2221 Elmira Drive, Ottawa, Ontario, K2C 1H3, Canada
3450 Boundary Road, Burnaby, British Columbia, V5M 4A5, Canada
1954
1993
135
32
JK to 8
8 to 12
Girls
Coed
Day
Day
English, French
English
Academic
Progressive
10 to 18
3 to 6
Dedicated gifted school
$16,600
$8,900 to $21,000
No
Yes
0%
0%
None
8 to 12
$0
$5,000
12
6
0%
0%
85%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades 8 - 12
No
No
information not available
information not available
Joan of Arc was founded by the Congregation of the Sisters of Joan of Arc in 1954, the intention being to provide support for girls living away from home. The school, quite obviously, has changed considerably over the years, bringing the focus to education, and moving to an ecumenical curriculum. Many of the changes were driven by parents of the school, including a revisioning of the core mandate in 1991. The school moved to its current location in 2002, and has continued to grow its programs and enrolment since then. Academics are taught through the lens of bilingualism and global education. The girls-only environment helps build a foundation of empowerment, something that graduates take with them into their high school careers and beyond. The ideal student is one able to thrive in a challenging, diverse, community-based educational environment.
View full reportWhytecliff is different, something the youth and families who attend deeply appreciate. … For students with diverse learning needs, especially those who have struggled with anxiety or depression, Whytecliff is a refuge—an island of stability in a turbulent world. The hallmark of the Whytecliff program is that it’s community-based and anchored in real relationships.
The school began operations in 1993, though is an expression of a larger program of activity that dates back to 1975 with the creation of the Focus Foundation, a non-profit intending to provide social and educational support for youth aged 13-19. Since the beginning, the force of the programs was in working with assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. The school extends that mandate, providing a positive, understanding environment for students who, for a range of reasons, haven’t been able to thrive in prior academic settings. The proof, as they say, is in the pudding, and that’s demonstrated through high rates of attendance, course and degree completion, and academic success. Students arrive with a range of challenges, though also with a shared experience of finding themselves on the periphery of their various social circles. In that sense, while they may be different from each other, here they are different in the same way. The school, for many, is the first truly positive, inclusive community they’ve been a part of. That forms the basis of the work of the school, as does a faculty that brings a wealth of professional and therapeutic accreditation and experience.
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"Since 1954, Joan of Arc Academy has provided a truly bilingual environment and a balanced offering to allow our students to reach their personal best. Excellent French and English language skills, an advanced understanding of math and science, well-entrenched study habits, and confidence in both their leadership skills and academic prowess will set the Joan of Arc Academy student apart from others."
"Whytecliff Centres in Langley & Burnaby offer a highly successful Gr. 8-12 curriculum tailored for youth with diverse learning/personal challenges. Our caring and competent staff gently weave the academics with a positive strengths-based therapeutic program, paving the way for whole-life success. Despite struggling in other schools, attendance here soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path!"
"At Joan of Arc Academy we have the resources of a large school but the individual investment and support of a small community. This is what sets us apart. The teachers invest so much into the achievement and well-being of each and every student. With additional resource teachers, guidance and outside programs, our school is a place where you daughter knows she matters and will thrive."
"We reach kids on an emotional level. We’re not bound by a lot of the same rules and structures that some schools are. Everything that we do here, in the end, comes down to relationships. And the program that we’ve created here is a family. What we do here is create a warm, caring environment. It’s like a home."
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"One of the draws to our school is the caliber of the French program. As a parent you can feel assured that your daughter will become fully bilingual in French and English over the course of her time as a JOA student. The quality and consistency of the French teachers will always be maintained. The teachers know how to curate a learning environment that allows students both absorb the language quickly and develop the confidence to use the language in writing and speech."
"Most students are at Whytecliff because things didn't go well at other schools. Students chose us because they're looking for a fresh start, a new approach; a school that might have success where others hadn’t. And once here, both parents and students find it life altering."
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"While being an all-girls school a main pillar of who we are as a school, it tends to be an undervalued benefit of choosing Joan of Arc Academy. Learning in an all-girls environment helps our students develop confidence, leadership skills and critical thinking skills. Our learning environment feels safe and welcoming to our students. Therefore, they feel comfortable asking questions, sharing their ideas and leading other students in clubs, sports teams and mentorship programs."
"Since the beginning, the force of the programs was in working with student assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. It’s unlike any school in the region or, for that matter, the country."
"We place a large emphasis planning student experiences for students that help create real world ties to curriculum expectations. For example a unit in science is not simply concluded with a test regurgitates concepts from a textbook. More often than not, there is a project that asks students to use what they learned to solve a real world issue or there is a guest speaker who shares how they use this scientific knowledge to contribute to society."
