St. Cecilia Catholic School (elementary--Junior Kindergarten to Grade 8)

355 Annette Street, Toronto, Ontario M6P 1R3

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History & Tradition

Father Joseph McCann, a priest at St.Helen's Church, purchased land on Edwin Avenue in November1887 to establish a new Catholic church and school. Originally the parish was to be named after St. Charles. According to historical records, however, the first school--a small wooden structure--was named St.Mary's.

In 1890 the school was replaced with a brick building and renamed St.Cecilia's. Legend has it that St. Cecilia, the patron saint of sacred music, was chosen as the new name because the Heintzman Piano factory stood in view, across the railway tracks, from the school. The present St. Cecilia's Church, at the corner of Annette Street and Pacific Avenue, was opened in 1909, replacing a smaller structure first occupied in 1895. Father Eugene Gallagher was the pastor. 

The present St. Cecilia Catholic School at the corner of Annette Street and Evelyn Avenue opened in 1914 with additions in 1918, 1954 and 1964. The school's first teachers and administrators were the Loretto Nuns, who lived in the former Heintzman family residence at Annette and Laws Streets, providing another musical connection with St. Cecilia. 

Today the proud tradition of Catholic education continues at historic St. Cecilia Catholic School, home of the Tigers!

How We Meet the Diverse Needs of Our Students

St. Cecilia School exists within the context of the Catholic school system. Ultimately our goal is to instill in our students a knowledge, understanding and love of their faith as it relates to the modern world. Our Catholic faith permeates all aspects of the school--programs as well as our interpersonal relationships. We have the responsibility to provide our students with role models consistent with that faith and we expect to work closely with our parish priests to reinforce our students' faith.

Parents are recognized as the primary educators of the children who have been placed in our care. For this reason, we wish St. Cecilia to be a school which is sensitive to parents' priorities. By maintaining open lines of communication, we expect to work cooperatively in addressing educational objectives. We are committed to setting the highest standards of academic excellence, discipline, and Catholic community in the education of our students.

At. St. Cecilia's School we have a safe arrival program. Parents are requested to phone the school to report student absence prior to 8:30 am. Attendance cards are submitted to the office before 9 am and parents are contacted if a student has not arrived at school. All students who have been absent should submit a dated letter of explanation from their parents, upon their return. Such letters should be retained by the teacher for reference. Teachers are requested to remind their students regularly of the importance of this advance notification.

The spiritual dimension is also stressed at St. Cecilia's School. It begins with our masses and liturgical celebrations which permeate the school year. Our day begins with a prayer or a spiritual reflection announced over the P.A., followed by the singing of "O Canada". Traditional values of self respect, school spirit and respect are stressed with all our students, and children are encouraged to display common courtesy to one another. Peace education is part of the curriculum and the rules for fighting fair are posted and constantly used as reference when conflict occurs. Teachers both in the classroom and on supervision duty monitor students' conduct and report frequent offenders to the office where they are reminded of the consequences of inappropriate behaviour. The code of behaviour relates to proper behaviour, academic diligence, safety, protection of property, and respect for self and others. Expected behaviours and the resulting consequences are listed and expectations are reviewed on a regular basis.

Individualized student learning is identified within the context of each grade level and every effort is made to address the needs of each student. A reverse integration model is implemented to meet the needs of our exceptional students. Program modification techniques are utilized to provide instructional programs for students with differentiated learning styles. Joint team meetings are attended by parents, school staff and support personnel to discuss individual students who are experiencing academic or social difficulties. Early French Immersion students from Grades 3 through 8 are integrated with the mainstream students for their instruction in the English portion of their program.

School News

School Learning Plan -- 2007-2008

EQAO Assessment Results

EQAO: