1677 93 Street SW, Calgary, Alberta, T3H 0R3, Canada
2201 Shantz Station Road, Waterloo Region (Breslau), Ontario, N0B 1M0, Canada
1981
1972
700
520
K to 12
JK to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
16 to 20
16 to 20
Learning, Behavioral
$15,625 to $20,300
$20,490 to $47,655
$75,840
Yes
Yes
0%
8%
K to 12
JK to 12
$0
$8,000
54
35
0%
8%
0%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades K - 12
Yes: grades JK - 12
No
No
information not available
SJK presents as a very traditional school, an impression granted by the name, the uniforms, the size of the campus. In fact, the school is both younger and more progressive than it might initially seem. Founded in 1972, it has taken all of the more modern educational concepts to heart: small class sizes, student-directed instruction, before- and after-school care from JK to grade 6, and an extensive busing program. The dining hall menu is built around locally sourced, non-GMO food. Academically, the program is intended to challenge learners who need to be challenged, and is comprised of IB programme from JK through grade 12. The intention is to address the whole child, providing strong academic and social support. The school has grown over the years, and is also in the midst of a 5-year development plan, to complete in 2020. While the physical plan is still quite new, the current development is around community and instruction (rather than buildings and infrastructure) including an ongoing dedication to experiential learning, values-based instruction, and community connections. The ideal student is one operating at the top of his or her peer group, and who can benefit from a vibrant, diverse educational and social environment.
Read The Our Kids Review of St. John's-Kilmarnock School
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 reportSJK presents as a very traditional school, an impression granted by the name, the uniforms, the size of the campus. In fact, the school is both younger and more progressive than it might initially seem. Founded in 1972, it has taken all of the more modern educational concepts to heart: small class sizes, student-directed instruction, before- and after-school care from JK to Grade 6, an extensive busing program. The cafeteria menu is even built around locally sourced, non-GMO food. Academically, the program is intended to challenge learners who need to be challenged, and includes IB programs from JK through Grade 12. The intention is to address the whole child, providing strong academic and social support. The school has grown over the years, and is also in the midst of a 5-year development plan, to complete in 2020. While the physical plan is still quite new—it was completed in 1990—the current development is around community and instruction (rather than buildings and infrastructure) including an ongoing dedication to experiential learning, values-based instruction, and 20th century literacies. The ideal student is one operating at the top of his or her peer group, and who can benefit from a vibrant, diverse educational and social environment.
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"The large variety of extracurriculars adds many exciting experiences to student life at SJK."
Laura Armstrong - Parent (Aug 28, 2023)
Both of our children are in the Lower School and are having a happy and enriched experience at SJK. ...
View full review
"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."
"SJK is the leading independent school in Waterloo region. The School is located on a beautiful 36-acre natural campus offering enriched educational programming for students from Junior Kindergarten to Grade 12 through its International Baccalaureate (IB) curriculum. SJK is proud to be the only accredited IB World Continuum School in Southwestern Ontario. At SJK, students discover their passions and unique gifts through meaningful, student-centered learning opportunities. SJK students build confidence through risk-taking, overcoming challenges, and stepping outside their comfort zones. Their specialist teachers provide personalized support, community building, and genuine care. Project-based learning, design-thinking, and collaboration equip SJK students with skills that will make them successful globally-minded citizens. SJK students graduate as confident, well-rounded individuals fully prepared for post-secondary education and life beyond SJK. Our graduates earn 100% university admission rates and many go on to elite post-secondary programs in a range of disciplines including STEM, business, and the arts. The journey begins here. Experience the difference, discover the possibilities and go beyond at SJK School."
"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."
"Passionate, forward-thinking teachers guide learning through the International Baccalaureate PYP, MYP and DP continuum curriculum. In addition, our picturesque 36-acre campus connects students to a natural environment. SJK offers a rich co-curricular program with opportunities in the arts, athletics and leadership. With an average class size of 17 students, small classes are where big ideas live."
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"SJK is the only CAIS accredited school in the region, and it is one of the few IB Continuum Schools in Canada. SJK is a small community where strong relationships are fostered. Both curricular and co-curricular programming provides opportunities for students to collaborate, learn and play together. SJK provides an enriched academic experience with opportunities for experiential, project-based learning. 100% of graduates earn admission to best-fit post-secondary opportunities."
