Queen Elizabeth Academy Summer School

Summer Private


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Queen Elizabeth Academy offers

high quality private credit course for your university admission

For students who are fast tracking or upgrading a credit in the summer, Queen Elizabeth Academy provides an option for high quality education in a small class setting (2-9 students).  Our students have consistently performed well with our experienced, energetic teachers, who explain the concepts step by step in a fully supportive atmosphere.

Grade 12 English         Advanced Functions      

Calculus         Grade 11 Math

Grade 12 Chemistry

Grade 11        Grade 12 Physics. 

Grade 9 Math                Grade 10 Math            

Grade 9 English            Grade 10 English

Success Stories

Our private credit course students, have successfully admitted to top universities: 

Glenn T.Waterloo Engineering
Danielle T.Queen’s Commerce
Jeff R.Queen’s Commerce
Callum B.Queen’s Commerce
Colin H.Queen’s Commerce
Adam O.Queen’s Engineering
Max S.Waterloo Mathematics
Nathan W.Waterloo Business
Matt B.Waterloo Aviation
Emily B.Western Ivey
Melissa W.Western Ivey
Jeremy R.Western Ivey
Lola O.Western Medical Science
Melissa S.U of T Rotman
Jivtesh S.Wilfrid Laurier Business
Jake L.Wilfrid Laurier Business
Robbie M.Wilfrid Laurier Business
Sean O.Wilfrid Laurier Business
Maddy O.Queen’s Computer Sci.
David P.Rotman Business School
and more....

Building Foundation, Step by Step

We focus on building our student’s foundation for them to achieve long term success.  For example, in our Math class we provide step by step explanation, thus making the complex materials easy to learn for our students.  In our English class, on top of the regular curriculum, we teach essay writing, grammar, and critical thinking.  These are foundational skills that we have found students often lack and need to learn.  This is critical to university preparation. 

Small Class Learning environment:

In our small class setting (less than 9 students per class), students are able to ask questions in a fully supportive and caring atmosphere.  For example, if our students do not understand a certain step, they can ask questions on the spot during the lecture. Rather than being overlooked in the traditional 30 student classroom, our students can seek help when they need it.  Besides our regular small classes, we also offer options for private one on one and semi-private classes for students who need an ultra-small class size and personalized coaching.  Our students in our private or semi-private class have demonstrated superior performance through a more customized learning environment that tailors to their specific needs.  We help them proceed through the curriculum while fixing their foundational gaps.

Enrolment or inquiry:

Contact: Victor.  Vwlee2008@gmail.com.   (905) 276-5556.

For Summer School Inquiry


  1. (905)276 - 5556


Queen Elizabeth Academy Summer School_1

Queen Elizabeth Calculus class in action!

We facilitate understanding of the materials instead of memorizing.  For example, we conduct math presentations that mimic university defences.  When they work through a problem and show that to our teacher and the class, the teachers can then ask questions to test their understanding of the material. For instance, what would happen if you change the sign to negative? Or, why would you do this second step here?  This encourages our students to think and understand why they perform a certain step, rather than just memorizing the steps.  This is a key reason why our students perform excellently in university.

During our Calculus class work period, our teacher Nikki walks around and help each student one by one.  We have this individual attention built in every one of our classes.

Our Approach to Teaching Mathematics

The issue many students have with math is that math knowledge is cumulative. This means that each year builds upon previous years of study. By the time students reach grade 12, they need to have a comprehensive understanding of math from grade 8 to grade 11.

The general root of the problem is that most students have gaps in knowledge from previous years, so when the current year addresses these topics, they’re already behind before they’ve even started. So how do we tackle this?

Here is our approach to teaching mathematics for our credit course students:

Approach #1: Facilitate understanding, not memorizing

One major challenge for many students, is the tendency to memorize the equations or steps, hoping that will help them through tests and exams. The fact is that for math, it is understanding that counts, because problems will change, and the student needs to come up with solution and apply this formula. This is the reason why many students experience difficulties.

What is understanding? It’s knowing the why behind the concept.

