Fulford Academy

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School Busing:

Additional notes: We offer free airport pick up on Arrival and Departure days. We have busing for our weekend trips as well as airport pick up and drop off.

Gallery showcasing school life and general photos of Fulford Academy.

School Facilities Gallery

Photo-tour of facilities

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• Athletics facilities
• Arts facilities
• Campus
• Classrooms
• Residences
• Science facilities
• Instructional resources
• Shared spaces

Athletics facilities

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Campus

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An aerial view of Fulford Academy in Brockville, Ontario, Canada

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Classrooms

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Gallery showcasing specific locations and facilities found at Fulford Academy.

• Curriculum Progressive
  [Show definition of Curriculum]

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

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  Curriculum approach at Fulford Academy: Progressive

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

  [Show: About Progressive?]

  Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.

  Curriculum at schools on OurKids.net

    Progressive - 37%
    Traditional - 38%
    Liberal arts - 12%
    Montessori - 10%
    Reggio Emilia - 1%
    Waldorf - 2%
  

  What Fulford Academy says: Fulford Academy applies the Science, Technology, Engineering, and Mathematics + Arts. Our students engage in cross-curricular studies that involve coding, robotics, mechanical design and engineering problem solving as an integral part of their learning. This unique and effective approach is applied across universities in Europe and we are leading the way in the future of education by offering it as the core of our curriculum. This type of learning gives the student a high-level perspective on how to solve a problem by using 2 or more approaches from different areas of study, giving them an advantage to apply deeper thinking when working on projects at school, and will apply this process throughout their education career all the way into the boardroom, the science lab and beyond.

  Approach:

  Focus
  Academic

  Pedagogies and subject courses:

  • Mathematics Equal Balance

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    Mathematics approach at Fulford Academy: Equal Balance

    Fulford Academy has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).

    [Show: About Equal Balance?]

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

    Mathematics at schools on OurKids.net

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

    What Fulford Academy says: At Fulford Academy, we believe that students in mathematics learn best when the content of the math course, regardless of level, is integrated into the problem-solving model. Whenever possible we strive to present students with real-world problems that relate to the mathematical concepts they are learning each day. Our students explore situations using experimentation and other hands-on methods of gathering data and connect the calculations and problem-solving strategies they are using to the mathematical concepts outlined by the Ontario Curriculum. Our teachers work hard to ensure the mathematics is practical, engaging and applicable to a wide variety of life pathways. We work hard to ensure our students have the foundation and skills they need to be good problem-solvers in whichever future they choose. This open and engaging classroom style ensures that all students are able to contribute and fosters a positive and successful mathematics experience.

    Textbooks and supplementary materials: When texts are needed our program uses the Nelson Education family of texts. We also rely on other multimedia tools such as Khan Academy, Desmos, Geogebra and other interactive mathematics tools.

    Calculator policy: All Grades 9–12 students are expected to bring a scientific calculator (with features such as ,x , x2, and the primary trigonometric function sine, cosine and tangent) to every Math class. For grades 9 - 12, a graphing calculator is an asset, but not a requirement.

  • Science Equal Balance

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    Science approach at Fulford Academy: Equal Balance

    Fulford Academy has an Equal Balance approach to Science (as opposed to Expository , Inquiry approach).

    [Show: About Equal Balance?]

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

    Science at schools on OurKids.net

      Equal balance - 69%
      Expository - 5%
      Inquiry - 26%
    

    Teaching approach: Fulford Academy’s science classes are hands-on and interactive. Students use an inquiry-based approach to learn essential skills and content. This approach gives students the opportunity to learn the scientific method by applying it to solve real problems. Emphasis is placed on developing safe work habits, collaboration skills and analytical abilities. Students are encouraged to show what they have learned through a variety of different forms and media, for example, videos, traditional lab reports, photo-journals, presentations, etc. This learning is reinforced by traditional lessons teach specific concepts and vocabulary clearly and directly. Students also explore areas of personal interest through research projects, guided discussions and readings.

    Treatment of evolution:

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

    Topics covered in curriculum:

    Subject	offered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature Equal Balance

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    Literature approach at Fulford Academy: Equal Balance

    Fulford Academy has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).

    [Show: About Equal Balance?]

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

    Literature at schools on OurKids.net

      Equal balance - 75%
      Traditional - 22%
      Social justice - 3%
    

    What Fulford Academy says: Literature can play an integral role in many courses as a lens for exploring real-world issues against the backdrop of fiction. Students learn to examine links between fictional and literal concepts, using literature as a framework to find meaning and to make their voices heard in unique and personal ways. Literature also provides an excellent opportunity for students to learn contextually, building their vocabulary and their mastery of grammar and figurative language based on the structures they encounter in various texts.

