1677 93 Street SW, Calgary, Alberta, T3H 0R3, Canada
1967 Bright Street, Rosseau, Ontario, P0C 1J0, Canada
1981
1967
700
135
K to 12
7 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Traditional
Progressive
16 to 20
15 to 18
Learning, Behavioral
In-class adaptations
$15,625 to $20,300
$22,700 to $32,700
$55,170 to $66,300
Yes
Yes
0%
10%
K to 12
6 to 12
$0
$10,000
54
23
0%
67%
0%
85%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades K - 12
Yes: grades 6 - 12
No
No
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“It’s a small school in all the best ways: intimate, active, and personal. … In addition to mastering the core curriculum, students are asked to consider how they can serve their communities, and they are given ample opportunities to do just that.”
“ … there isn’t a sense of being pushed from class to class, discipline to discipline, whenever the bell rings. Instead, there is time offered to get into a task and stay with it. The dissection of a frog, for example, might take a whole afternoon. This is a school that believes in the value of taking time, that learning is an experience to be savoured.”
“It’s true that every school is unique, though that’s especially true here. In so many ways, it’s one of a kind, beginning with the integration of outdoor education into all aspects of student life.”
Read The Our Kids Review of Rosseau Lake College
Every school is unique, supporting a unique set of learners, and Calgary Academy is an excellent example of the concept. The school addresses itself to students with learning difficulties and differences and who aren’t reaching their potential in a traditional learning environment. The Academy addresses learners who are struggling and need targeted academic support; the Collegiate addresses learners who are achieving at the top of their peer group, and who need a challenge and direction in order to reach their potentials. The program is designed in the awareness that students often arrive having had negative experiences elsewhere. As such, a core goal of the program is to build self-esteem and confidence in their skills and abilities. The values that inform the delivery of the curriculum are also, rightly, a draw for the families that enrol.
View full reportThroughout its life, Rosseau Lake has forged its own path, its own tradition, which itself is a primary draw for students and faculty alike. It’s true that every school is unique, though that’s especially true here. In so many ways, it’s one of a kind, beginning with the integration of outdoor education into all aspects of student life. The Seven Generations program, too, is a model for others to follow. And on it goes. The students come because they want an education, yes, but also because they are looking for more. They want to be engaged, to find a place within a community of kindred spirits. They intend to go on to post-secondary studies, though they also understand that school should never be only a stepping stone to some future accomplishment. The school rightly prides itself on graduating students who have a strong sense of identity as learners, are able to describe who they are, and analyze the experiences they’ve had. And while many schools will say those kinds of things, Rosseau Lake can actually point to them. In addition to earning a degree, students leave having spent the equivalent of two months on outtrips. They’ll have paddled canoes, tied knots, and, for many, travelled the world. Despite the small size of the school and its location beyond urban centres, they will also have learned alongside others from diverse communities around the world and down the street. As alumni invariably say, they will have also gained a profound sense of community, having experienced how important they can be to a group, just as they’ve been lifted by it. Both Graham Vogt and Cheryl Bissonette noted to us that Rosseau Lake may not be “the school for everyone,” but, in many ways, perhaps it should be.
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"This is my first year here and I can tell you for sure, there is nothing like it."
robi pardo - Student (Feb 08, 2018)
If you are looking for a school where teachers care about the students, and treat them like friends ...
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"an incredible outdoors, future forward, and inclusive school"
Christopher Gan - Student (Feb 08, 2018)
Rosseau Lake College is an incredible outdoors, future forward, and inclusive school. Personally I l...
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"Teachers were fantastic, engaging"
Barbara Barclay - Alumnus (Feb 09, 2018)
I attended RLC in the 90's, for grades 9-13 (OAC) and had a wonderful experience. The dorm experien...
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"At Calgary Academy™, we design engaging, student-centred experiences that nurture a love of learning. For over 40 years we’ve refined our innovative Academy, Collegiate, and Blended+ programs, woven together by our four pillars and guiding principles, to empower unique learners to pursue lives of passion and purpose. Through extraordinarily small class sizes led by expert teachers, our students develop the independence, skills, and confidence to thrive."
"Rosseau Lake College is an independent co-ed day and boarding school established in 1967 in the heart of Muskoka, Ontario, a region dotted with pristine lakes and areas of hardwood forest. The lakefront campus provides the basis for an innovative academic program that immerses your child in powerful experiential learning that’s impossible to gain in traditional classroom settings. Our intentionally small school environment ensures meaningful relationships and a deep engagement in curricular and co-curricular life."