"Parents are always surprised with the changes they see in their child and how quickly thrive at Whytecliff. Despite struggling in other schools, student attendance at Whytecliff soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path."
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We, at Joan of Arc Academy, are very proud of our heritage, our strong commitment to academic excellence and our environment in which all aspects of our students’ development – intellectual, physical, social, spiritual, moral and cultural – are nurtured.
The Academy believes that:
Fundamental to the philosophy of Joan of Arc Academy is the belief that education is not solely the Academy’s responsibility; it is shared with parents and guardians, who are encouraged to participate in school events and in their daughters’ educations. Parents have become well integrated into the fabric of our school, whether they are involved in coaching sports teams, leading the chess club, building our ice rink, growing our pumpkin patch, or participating on committees.The benefits derived from a Joan of Arc education are numerous. The girls-only environment, small class sizes, nurturing setting, accelerated and enriched programming, and seamless after-school program are just some of the many features our students enjoy. The quality of the Joan of Arc education is highlighted year after year as our graduating grade eight students are accepted to the high schools of their choice and offered significant scholarships.
Joan of Arc Academy will give your daughter a “passport to the world” because it is bilingual, multi-cultural and ecumenical. Joan of Arc’s Catholic history has evolved as Canada has evolved. Today in religion class, students learn about world religions, the meaning of friendship and good citizenship, anti-bullying strategies, self-image and constructive problem solving.
I hope that while navigating our website, you will note the warm and purposeful atmosphere that characterizes our school and makes it so special.
I look forward to meeting you and your daughter and welcoming you to our unique school.
Brian Lamb
Head of School
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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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With excellent French and English language skills, an advanced understanding of math and science, well-entrenched study habits and confidence in both her leadership skills and academic prowess will set the Joan of Arc Academy student apart from others.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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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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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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
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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
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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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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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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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
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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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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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Our kindergarten program is offered entirely in French to allow our students to be exposed at a young age to the language. Our different stations in the classroom allow them to progress in their skills at their own pace whilst the use of technology combined with standard teaching approaches develop their love of education.
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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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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."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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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
JK - 8
8 - 12
0%
0%
$0
$5,000
85%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades 8 - 12
No
No
No
No
No
No
No
No
No
No
See student profile on school website: https://joanofarcacademy.com/students/student-profile/
Whytecliff considers applications of any child in the Lower Mainland or Fraser Valley, age 13-18, who is not being successful or engaged in school. The majority of children we accept have challenges with anxiety & depression and are seeking an environment where they can feel safe ⎯ a real school offering Dogwood and Evergreen graduation that doesn’t seem remedial or like an ‘alternative school’, and a place where they can begin to relax, feel normal, and develop their personal abilities and self-esteem. Many of the children who are successful and qualify for acceptance at Whytecliff have been labelled within a diagnosed category such as: –ADHD –FASD –Dyslexia –Dyscalculia –Dysgraphia –Language Processing Disorder –Nonverbal Learning Disorders –Visual Perceptual/Visual Motor Deficit –Chronic Health Impairment –Gifted –High Functioning Autism –Asperger’s Syndrome –Behavioral and Emotional Challenges –Troubled Behavior –Clinical Depression –Clinical Anxiety –Suicidal Thoughts –Drug and Alcohol Abuse –Oppositional Defiant Disorder If you don’t see your child’s challenge listed above, that doesn’t mean they won’t qualify; we have a policy of actively considering all applications to the program.
1. We recommend coming to the school for an in-person visit. It is the best way to see our school environment and we can address your questions in-person.
2. During the visit we will give you a package containing all registration forms and tuition information (annual tuition is $16,600).
3. We ask to see the student's latest report card and an IEP (Individualized Education Plan) if they have one.
5. Based on the Report Card or if the student has taken limited french classes, we may recommend an assessment.
4. Pending approval based on the report card or assessment, the student is registered once the forms and deposit are received.
To apply for a place in one of our programs, contact us, ideally by email.
Most of our intake occurs in August or early September, for the full school year, and in January and before February 10th for the Spring session.
We’re also happy to call you and get further details if you would prefer to apply that way. As we’re seeking to build a real community, we like to make sure the program is a good fit for each student.
We also have several Open Houses during the year. To find out our next open house date or arrange a private tour, please contact us.
2221 Elmira Drive, Ottawa, Ontario, K2C 1H3, Canada
3450 Boundary Road, Burnaby, British Columbia, V5M 4A5, Canada