Our lessons focus on facilitating understanding. This is how our teachers will run the lessons. To take a step further, we have math presentations! This mimics university thesis defence, where a student will present a solution in class, and our teacher will drill and ask penetrating questions: “why do you do this step?”. In this case, our students are trained to understand, not memorize.

Approach #2: Organizing knowledge

The fact is, for high school level math, there are only so many types of questions they can ask for each unit. The challenge for many students is that, they get mixed up and overwhelmed because they don’t take an organized approach to the concepts they have learned.

Questions need to be organized into type 1, type 2 etc. Once this is done, problems and concepts will become much clearer. Teaching our lessons in this way allows students to effectively digest the problems.

Approach #3: Strengthening foundational skills

For most math units in grade 11 and 12, answering questions takes place in steps. The first two steps are usually the new concepts, while the rest of the steps that follow are only used to simplify the solution. If students’ foundation is weak, they can lose a lot of marks in these simplifying steps. It appears as though they have made careless mistakes, but in reality, there are some recurring gaps in their thought process.

If students discover any gaps within their basic skills, then the trick is to focus in on those types of questions. If students can try to aim for 60-80 of those types of questions, then they can be sure that they’ve bridged the gap. But where can these questions be found?

We realize that some of our students joining our credit course have this type of challenge. Therefore, we provide a welcome package for all our math courses, which contains between 250-650 problems. We give our welcome package 2 weeks before the first day of our class, to get our students to work on them. And on the first day, we dedicate 3 hours in taking over each type of foundation problem.

Math foundation skill is on going. We want our students to keep practicing throughout the term, and this is the only way to build a strong foundation for next year.

Our Approach to Teaching English

The challenge with English for many students, is that they never fully learn effective writing skills. At the junior level, they are accustomed to write the way they text on mobile phones. They never fully learn proper sentence structure. However, when they reach high school, they are expected to understand Shakespeare and perform critical analysis. In that case, they stumble because students merely give plot summaries instead of going deeper into the themes.

English is a foundation skill. The student needs to be able to communicate, via written or presentation, beyond the English class. He will need to write essays in other courses and research projects in university. Therefore, strengthening this skill is critical to the student’s long term success.

At QEA, beside the required curriculum, we teach essay writing and critical analysis. Here is our approach:

Approach #1: Essay writing

What does excellent essay structure look like? What is the difference between a good thesis and a bad thesis? How do you support your argument with analytical evidence?

This is what we teach. At other schools, students are expected to explore, and learn this on their own.  We dedicate specific lessons to each of these components, teaching students how to carefully craft each part of their essay, from writing a strong thesis, to constructing topic sentences, and ensuring that each paragraph follows a structure that flows smoothly.  Essay writing requires practice, but also careful guidance. Our goal is for our students to learn these fundamental aspects carefully, and move on to be able to do independently.

Approach #2: Grammar

It is not surprising that students still have challenges with run-on sentences. Grammar starts at a young age, but if the student doesn’t fully comprehend the rules, they will run into major challenges in the upper years of their educational career.

Grammatical rules are often understated, and clumped into essay writing.  To overcome grammatical challenges, we dedicate specific sessions on grammar to identify common grammatical errors, and teach grammatical rules. Moreover, we dedicate our time to teaching our students how to edit and proofread their writing in order to detect issues with grammar, word choice, and sentence structure, as well as how to correct them.

Approach #3: Critical Analysis

Critical analysis are one of the largest ongoing challenges for high school students. High school English requires students to understand literature beyond plot structure and summary writing. Instead, they must tie the plot to critical themes within the text, and be able to formulate an argument supported by the text. This requires a critical reading, whereby students are able to identify core themes by analyzing the detailed elements of the text such as word choice, and literary devices.

Our educators focus on this by teaching students the historical background of the text, as well as how to research it. We analyze the text with them by asking them questions beyond the plot structure, and teach them how to support their answer by looking at the details of the writing.

Enrolment or inquiry:

Contact: Victor.  Vwlee2008@gmail.com.   (905) 276-5556.

Enrolment or inquiry:

Contact: Victor.  Vwlee2008@gmail.com.   (905) 276-5556.

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Summer and Fall Credit Courses