"Our growth-oriented, nurturing, and inclusive culture from Kindergarten-Grade 12 promises that each student will be empowered to exceed their own expectations and to believe in the boundless opportunities the future holds. Hope, belonging, and a palpable sense of optimism fill our school and our hearts."
"A key aspect of our program is outdoor education. In many people’s minds, outdoor education is synonymous with outdoor adventure and athletics. That’s one aspect of what RLC offers: education of the outdoors, learning how to paddle and swim and climb; experiencing the satisfaction of reaching a goal.
It’s also education for the outdoors: learning about the environment, about what is happening to the ecosystems.
And it’s education in the outdoors. The campus—forest, fields, lake, watershed—is essentially a 56-acre STEAM lab. You can test ideas here. Newton’s laws describe the motion of canoes just as they do a block descending an inclined plane. You can be inspired here. The natural setting brings a unique calm and focus.
In all, we believe that outdoor education delivers the skills that post-secondary programs and employers are looking for: problem solving, decision making, critical thinking, teamwork, observation, synthesis, communication, and calm."
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"Rosseau Lake College was established in 1967, the year of Canada’s Centennial. The founders were of course aware of that, and in a sense the creation of the school was a centennial project. In a letter announcing the appointment of R. H. Perry as headmaster the board wrote, “As Canada prepares to enter its second century, there is a pressing need to equip its future citizens socially, morally, and intellectually so that they may meet the challenges of ensuing decades with courage, intelligence and understanding.” The letter ends by saying that the school intends to “do its modest share to help young Canadians face the post-centennial years.” It’s important that the founders were thinking in that way—thinking to the future, and to the needs of the students in their ability to meet that future. Ever since, that kind of thinking has been what has guided the mission of the school."
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"For us, the ideal student is one who is willing to try something new and to be open to new discoveries. The academic program at RLC seeks to maximize a sense of personal discovery. It’s the difference between spotting an owl on a trail walk and seeing it at the zoo: the bird is impressive in both scenarios, but the experience is vastly different. We want our students to see the owl, not because we show it to them, but because they discover it for themselves. That’s metaphorically true–discovery and experience is at the heart of our academic delivery. It's also literally true–there really are trails, and students really do see owls. At the end of the day, we believe that outdoor education is uniquely able to deliver that sense of discovery. We also feel it delivers the skills that post-secondary programs and employers are looking for: problem solving, decision making, critical thinking, teamwork, observation, synthesis, and communication."
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"We have a lot that distinguishes us, the most obvious being that we're on a 56-acre property on the edge of a pristine lake in Muskoka. The region is home to some of the original Ontario summer resorts, and a nearby are the Windermere and the JW Marriott The Rosseau Muskoka. Given the celebrities who have homes here, the New York Times has called Muskoka the “Malibu of the north,” (if thankfully quieter and more reserved than the Malibu of the south).
That said, our greatest distinction within independent schooling in Canada—and many would argue our greatest advantage—is scale. When people talk about small schools, they’re typically thinking of enrolments of a few hundred. Today at 130 students, we’re the smallest independent school in Canada. That’s intentional. Our students benefit from being visible and known to all staff, peers, mentors, and parent volunteers. They feel part of a community that wants to see them succeed. Because of that, we believe that small is beautiful."
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"I think one thing that families don't expect is that we're in a typical Muskoka village. Truly, the experience of the village of can be a pinch-me kind of moment. There’s a bakery, a post office; there’s a farmer’s market, people walking their dogs at dusk, children jumping off the municipal dock on a late spring day. The Rosseau General Store has been operating here since incorporation, and the creaking, worn wooden floors are a charming reminder of its age. (Celebrity sightings are common, too, particularly in the General Store, given the cottages in the area.) In history, and feel, and that sense of community and safety, the village of Rosseau is a unique and delightful aspect of where we are and who we are. True, the village isn't a factor in our academic program, but it's a very important aspect of the student experience. Ask alumni about their time at RLC, and you'll invariably hear about how wonderful it was to spend those years in a charming village by a lake in Muskoka."
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“We are all one drum and we need each other” – Richard Wagamese from One Drum
Our incredible natural setting along with our small, cohesive community establishes a sense of home, belonging and immersion. We truly live, learn, and explore through authentic relationships.
Nestled among the pines on a pristine 56-acre historic lakefront property in traditional Anishinaabeg territory, Rosseau Lake College offers a boarding and day school experience that is like no other in Canada.
