Alborz Elementary school provides programming for students from grade 3 to Grade 8. At Alborz, we follow the Ministry of Education curriculum and provide enriched programs that prepares students for their high school education and beyond. Through the integration of academics and art, we are able to meet each child at his/her best place of learning.

Our highly qualified teachers guide students towards working independently and learning through experience. In this way, students are active participants in their own learning. Our Grade 3 to 6 programming is supported by a variety of approaches derived from the larger educational community, ensuring a well- balanced and strong curriculum delivery.

Alborz students in Grades 7 and 8 are taught 8 different subjects by a team of specialty teachers. Included in those 8 subjects are the six core subjects of English, mathematics, French, science, history and geography. Complementing these to create a balanced curriculum are physical education, art, computers and health.

Our educational mission places particular importance on:
• educating young people to become self-confident, independent personalities, with critical thinking skills that encourage personal and social responsibilities;
• the strengthening of inter-cultural sensitivities of our learners by cultivating respect for their own culture and appreciation of other cultures as well.

The focus remains on providing a rich and stimulating program in which students are eager to learn. Activities designed to improve self-confidence, promote self-discipline, develop organizational skills, and respect for one another. The teacher-to-student ratio is School is 1:20.

   

  “In a truly equitable system, factors such as race, gender,
       and socio-economic status do not prevent students from
       achieving ambitious outcomes. Our experience shows that
       barriers can be removed when all education partners create
       the conditions needed for success.”
                                 (Ontario Ministry of Education, 2008, p. 8)