Balance
Character Development
Character development in a JK-12 school like CDS is a holistic process that nurtures both the hearts and minds of students, preparing them to become ethical, responsible, and engaged members of society. By fostering social responsibility, broadening perspectives, and encouraging active community involvement at CDS, we help inspire students to contribute meaningfully to the world around them.
Community service serves as a cornerstone of character development, offering students opportunities to cultivate empathy and compassion. Beginning in Junior School, students participate in initiatives such as dress-down days, which raise awareness and funds for charitable causes. These early experiences instill a sense of social responsibility and introduce the importance of giving back. As students progress, leadership opportunities evolve to match their developmental stage, culminating in distinct roles across different divisions—Grade 6 Pathways to People, Grade 8 Middle School Council, and Grade 12 Student Council—each fostering leadership, accountability, and community engagement.
School spirit also plays a vital role in character development by creating a sense of belonging and shared purpose. It reinforces key life skills such as teamwork and collaboration while fostering pride in one’s school. At CDS, school spirit strengthens the overall culture, encouraging students to take an active role in shaping a positive and inclusive community.
Community service serves as a cornerstone of character development, offering students opportunities to cultivate empathy and compassion. Beginning in Junior School, students participate in initiatives such as dress-down days, which raise awareness and funds for charitable causes. These early experiences instill a sense of social responsibility and introduce the importance of giving back. As students progress, leadership opportunities evolve to match their developmental stage, culminating in distinct roles across different divisions—Grade 6 Pathways to People, Grade 8 Middle School Council, and Grade 12 Student Council—each fostering leadership, accountability, and community engagement.
School spirit also plays a vital role in character development by creating a sense of belonging and shared purpose. It reinforces key life skills such as teamwork and collaboration while fostering pride in one’s school. At CDS, school spirit strengthens the overall culture, encouraging students to take an active role in shaping a positive and inclusive community.
School Spirit
School spirit is alive and well at The Country Day School. Students and staff alike are proud of the School and value the strong sense of community within its walls.
The House System at CDS is designed to encourage both community and friendly competitions between students and staff and represent CDS tradition and culture. The House System also represents an opportunity for inclusion and leadership for students as they can eventually lead their House in their Senior years as a Head of House.
The House System at CDS is designed to encourage both community and friendly competitions between students and staff and represent CDS tradition and culture. The House System also represents an opportunity for inclusion and leadership for students as they can eventually lead their House in their Senior years as a Head of House.
The School is divided into four Houses, whose names reflect the origins of The Country Day School. DUNLAP and EBERTS are the names of two of the School's founding families. The ROSS family has played a significant role in the evolution of the School, with Robert Ross having servied as Headmaster from 1976 to 1989. TAYLOR House derives its name from Peter Taylor who served as teacher and later as Head of the Junior School, from 1972 to 1990.
Each student is a member of one of these Houses.
Everything a student becomes involved in or achieves during his or her career at CDS is as a representative of their House. Points earned by each student count toward House totals at the end of each year. They earn individual points as well, which accrue over the whole of their career at the School. Prizes are awarded at an annual assembly in June.
The House System teaches students the spirit of cooperation and competition, and provides opportunities for leadership and participation. The students develop strong allegiances to their Houses, which in turn produces a vital school spirit.
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LESSONS IN COMMUNITY SERVICE ARE ABUNDANT AT CDS
As active participants in serving the needs of others, students learn about the world around them and develop civic responsibility, empathy and self-worth. That is why lessons in community service are abundant at The Country Day School.
By giving of their time, ideas and even their allowance, students learn that they can make a difference in their community and across the world as well. Students jump rope for Heart and Stroke, run for Terry Fox, work with international communities in developing countries through Free the Children, plant trees, and collect food and toys for those in our community, just to name a few activities.
Naturally, every service initiative is helped made possible by our caring and capable faculty, as seen in their leadership, mentoring and encouragement. At CDS, we view community service as an essential component of every child’s education and a way to nurture civic responsibility.
By giving of their time, ideas and even their allowance, students learn that they can make a difference in their community and across the world as well. Students jump rope for Heart and Stroke, run for Terry Fox, work with international communities in developing countries through Free the Children, plant trees, and collect food and toys for those in our community, just to name a few activities.
Naturally, every service initiative is helped made possible by our caring and capable faculty, as seen in their leadership, mentoring and encouragement. At CDS, we view community service as an essential component of every child’s education and a way to nurture civic responsibility.
COMMUNITY SERVICE REQUIREMENTS
As part of the diploma requirements, students must complete a minimum of 40 hours of community involvement activities. These activities may be completed at any time during their years in the Senior School program. We recommend that students set a goal of completing a minimum of 15 hours in each of their first three years.
The community involvement requirement is designed to encourage students to develop an awareness and understanding of civic responsibility as well as the role they can play in supporting and strengthening their communities. Students, in collaboration with their parents and counsellors, will decide how they complete their community involvement requirement.
Land Acknowledgment
The Country Day School wishes to recognize and acknowledge the land on which the school operates. Our nearest Indigenous Nations are now the Mississaugas of the Credit First Nation and the Chippewas of Georgina Island. The Dish with One Spoon Wampum covenant is often cited as an example of the shared responsibility for caring for these lands among the Huron-Wendat, Anishinaabe and Haudenosaunee peoples who would call these their traditional territories. CDS respects the relationship with these lands and recognizes that our connection to this land can be strengthened by our continued relationship with all First Nations, by acknowledging our shared responsibility to respect and care for the land and waters for future generations.
School Information
Junior, Middle and Senior Schools
13415 Dufferin Street, King, Ontario L7B 1K5
(905) 833-1220
communications@cds.on.ca
admissions@cds.on.ca
Founded in 1972, The Country Day School is a co-educational private school offering programs in JK-12 and located on 100 acres north of Toronto in King.
13415 Dufferin Street, King, Ontario L7B 1K5
(905) 833-1220
communications@cds.on.ca
admissions@cds.on.ca
Founded in 1972, The Country Day School is a co-educational private school offering programs in JK-12 and located on 100 acres north of Toronto in King.