Students at Rosseau Lake College develop transferable dispositions that transcend time and place by understanding who they are and what they can achieve.
Our Discovery Projects represent our student centric beliefs. Students are able to express themselves, explore their passions, and demonstrate their curiosity and intellectual skills.
The Seven Generations and Rosseau Roots foundations are integrated into all we do along with our amazing Outdoor Learning. Students are immersed into academic pursuits that are integrated, meaningful and incorporate values, curiosity, our natural setting and relationships.
Rosseau Lake College is unparalleled in our natural environment and small school size. We truly are connected to each other, our land, and our values. We have without a doubt an extraordinary school and experience that is a privilege to experience.
When students graduate from RLC they have developed the skills, knowledge, and confidence to take on any challenge. They are ready for anything.
“Being immersed in our majestic, close knit campus is an incredible privilege. We are unique, proud, and joyful. Students develop character, personal expression and meaningful relationships with the land, self and others. Learning transcends time and place so students develop an everlasting sense of belonging and an understanding of who they are and what they can achieve.”
– Dave Krocker, Head of School
Progressive
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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Calgary Academy offers three programs: Academy, Collegiate, and Blended+. The Academy Program is specifically designed for children who have a gap between their potential and performance. While these students have average to above-average intelligence, they may have not benefited from typical classroom instruction and may be struggling academically. The class sizes are small with a population of sixteen students with two instructors in the class. The Collegiate Program is for students who are working independently at grade level in each core academic area. The program offers a learning community dedicated to the pursuit of excellence and the success of each student. In this program, students are in a small class environment led by one teacher. Our Blended+ program is the best of online and in-person learning and empowers students with the flexibility to learn at home or in school. The + references robust off-campus excursions and experiential learning opportunities.
Rosseau Lake College is a preparatory school that challenges and empowers each student individually through the rigours and adventures of a highly academic program; one that is intentionally rooted in the vast opportunities of nature and our incredible geographical setting. Our teachers are relentless in the maintenance of our kind, caring and supportive personalized learning community while continuously innovating practices and approaches that make us a leading outdoor-education, environmental, indigenous-knowledge-based and experiential school. Students graduate from Rosseau Lake College with a strong sense of self according to each of our six Rosseau Roots, and the knowledge and skills that will allow them to truly thrive in the next phase of life. Our mission is to connect students’ lives to the natural world, enriching their education, health, wellbeing and personal development with a focus on cross-curricular project based learning, diverse learning strategies, and building skills and competencies for the future. Nature is present in every aspect of the school’s operations and is central to, and deeply embedded in, the school’s culture.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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At the forefront of all subject areas in our Academic Program is building a love of subject through "real world" applications and experiences. At Rosseau Lake College we also work to explore the relevance and meaning of topics through the adventure of the outdoors and our natural, geographical setting. All of this is balanced by challenging and supporting our students with only the highest level of curriculum as offered through the Ontario Ministry of Education. Mathematics at Rosseau Lake College maintains an overall balanced approach of intentionally building a foundation of skills and knowledge while helping students to discover creative applications.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The primary focus of the Calgary Academy Spanish program is to provide students with communicative competence in the target language. Students are taught vocabulary and grammar thematically, using a multi-modal format. A plethora of interactive activities enables students to develop their linguistic and cultural literacies in Spanish in engaging ways. Various aspects of Hispanic culture are integrated throughout the curriculum and technology is used to enhance students’ acquisition of Spanish. Differentiated instruction and assessment create customized learning opportunities for students that afford them academic success.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
To have students gain confidence in their technology skills so they can navigate and interact in the digital world with confidence. Students experience technology as a creative tool which they are able to generate content with, program, and ultimately shape to reflect their personal vision.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students participate in individual and team activities designed to kick-start a lifelong interest in health and physical activity. In our engaging classes, students maximize their participation and confidence, while developing sportsmanship and leadership skills.
Rosseau Lake College offers an active outdoors education program which makes great use of our 56 acre campus with over 3000 feet of shoreline on beautiful Lake Rosseau in Muskoka, Ontario, Canada. Climbing, paddling, hiking, camping, and outdoor pursuits and skills are developed in each grade (7 - 12).
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Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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The earliest years in a child’s education are the most impactful. The program features three themes: exploration, connection, and motivation. Our full-day Kindergarten program will provide students with a strong foundation in literacy and numeracy and a head start on the skills, knowledge, and strategies they require to enjoy school and engage successfully in Grade 1.
