Intermediate program, offering the Ministry approved curriculum at an advanced level.

Our students are encouraged to achieve academic excellence and to realize their full potential, building on the skills they have gained in their primary years, thus enabling them to become increasingly more independent and prepared for the challenges they will experience as they progress towards high school.

As our students enter the next phase of their education that will take them through to grade 8, we emphasize academic achievement and advancement in English, Math, The Sciences, Arts, Drama, Music, Physical Education, and Critical Thinking and Analysis. French and Spanish language courses are also available.

Our junior and intermediate students are given a reasonable amount of daily homework, with at least ten minutes of assigned homework daily for each grade level. For example, a Grade Three student would receive approximately 30 minutes of homework daily, whereas a Grade Six student would receive approximately 60 minutes of homework each day.

Our students are continuously tested in an informal manner by our teachers, while regular standardized testing ensures that students are reaching and surpassing all academic requirements in each of their respective grades.

At Hudson, we believe students learn most effectively through experential, hands-on learning. Our extended trips each year give Hudson students the opportunity to grow through gradually increased challenges away from home and school.

Grade 7-8 Leadership Trip

In September, our Grade 7 & 8 teachers and students attend an outdoor adventure camp north of the city. Its purpose is to introduce students to basic survival, team-building and leadership skills. While staying on-site in cabins, and working primarily out-of-doors, students learn about taking responsibility for handling outdoor gear, wearing proper clothes for the outdoors and in managing their own belongings. Part of the mandate is to encourage effective and cooperative teamwork through trust exercises and team-based challenges. Another purpose is to help students prepare for future Outdoor Education and Leadership Excursions when they attend our Upper School.

Grade 7-8 S@GE Trip

In May, our Grade 7 & 8 teachers and students attend the Sicence at Guelph Experience at Guelph University. Its purpose is to augment the Ontario Science & Technology Curriculum by developing a multi-disciplinary approach to the study of science and technology and introducing various areas of science in a fun, immersive university setting as a way of stimulating interest and encouraging the development of career goals in the fields of science and technology. Hudson students will attend academic science modules, stay in residence, dine in on-campus dining facilities and enjoy recreational activities at the University’s Athletic Centre.

Grades 5-6 Outdoor Adventure Trip

Near the end of the school year, our grade 5 & 6 teachers and students attend an outdoor education camp in the gorgeous Georgian Bay area of central Ontario. Students enjoy outdoor activities such as hiking, canoeing, swimming, sailing, fishing, cooking, and many other arts and outdoor adventure-based activities. There are also team-building exercises, games, movies, camp fires, and many other exciting activities for our students. Students sleep in cozy cabins, and eat delcious, lovingly-prepared meals!

TORONTO, ON—Twenty of the fastest improving elementary schools in Ontario are found in neighbourhoods that have among the lowest average parental incomes, according to the Fraser Institute’s Report Card on Ontario’s Elementary Schools 2009.

“Teachers and administrators in these schools have found ways to beat the odds and help their students do better than might be predicted by their families’ average income,” said Peter Cowley, Fraser Institute director of school performance studies.

“This clearly shows that elementary schools don’t need to be located in wealthy neighbourhoods to improve and be successful.”

The 20 schools are: Sacred Heart in Espanola, Frontenac in Kingston, St Joseph in Niagara Falls, St Andrew in Welland, Ridgewood in Coboconk, St Dorothy in Toronto, Grey Central in Ethel, Humberwood Downs in Toronto, St Leo in Toronto, Saint-François-d’Assise in Welland, Parkway in Cambridge, Centennial-Grand Woodlands in  Brantford, Ferndale in St Catharines, Chartland in Toronto, Holy Cross in Brantford, Ogden in Thunder Bay, Holy Name of Jesus in Hamilton, St Helen in Toronto, Morrish in Toronto, and Seaforth in Seaforth. Of these 20 schools, 11 are public and nine are Catholic.

Sacred Heart showed the greatest improvement, going from an overall score of 2.5 in 2004 to 7.5 in 2008. Average family income for parents of students at Sacred Heart is $47,300. Frontenac in Kingston has improved from an overall score of zero in 2004 to 5.3 in 2008. Average income for parents of students at Frontenac is $23,800.

The average parental income for all Ontario elementary schools listed in the Fraser Institute Report Card is $73,500.

Cowley said critics of the Fraser Institute report card too often excuse a school’s poor results by blaming them on socio-economic factors. By doing so, these critics are essentially writing off a student’s chances of success based on a family’s economic standing.

“Every school should ensure that all its students meet the provincial standard in reading, writing, and mathematics, no matter where the student lives or how much their parents earn,” he said.

The Report Card on Ontario’s Elementary Schools 2009 rates 2,778 English and French, public, and Catholic  elementary schools from across Ontario based on nine key indicators derived from province-wide tests of reading, writing, and mathematics skills administered by the province’s Education Quality and Accountability Office. A small number of private schools are also included.

This annual report card, available at http://www.fraserinstitute.org/reportcards/schoolperformance/ontario.htm is the only easily accessible public document that allows anyone to analyze and compare the performance of individual schools. Parents consult the report card when they are choosing a school and use it as an annual audit of how their children’s school is doing academically.

“Parents have repeatedly shown they value the ability to track the performance of their child’s school and compare it to other schools,” Cowley said.