    Program covers:

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

  • Humanities and Social Sciences Equal Balance

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    Humanities and Social Sciences approach at Fulford Academy: Equal Balance

    Fulford Academy has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).

    [Show: About Equal Balance?]

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

    Humanities and Social Sciences at schools on OurKids.net

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

    What Fulford Academy says: When it comes to teaching humanities and social studies, it is important to approach the classroom with understanding. The idea that what has come before is important to understanding the present and the future. Teaching the foundations of the humanities and the social sciences, encourages students to think critically not only about the past, but also the present and future. Challenging students to look at the world through a new lens, for better understanding, and it is through this understanding, the classroom becomes more inclusive, more understanding, and more compassionate for all learners.

  • Foreign Languages

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    What Fulford Academy says: This information is not currently available.

    Language instruction offered in:

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

  • Fine Arts Equal Balance

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    Fine Arts approach at Fulford Academy: Equal Balance

    Fulford Academy has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).

    [Show: About Equal Balance?]

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

    Fine Arts at schools on OurKids.net

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

    Program offers:

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

    Visual studio philosophy:

    Expressive
    Disciplined

    What Fulford Academy says: Creativity is of critically important in the arts, there is always something new to try, a new an idea to apply, or a new understand to build on. Students are encouraged to take risks in the arts, challenging their limits to see what they are truly capable of. Art gives students the freedom of expression, by teaching the fundamentals and encouraging their own self-expression, students are able to make new connections and new experiences. By experimenting in the arts students may find their passion in something new and different. The arts classroom not only encourages individual expression, but also collaboration, critical thinking, and communication.

  • Computers and Technology Heavy integration

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    Computers and Technology approach at Fulford Academy: Heavy integration

    Fulford Academy has a Heavy integration approach to Computers and Technology (as opposed to Light integration , Medium integration approach).

    [Show: About Heavy integration?]

    A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.

    Computers and Technology at schools on OurKids.net

      Heavy integration - 28%
      Light integration - 19%
      Medium integration - 53%
    

    What Fulford Academy says: Fulford Academy embraces technology in the classroom for the delivery of material to students (and their parents), and for assessment and evaluation purposes. All students at Fulford have, or are provided with, a laptop or Chromebook to have constant access to course material (like instructional videos, teacher-made notes, or tutorials). All teachers strive to Science, Technology, Engineering, Arts, and Mathematics learning through technology-based tools, and students are continuously encouraged to present their learning in as many different ways, and using as many different technologies, as they would like.

    Program covers:

    Subject	offered
    Computer science
    Robotics
    Web design

  • Physical Education

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    What Fulford Academy says: In Physical Education we focus on being safe and active throughout the student’s lifetime. Studies have shown that many of the activities that we are introduced to in our youth are likely to be a part of our adult life. We introduce a variety of sports and activities that they could continue as they get older such as baseball, basketball, soccer, badminton, swimming, volleyball, skating and curling. Many communities offer these sports in the form of recreational leagues for both children and adults. We usually start by introducing rules and equipment so that they understand how to play. This is followed by demonstrations of proper technique and skill building activities so that they can avoid injury. We finish by playing the sport so that they can get a feeling for the flow of the game. As the students progress into higher grades we introduce a fitness component.

  • Advanced Placement courses

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

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    Sex and health education approach at Fulford Academy: Not Ontario curriculum

    Fulford Academy has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).

    [Show: About Not Ontario curriculum?]

    The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.

    Sex and health education at schools on OurKids.net

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

    Approach to sex and health education:

    Fulford Academy has a approach Mostly value-neutral (as opposed to Fairly value-based approach).

    [Show: About Mostly value-neutral?]

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

    What Fulford Academy says: Our Sexual Education unit within Health focuses on teaching students to think ahead about sexual health, consent and their own personal limits; Preventing pregnancy and Sexually Transmitted Infections; Factors affecting gender identity and sexual orientation and supports for people; and basic relationship skills and strategies. Students will be guided through these topics and then will be asked to demonstrate their understanding through presentations, skits, and/or poster projects.

  
  

  Jump to:

  • Mathematics

  • Science

  • Literature

  • Humanities and Social Sciences

  • Foreign Languages

  • Fine Arts

  • Computers and Technology

  • Physical Education

  • Advanced Placement courses

  • Sex and health education
• Curriculum Pace Standard-enriched
  [Show definition of Curriculum Pace]

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

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  Curriculum Pace approach at Fulford Academy: Standard-enriched

  Fulford Academy has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

  [Show: About Standard-enriched?]

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

  Curriculum Pace at schools on OurKids.net

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

  What Fulford Academy says: This information is not currently available.