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"Visitors to SJK always remark on the beauty and tranquility of our 36-acre natural campus, with its pond, forest trails, varsity playing fields, and safe, rural setting. Families may not realize the opportunities for learning that exist in the natural landscape around us. Tending to a vegetable garden, studying the flora and fauna in our natural landscape, tapping the maple trees, canoeing or engaging in our invasive species removal project—learning in nature is an everyday experience at SJK."
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"Ours is a diverse, inclusive community of learners who enjoy school and make the most of the many opportunities available to them inside and outside of the classroom. SJK is a place where students will feel supported and safe, able to take risks and try new things. Students often tell us that they tried things at SJK that they never would have tried in a larger, less supportive environment. SJK is a place where you will discover your areas of passion and strength and feel supported."
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As a well-established and fully accredited International Baccalaureate (IB) Continuum School, we prepare your children for the future, providing the foundation to thrive in a rapidly changing world. From Junior Kindergarten to Grade 12, students engage with modern facilities and the School's beautiful 36-acre campus, which sets the stage for stimulating learning environments where knowledge, innovation, and internationalism are expressed and valued.
SJK is the only school in our region to be authorized by the International Baccalaureate to offer the continuum of three IB programs: the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the university preparatory Diploma Programme. We are one of only five schools in Ontario to achieve this distinction.
Our qualified and talented faculty ensure that learning and teaching focuses on the development of well-rounded and confident individuals; IB represents an enriched framework for personal and social development as well as skills for life, but also a competitive academic and professional qualification alongside the Ontario Secondary School Diploma (OSSD). Students engage in a balanced range of classroom and course offerings; co-curricular, leadership and service activities; as well as international perspectives and experiences.
The SJK community is grounded in a sense of respect for oneself, each other and our environment as local and global citizens. Students are challenged to GO BEYOND the given, to the possible.
The best way to get to know the School is to come for a visit, experience the energy, explore the facilities and campus, and see firsthand the warm and friendly environment our school has become known for.
Progressive
International Baccalaureate
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
SJK has a long history of academic excellence, with an unwavering commitment to student engagement. We know that an integrated approach and a love of learning are the best ways to meet the needs and expectations of our students. Our International Baccalaureate Programmes provide a solid academic foundation for our students right from Junior Kindergarten through to the end of Grade 12. Student self-management, critical thinking, creative expression, organizational skills and ethical decision-making are integrated into challenging, yet supportive programming. Students are encouraged to embrace and understand the connections between traditional subjects and real world experiences, as well as become critical and reflective thinkers. Students in Grades 11 and 12 are exposed to a broad-based education through the IB Diploma Programme. The wide range of courses allows each student to build a personalized program that is best suited to their interests, strengths and goals. With its academic breadth, depth and rigour, our students develop skills of research, time management, problem-solving, communication and collaboration, which prepare them for the world beyond SJK as independent, globally-minded learners.
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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Balanced Literacy
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.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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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Equal Balance
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.
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.
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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
Not applicable
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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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts. In this subject group, students can engage with exciting, stimulating and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterized by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that content and methodology can be debatable and controversial, and for practising the tolerance of uncertainty.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
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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.
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Play-based
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.
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.
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.
We offer the International Baccalaureate (IB) Primary Years Programme (PYP). This program, alongside the Ontario curriculum, helps students develop critical-thinking and problem-solving skills through a trans-disciplinary approach to learning while making holistic connections across traditional subjects. Students learn in a dynamic, inquiry-based learning environment, where they are actively engaged, and teachers understand and value individual learning styles and strengths. Academic instruction is balanced with a robust after school co-curricular program, which begins in Junior Kindergarten and results in the nurturing and development of the whole child.
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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Rigorous
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 “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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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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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.
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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
JK - 12
0%
8%
$0
$8,000
0%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades K - 12
Yes: grades JK - 12
No
No
No
No
No
Yes: grades JK - 12
No
Yes: grades 5 - 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.
SJK is committed to enrolling students who value community, are well-rounded, naturally curious and are committed to personal growth in all facets of school life. Our goal is to ensure your child can be happy and successful during their educational journey at SJK. We want our students to find both their place and themselves here. The best way to get to know more about our vibrant learning community is to come for a personalized family tour. We invite you and your family to come and experience SJK.
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.
SJK begins to accept applications on August 15 for the next academic year. We encourage families to apply early as we typically receive more applications than we have available places.
Please apply online.