“Our report card allows parents to quickly and easily determine if their child’s school is improving or worsening academically.”

Cowley points out that one purpose of the report card is to encourage schools to improve. Each report card contains enough data to allow for valid comparisons and for parents to ask school officials pertinent questions about a school’s performance.

“Using the report card to compare a private school in a well-off Greater Toronto neighbourhood to a small, rural public school in northern Ontario may not be useful. But comparing schools that have similar characteristics within the same community can be important for parents and educators alike.”

Canadian prep schools offer high school students a unique experience. Approximately six percent of all students in Canada attend prep school. In prep school, your child will get exposure to a wide variety of programs designed to make him or her a well rounded person. Prep schools traditionally have a strong academic and athletic focus, as well as providing opportunities for cultural and leadership activities. If you are considering prep school for your teenage child, you should carefully evaluate the pros and cons of your decision.

Private School Advantages

Academics - Private schools are sought out by parents because of their rigorous academic programs. Statistically speaking, more students from prep schools attend college and earn high marks on their college entrance exams than those from private school. There are a wide range of choices including International and French Baccalaureates, Advanced Placement and British O and A levels. There are traditional British style prep schools, Christian schools, Montessori schools and Waldorf schools, as well as liberal education schools with specific educational philosophies.

Athletics - Most prep schools require participation on an athletic team in order to attend the school. Prep schools give a lot of support to their athletic teams and they often have a wider variety of sports than public schools, like diving or golf.

Language development - Most Canadian prep schools offer extensive training in English, French and other languages. Some require that students be proficient in at least two languages in order to graduate. The language training at prep school goes above and beyond what is experienced at public schools.

Low student to teacher ratio - Small class sizes mean that your teenager gets more attention from his or her teachers. Teacher and student interaction is a vital part of the learning experience. In prep school, your child’s teachers will know him or her very well and are able to keep students on track with their studies.

Parental involvement - Since parents are the “customers” of prep school, they are highly involved in the lives of their children and the school. Parents participate in school wide events and other activities. Unlike in public school, where vocal parents are sometimes seen as a nuisance, private school administrators welcome parent feedback.

Private School Disadvantages

Cost- This is by far the biggest deterrent to private prep school. Prep school can cost $10,000 to $28,000 per year. This cost can be increased if you choose a private boarding school. These schools are a major financial commitment and this should be the biggest factor in your decision.

High pressure - The academic pressures of prep school can be a lot for a teenager to handle. The increased homework load and high expectations from students can create a high pressure environment. If your student isn’t used to college preparatory classes, he or she may have trouble adapting to the more rigorous curriculum.

Keeping up with classmates - In prep school, your teenage student may be exposed to a completely different social class than the one they are used to. The spending limits and lifestyles of their extremely wealthy classmates may provide extra pressure on them to fit in. Your student may want to spend extra money on clothes and activities to keep up with the rest of the class.

Fundraising - Even though private schools are funded by parents, there’s no shortage of fundraisers to sponsor various extracurricular activities or new building projects at the school. Expect to be invited to many dinners and events where are expected to fork over donations.

Toronto private schools is committed to educational excellence and development of the character and individual abilities of students.

A controversial subject in today’s education debates is the theory that boys and girls should be educated separately because they learn differently. When selecting a private school parents wonder if there is there any merit to this debate.

Do Boys and Girls Learn Differently?

The basis of the theory of single-gender private school is that there is a body of neuroscientific research that shows male and female brains are different. The single-gender advocates interpret this to mean they learn differently. They aren’t saying boys are smarter or that girls are smarter, just that they learn differently.

Not surprisingly, these positions have ignited a firestorm. Opponents say these results are a result of gender stereotypes rather than real science or are a result upbringing rather than innate characteristics of the brain. A few magnify it into a conspiracy designed to keep girls from learning math.

Interestingly, the neuroscientists who produced the data are not the ones advocating single-sex education and have cautioned people from drawing practical conclusions from these preliminary and limited findings. Even if the gender-related learning differences are true, gender is still a very weak indicator. Many factors correlate to learning ability more strongly than gender.

It’s About More than Learning Ability

Parents choose to send their child to single-gender private schools for a number of reasons. Some evidence shows that girls are more likely to explore traditionally “boy” subjects like computer programming and auto mechanics if they are in all-girl schools. They end up performing better in math and science than their peers in mixed gender schools.

This crossover works for boys as well. Students in all-boy schools are more likely to take courses such as art. Boys and girls exhibit different social behavior without the inter-gender interplay. Boys are less competitive with no girls to show off for and girls are less shy and more relaxed.

Your Child Is Not General; Your Child Is Specific

Frankly, much of the single-gender education debate is completely irrelevant to parents. It doesn’t matter how girls learn; it matters how your daughter learns. It doesn’t matter if boys are competitive around girls; it matters if your son is competitive.

Studies that show learning differences based on gender, age, or other factors often show more variation within a group than between groups. For example, there is more variation in abilities when comparing girls to each other than when comparing girls to boys.

When evaluating private schools, evaluate single-gender schools just like you would any other - by how well their programs would fit your child. A boys’ school may be the right choice for one boy and the wrong one for another - even if those boys are brothers.

By judging schools by your child’s particular and unique needs, you can find the optimal educational institution that will provide the best education possible.

There are many single-gender private schools in Toronto for you to investigate.