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Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Learning Success Program - This is an educational support service providing assistance and added support to students identified a learning disability (LD). The coordinator of the Learning Success Program oversees and implements each student's Individual Education Plan (IEP), promotes self-advocacy, works individually with students, and liaises with teachers, mentors, parents and administration.
Our Academy program is designed to help students with diagnosed learning disabilities prior to coming to our school. We understand each student is unique and try to understand them where they're at. With the help of our teachers and learning supports, we ensure students feel like they're never alone.
Student Services Lead at Rosseau Lake College would review each student file individually and would discuss with the parents if an educational assessment is required. Educational assessments can be arranged and are an added cost. We would assess each applicant based on educational reports and assessments, a personal interview and entrance test. If we feel a student could experience academic success with recommended accommodations, we would consider an offer of acceptance into the school. WE DO NOT OFFER A MODIFIED PROGRAM.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
K - 12
6 - 12
0%
10%
$0
$10,000
0%
85%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades K - 12
Yes: grades 6 - 12
No
No
No
No
No
No
No
Yes: grades 6 - 12
No
No
Calgary Academy is a school for children that may benefit from a different kind of learning environment. The criteria for our students is average to above-average intelligence and no primary social/emotional issues or history of. We have a school population of over 600 students and more than 160 staff. We offer two types of programs, the Academy Program , the Collegiate Program, and Blended+. The Academy Program started in 1981 and was specifically designed for children who have a gap between their potential and performance. While these students have average to above-average intelligence, they may have not benefited from typical classroom instruction and may be struggling academically. Typically, these students are often diagnosed with learning differences or disabilities and require additional support in their academic environment. The class sizes are small with classes of sixteen students with two instructors in a class. Students do not need to be struggling in every academic area to benefit from our Academy Program. With more than one teacher in the room, students can be challenged in their areas of strength while receiving help with identified areas of need. Our Academy Program starts at Grade 2 and continues through to Grade 12. Our Collegiate Program started in 1996 and is for students who are working independently at grade level in all core academic areas. The program offers a learning community dedicated to the pursuit of excellence and the success of each student. In this program, students are in a small class of eighteen students led by one teacher. They also benefit from the teaching and practice of specific learning strategies and critical thinking skills. A positive, safe environment fostering personal growth, academic achievement, character development and independence is provided. Our Collegiate Program starts in Kindergarten and continues through Grade 12. Both programs we offer have the same goals. These goals are in place because the vast majority of our student population intend to pursue post-secondary education and we recognize that students may take different routes to achieve them. In a world that was forced to go digital in 2020, Blended+ is the best of online and in-person learning and empowers students with the flexibility to learn at home or in school. The + references robust off-campus excursions and experiential learning opportunities.
Rosseau Lake College is looking for students who are well-rounded individuals and those who demonstrate excellence in academics, leadership, service, extracurricular involvement.. and those who love being in the outdoors.
1. Visit us. We hold tours every few weeks and would love to meet you. Schedule your parent tour here. Our tours include an overview of our programs and the chance to see our work in action. You’ll meet some our students, a variety of staff, and get to peek in some active classrooms.
2. Complete your application online. Click here to apply online. Academy program candidates must submit the results of a psycho-educational assessment that is not more than 18 months old. A non-refundable admissions deposit must also be made to secure your child’s name on the placement list. The deposit does not guarantee placement at the school.
3. Let us review your child’s history. Following completion of the online application and receipt of the admissions deposit, the Admissions Department will review your child’s educational history and other relevant documents to determine eligibility to the Academy or Collegiate program. If we believe our school is the best option for your child’s success, a student-needs assessment is conducted. This informal interview occurs between your child and an admissions team member, to get to gain a deeper understanding of their learning needs. At the end of the interview, your child will be given a tour of our facilities.
4. We’ll be in touch. The Admissions Department will take all of your child’s learning needs and history into consideration to decide on an appropriate program placement. You will receive a notification from us upon completion of our review.
Step 1. The Paperwork
Application Form, Teacher Reference Form, Academic Records from previous two years, and a non-refundable application fee of $200 CDN for Canadian students / $330 CDN for International students.
Step 2. The Interview
Once the paperwork is received and evaluated we schedule an interview. This can be done via video conference (zoom).
Step 3. The Entrance Test
Every applicant must complete an entrance test. The test is used to assess the student's fluency in math, their English comprehension and writing ability.