Learning is a lifelong experience!
We all had tough times when we were in high school. We did not know what we wanted to do with our lives, we did not understand the importance of certain subjects, we did not see how it would all come together eventually. I was no different.
Even in the most doubtful of times of success, I persevered, I went back, resolved to succeed, and developed a strategy. I graduated from University and went on to Teacher’s College. To this day, I am a student, improving my knowledge of education delivery and management. I learned to build self-esteem, grounded in self-awareness rather than image. My experience allows me to understand students’ mind-set – those far from home and those who are home, those with learning differences and those who learn conventionally.
I understand that choosing a school can be one of the most challenging and difficult decisions a family needs to make, as it really is an investment in your child’s future. I would encourage each family to look for the school that best suits the needs and interests of their child. A school should offer an abundance of opportunities for students to explore, experience, learn, find their strengths and to become the very best person they can.
We are a Community...
Connected by students, their families, teachers and administrators. As a principal, I strive to encourage intellectual bonds, stimulate curiosity and be the academic catalyst for this community. Students, teachers and parents are always welcome to talk to me.
I’m proud to say that at Keystone, we have a collaborative learning environment. We teach our students to master learning. Our teachers are creative with instruction and continually learn about how our students best learn. We empower everyone in our community, push intellectual boundaries, enjoy the freedom to experiment, strive for personal bests and create leadership opportunities. We are an academic team with our very own brand of "edutainment".
I warmly welcome you to visit and discover firsthand what makes Keystone International Schools' education so special.
Ivana Djuric, B.Ed., OCT Principal
Following the Ontario curriculum, we provide a project based learning environment in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge.
Our small class sizes and close-knit community ensure that each student is seen, respected, valued and challenged, resulting in a truly unique education, crafted to the needs and personality of each student. High school students discover new capacities for critical thinking and forming independent judgments. Students read classics, explore scientific concepts and learn to debate. Classes debate ethical issues in science, history, economics and literature. Students write poetry, engage in a variety of mathematical reasoning, and inquire, hypothesize and conduct hands-on lab experiments. Our teachers present demanding, open-ended topics that encourage students to observe, compare, analyze, create, question and imagine alternatives.
There are five ESL courses that are based on levels of proficiency in English. Depending on learners’ previous experience with English, students may be placed in ESL Level 1, 2, 3, 4, or 5. A student who has been in full-time education in his or her country of origin but who has never studied English would be placed in ESL Level 1. A student who has been in full-time education in his or her own country and has studied some English might be placed in ESL Level 2 or 3 on the basis of the initial English language assessment. A student who has studied English for several years might be placed in ESL Level 3, 4, or 5 on the basis of the initial English language assessment. Students of Grade 9 age whose initial assessment indicates that they are beyond ESL Level 4 (ESLDO) will be placed directly in Grade 9 Applied English (ENG1P) or Grade 9 Academic English (ENG1D).
Students' level of English is assessed during an interview and when necessary, supplemented with an English Assessment Test. Based on the results, students will be placed in the appropriate level of English class.
Keystone International Schools have a two-semester system offering a more flexible academic schedule.
Typically, students take 4 credits during the first semester and 4 credits during the second semester. If needed or desired, students can also take up to 2 credits during the Summer semester.
Classes are ninety minute blocks. By studying courses in ninety minute blocks, and only having to take maximum of four subjects per semester, students are able to concentrate on fewer courses at a time, resulting in less stress and more time to focus on their courses. Students get individual help and support from teachers.
This type of academic schedule, which is more aligned with college and university system prepares students for higher education.
The Math & Science Pathway provides an opportunity to combine logic and precision with intuition and imagination. It offers a broad range of career options. Students who want to continue their higher studies in Engineering, Architecture, Medical Sciences, Mathematics, Biology, Chemistry, Physics, Sustainable Agriculture, Environmental Studies and related programs will chose this stream to ensure required pre-requisites are completed before University admittance.
The Arts & Humanities stream is about skills related to self-analysis, self-discipline, creativity, effective communication, practical knowledge and problem-solving tactics. This pathway provides students with the widest selection of programs in University. Economics, Law, Political Science, Performing Arts, Language Arts, Education, History, Philosophy and Literature are some of the possible selection of programs followed by this stream.
The Business & Management stream is developed for students who aspire to continue their higher studies in Business Administration, Commerce, Finance, International Business & Technology and related programs. The stream encourages students to explore subjects from a global perspective. Students get exposed to various industries, they examine different companies and interact with leaders and entrepreneurs throughout the program.
4 credits in English
3 credits in Mathematics
2 credits in Science
1 credit in Canadian History
1 credit in Canadian Geography
1 credit in Arts
1 credit in Health & Physical Education
1 credit in French as a second language
1 credit in Business Studies
• Social sciences and the humanities
• Business Studies
• Canadian and world studies
• Health and physical education
• The arts
• French as a second language
• Guidance and career education
• Technological education
• Computer studies
• Cooperative education
Every student who begins secondary school must complete a minimum of 40 hours of community involvement activities as part of the requirements for an Ontario Secondary School Diploma (OSSD). The purpose of the community involvement requirement is to encourage students to develop awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities.
Keystone International Schools partner with various local community organization and ensures that every student gets a placement that is in line with his/her interests when available.
The compulsory credits are to be taken during the 4 years of high school, between grades 9 and 12. When a student transfers into Keystone International Schools all credits from previous schools will be assessed as per their transcription. Credits will be transferred on a case by case basis.
Optional credits will be chosen by the student with the guidance of the career counselor. Optional credits play an important role in getting accepted to high demand programs post high school and should be carefully selected.
The Ontario Secondary School Literacy Test (OSSLT) is a compulsory standardized test for secondary school students in Ontario who wish to obtain the Ontario Secondary School Diploma. The OSSLT is written every year in March in all public, private and Catholic secondary schools in the province of Ontario.
The post-high school planning process, lead by the career counselor, empowers each student to assess their own interests and capabilities, and to think independently about the direction of their life after high school.
College advisors and guidance counselors, along with family and faculty, provide resources and a supportive environment, which encourages each student to make the best possible choice for their lives after graduation. The college counselor provides resources and support for students and their parents through the college search process with a goal of helping each student find a “best match” university.
The same level of support is also provided for students who choose to work, travel, or participate in a specialized educational program, gap year, or trade school after graduation. We understand that these are important and personal decisions which should not be made in haste.