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  • Athletics



    Interschool teams complement the physical education program. School teams provide opportunities for friendly contact and competition with other schools. The Parkview Panthers, sporting the blue and yellow school colors, offer opportunities for students to play on senior and junior teams. School teams in the past have included:



    • Senior Girls Volleyball
    • Track and Field
    • Junior Boys Volleyball
    • Junior Girls Volleyball
    • Junior Boys Basketball
    • Senior Boys Soccer
    • Senior Girls Soccer
    • Senior Boys Basketball
    • Senior Girls Basketball
    • Junior Girls Basketball
    • Indoor Soccer Coed
    • Cross Country Running
    • Badminton
    • Coed Flag Rugby

    All students are encouraged to participate in these programs. In addition to the large participation rate at Parkview, the school also boasts many zone and city championships.

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  • Clubs & Activities

    Clubs & Activities

    Athletics at Parkview include a lunch hour intramural program. Intramurals run September through June, Monday to Friday from 12:50 to 1:10 p.m. The activities are organized by grade. Students receive sign-up sheets in their physical education classes. Intramural activities include basketball, soccer, floor hockey, badminton and volleyball

    Parkview School has many different clubs to be offered, for both elementary and jr. high students. These clubs are extra-curricular and are during lunches and after school. The clubs that are offered, but not limited to, include:




    • Social Justice Club
    • Art Club
    • Anime Club
    • Film Study Club
    • Chess Club
    • Glee Club
    • Drama Club
    • Elem. Choir
    • Peer Support
    • Book Club
    • Intramural Sports
    • Jazz Band
    • Ski and Snowboard Club

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  • School Philosophy

    School Philosophy

    Mercedem non sine labore ad - No reward without effort 

    At Parkview School, we believe a school provides a safe, secure and caring environment where students are challenged to achieve to the best of their abilities. All students are expected to be responsible citizens and learners, and to be respectful of all individuals and their differences.  Teachers are required to ensure that learning and evaluating strategies that best fit the students are used, with an understanding that learning and evaluations of learning are shared with parents, and students. Parkview School staff are committed to high quality teaching and learning, and share in the leadership required for all students to not only succeed, but to become life-long learners.


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Welcome to the Home of the Panthers!

Parkview is a school with a population of about 550 students. Our reputation is one of academic excellence combined with extensive complementary options and an ever growing athletics program. We are a district site for a variety of programs such as English Language Learning, Interactions and Community Mental Health. Here at Parkview School, we are committed to the academic and personal success of all students. The success of our students depends on the cooperation and extreme dedication of school staff, teachers, students, parents and the community. The high expectations we set at school lead to excellent results for all our students, both in school and in the community.

Principal's Message

Parkview School believes strongly in the importance of reading (hence, our recent Book Fair in the Library and timetabled 15 minutes of reading at the start of each day!). 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