  Flexible pacing style

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

  What Fulford Academy says about flexible pacing: This information is not currently available.

• Academic Culture Supportive
  [Show definition of Academic Culture]

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

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  Academic Culture approach at Fulford Academy: Supportive

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

  [Show: About Supportive?]

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

  Academic Culture at schools on OurKids.net

    Supportive - 49%
    Rigorous - 51%
  

  What Fulford Academy says about their academic culture: We are a very supportive environment where we do our best to accentuate the strengths of the students while also building up the areas where they may need enrichment.

• Developmental priorities Balanced
  [Show definition of Developmental priorities]

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

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  Primary Developmental Priority: Balanced

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

  Secondary Developmental Priority: Intellectual

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

  What Fulford Academy says: We strive to create an environment where we are consistently enriching both the student’s Intellectual and Social intelligences.

• Special needs support Withdrawal Assistance
  [Show definition of Special needs support]

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

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  Fulford Academy offers Withdrawal Assistance

  Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.

  What Fulford Academy says about their special need support: Due to our small learning environment and attention to teacher training, students automatically receive extra attention when any need arises. If the teachers can manage all of the needs of the students in the classroom then this is done, if more attention is needed, local professionals are brought in to assist the student, their families, and the teachers.

  Academic Support:

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

  Mild but clinically diagnosed ADHD:

  Subject Ttype	offered
  Accommodations
  Modifications
  Extra support

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  A - Forms of Support

  Accommodation:

  Modification:

  Remediation:

  B - Environments

  Indirect Support:

  Resource Assistance:

  Withdrawal Assistance:

  Partial Integration:

  Full-Time Class:

  
  

  Special NeedNeed

  Forms of SupportA

  EnvironmentsB

  ADHD

  • Learning disabilities
    Dyslexia (Language-Based Learning Disability)

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

    Auditory Processing Disorder (APD)

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

    Dyscalculia

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

    Dysgraphia

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

    Language Processing Disorder

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

    Nonverbal Learning Disorders (NLD)

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

    Visual Perceptual/Visual Motor Deficit

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

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

    Asperger's Syndrome

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

    Down syndrome

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

    Intellectual disability

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

    Williams syndrome

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

    Fetal Alcohol Spectrum Disorder (FASD)

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

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

    Clinical Depression

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

    Clinical anxiety

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

    Suicidal thoughts

    This involves persistent thoughts about ending one's life.

    Drug and alcohol abuse

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

    Oppositional Defiant Disorder (ODD)

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

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

    Cerebral palsy

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

    Muscular dystrophy

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

    Spina Bifida

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

    Dyspraxia (Developmental Coordination Disorder)

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

    Blindness

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

    Deafness

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

    Cystic Fibrosis

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

    Multiple physical

    Accommodating a wide range of physical conditions and disabilities.

  Read our guide to special needs schools and special education

• Gifted learner support In-class adaptations
  [Show definition of Gifted learner support]

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

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  Curriculum delivery: 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 Fulford Academy says: Gifted learners are given ownership over their education. As long as they are accomplishing the classroom requirements, they are encouraged early on to research and plan their own projects based on their own interests and needs.

• Language English
  Fulford Academy offers English as the primary language of instruction.

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

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

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  In grade Gr. 12, Fulford Academy students perform an average of 1.5 hours of homework per night.

  Nightly Homework

  	9	10	11	12
  Fulford Academy	90 mins	90 mins	90 mins	90 mins
  Site Average	69 mins	80 mins	97 mins	105 mins

  What Fulford Academy says about their flipped classroom policy: This information is not currently available.

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

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

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  How assessments are delivered across the grades:

  Lettered or numbered grades	Gr. 9 to Gr. 12
  Prose (narrative)-based feedback	Gr. 9 to Gr. 12
  Academic achievement reporting	Gr. 9 to Gr. 12
  Habits and behaviour reporting	Gr. 9 to Gr. 12

Our comprehensive co-curricular program includes community service, athletics, arts, music, clubs and other activities that give students many opportunities to discover their strengths and explore their passions. Each student is coached and guided to recognize and accept leadership opportunities and be a support to their peers. A Fulford education is much more than books!

As a member of Asia Pacific Education, we are thrilled to offer increased emphasis on Science, Technology, Engineering, and Mathematics + Arts, (STEM+A). Our students will engage in cross-curricular studies that involve coding, robotics, mechanical design and engineering problem solving as an integral part of their learning.

Our core values shape the inclusive atmosphere that is Fulford Academy. We emphasize collaboration and cooperation in our community; we celebrate our differences, but seek the common ground to form bridges between individuals and between cultures. We respect the courage required to leave home and study within a new language and culture, and always seek the wisdom to make our World a better place for everyone.