Parent Info Night

Parents are invited to attend an information session on Jan. 29, 2015 from 6-7:30pm.  This session is a forum to inform parents about High School and answer any questions they may have.  If you have any questions, please contact the school office.

Kindergarten Info Night

On Feb. 3, 2015 we will be hosting an information session about our Kindergarten program here at Parkview School.  The session will start at 6pm and will end around 7pm.  We will provide information about the registration process, programming and academics, provide a tour of the classroom, as well as provide an opportunity to meet the classroom teacher.  Please call the school if you have any questions.

Pre-Advanced Placement Program Information Night

On March 3, 2015, from 6 to 7pm, we will be hosting an information session for parents and students who are interested in the Pre-Advanced Placement program.  The session will provide information specific to the program, the requirements and how to register for this unique and challenging academic program.  Please contact the school if you have any questions.


General Open House for Grade 1 to Grade 9

On March 10, 2015, we will be having our General Open House for students who are going into Grade 1 all the up to students who are looking at Grade 9 programming.  Our Open House is from 6 to 7:30pm.  Please come down and see what Parkview has to offer!

What Do You Think Of Parkview?

Please take a look at this video to see what students think about Parkview School!



Inclement Weather

It’s that time of year again.  For
your information the School Board regulations state that children do not go
outside for recess when the temperature reaches –23 degrees C (-10 degrees F).  Please make sure that you send your child to school
with clothing appropriate for the weather.



Principal's Message

Parkview School believes strongly in the importance of reading. We also believe strongly in the type of books that one chooses to read.

Reading and Fiction

Children who read have broader sympathies and a larger picture of life. They develop more powerful, healthy, and discerning imaginations. That is, if they read the sort of stories that present them not only with memorable pictures, but also with dramas in which they imaginatively become vicarious participants in the story, sharing the hero’s or heroine’s choice and challenges.  They meet characters who have something to learn; otherwise they would not be interested in them. If the story grips them, they root for the hero, suffering with him and cheering him on. This imaginative process of participation and identification gives them hope because they want to believe that in the stories of their lives they too can make the right choices.

The question for the child is not “Do I want to be good?” but “Who do I want to be like?” Imagination is one of the keys to virtue. It’s not enough to know what’s right. It’s also necessary to desire to do right. Plato said, “Children should be brought up in such a way that they will fall in love with virtue and hate vice. How does a child fall in love with virtue? The right kind of stories, said Plato. Stories, because of their hold on the imagination, can help create an emotional attachment to goodness.

The dramatic nature of stories enables us to “rehearse” moral decisions, strengthening our solidarity with the good. Reading affords us the opportunity to do what we often can’t do in life, to become thoroughly involved in the inner lives of others. At one and the same time, reading carries us out to others and becomes the mirror by which we discover ourselves more fully, exactly because we have escaped self-concern.

Parents should be aware that, while reading is potentially an enlarging experience, it can also have an opposite effect. The danger facing children’s literature does not come from ogres and villains that haunt the pages of fairy tales and fantasy stories; the danger lies, rather, in the continued proliferation of norm-less books that cater to anxiety and self-absorption, and have nothing to teach about life except, perhaps, that whatever happens is okay. The danger is not that such books lead to a life of crime, but to a life of boredom, selfishness, and limited horizons. Sooner or later your child will come across a genre that encourages narrow self-preoccupation. The early teen years are obviously a time of introspection and rumination, and there is an entire literature devoted to ensuring that no emotional scab remains unpicked. This is the genre known as the realistic problem novel for young adults. The intent of such books is mainly therapeutic: to help a child with a similar problem learn self-acceptance; to let him know that there are other children just like him, with problems and concerns just like his.

Fortunately, there is no shortage of stories of another sort: books that challenge, thrill, excite, and awaken young readers to the potential drama of life, especially to the drama of a life lived in obedience to the highest ideals. Such books have something better to offer than therapeutic reassurance. Like true friends, they encourage us to be our best selves.  I often hear the phrase “who cares what they read so long as they are reading” uttered when the discussion of suggested reading lists arises. Hopefully this has helped to clarify why Parkview  School believes that what you read is important as well.

Thank you.

Mr. D. Beharry




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