13212 106 Avenue NW, Edmonton, Alberta, T5N 1A3, Canada
2975 Edmond, Kirkland, Quebec, H9H 5K5, Canada
1983
1987
340
985
Nursery/Toddler to 12
Preschool to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Progressive
Traditional
17 to 22
9 to 22
Learning
Dedicated gifted school
Dedicated class; in-class adaptations
$8,700 to $19,500
No
No
0%
0%
None
None
$0
$0
20
62
0%
0%
100%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades K - 11
No
No
No
No
information not available
information not available
Progressive Academy hits a lot of the sweet spots that parents are looking for when considering private education. The size of the student body is smaller than the mean for schools across Canada, and affords a more individual, personal approach to instruction. The students are known by faculty, staff, and peers, and therefore quickly gain a sense of place and belonging. That said, the school is large enough to provide a good range of curricular programs and extracurricular activities. Students have the opportunity to try activities that they perhaps wouldn't attempt in larger, more competitive settings. A strong academic program is delivered in consort with an attention to interpersonal skills and social and emotional development. The school is a particular draw for families looking for a balanced program, one that builds from the students’ interests and creativity, yet supports them to reach a bit beyond their immediate comfort zones.
View full reportKuper was founded in 1986 as a means of providing an intensive, imaginative program for the early grades. The school has grown since then to include the upper grades, and housed within modern facilities, with physical expansion completed in 2008. The attention to an intensive curriculum remains, one that seeks to straddle the goals of a traditional liberal arts education with a range of 21st century literacies. While not expressly intended as a gifted program, the ideal student is one who is able to thrive within a traditional, challenging, yet diverse learning environment inclusive of a relatively large student body.
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"Progressive Academy is a multicultural, coed, academic school for students from age 3 to grade 12. We connect learning with living, explore interests and pursue passions. Creating with purpose, energy and joy are the hallmarks of Progressive Academy students. Rigor in core subjects, at the best pace for each student, provides the foundation for pursuit of knowledge and skills. Choice in a wide range of subjects such as robotics, musical theatre, and sports is the fuel to inspire learning."
"Kuper Academy is a private, non-subsidized, coeducational preschool, elementary and secondary school serving the West Island of Montreal. A modern building complex situated on a six-acre campus provides a wealth of facilities, including two libraries, three gymnasiums, playing fields, three science and two computer laboratories. Kuper's reputation for academic excellence is built upon its challenging curriculum, the dedication of its staff and its positive learning environment."
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There are so many benefits to sending your child to a school that recognizes the incredible potential of each individual.
Progressive Academy strives to develop well-rounded advanced learners, capable of becoming the entrepreneurs of the future. We develop confidence with intention. Our approaches to education stress understanding through discovery, yet ensure that the necessary base skills are well developed, opening the door for students to pursue subjects as far forward as they are want.
Students are exposed to many required classes including French and Mandarin as second languages, art history, music (including concert band in Junior High), robotics, as well as many options including public speaking, programming, photography, and sports like fencing and equestrian. Our students perform regularly during the school year to build their confidence and comfort with being in front of crowds.
Our school is best characterized as academic. Students are encouraged to learn beyond their grade or age might dictate. We follow the passion for learning of the student, rather than hold them back based on age. Our highly individualized approach helps students learn at an early age that they are directly responsible for their own development.
We recognize that the selection of a school is an important decision for both you and your children. At Kuper Academy, we offer a challenging English academic program, French courses suited to individual ability, as well as a rich school life in a safe, suburban setting.
Our teachers and staff guide our students as they move from childhood to young adulthood, preparing them to meet the challenges of life with confidence and enthusiasm. We always strive to ensure that each student enjoys academic success, experiences personal growth, and develops lasting friendships through participation in school activities.
Welcome to our Kuper community!
Traditional
Information not available
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.
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.
Not applicable
Progressive Academy implements the Alberta Provincial curriculum as a starting point. Students are not bound by grades or constrained by time in their forward progress through the curriculum. High expectations for full understanding and ability to use what has been learned determine forward progress. Authentic learning opportunities provide meaning for curriculum expectation. Students are often in multi-grades classes and are encouraged to perform at their highest level while mentoring younger student in their work.
Kuper follows a traditional approach to learning that nurtures the relationship between the teacher and students. In the early elementary years learning is focused on the development of foundational skills, language, numeracy as well as exposure to physical and artistic activities. As learning progresses students continue to develop fundamental skills as well as become self reliant learners. In secondary school, grades 7 to 11, students are exposed to a structured six period school day focusing on the importance of self discipline. Learning is not limited to the classroom. It is reinforced at home through well thought out assignments.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Mathematics instruction follows two primary approaches, skills conceptual learning and problem solving. Students are expected to develop the mathematical concepts but must also apply these in the context of complex multi-layered problems. Hence reading skills are further developed within the mathematics context.
Information not available
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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.
Early literacy begins at age three, where our students start to read and write using phonics. Our expectations by grade school are that students are one or several years ahead of norms for reading levels.
The early reading combines both mini word recognition and phonetic blending. Students are exposed to progressively more complex words and sounds. Very simple readers are used to reflect the child's pacing and ability.
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.
Students are encouraged to develop comfort with writing. Students at first learn to write imaginary words which become more robust as formal spelling is introduced. This is designed to nurture the passion for writing while introducing the rigor of formal structure.
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.
The school places emphasis on experiment driven learning within the context of theoretical learning. In elementary, this is reflected in the bi-annual science fair. In senior school mandatory science fair participation obliges grade eight and advanced grade ten students to propose an original scientific experiment and present it in the annual science fair. Many students have gone on to provincial acclaim, some even starting commercial ventures based on their high school projects.
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
Zoology
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Focus is on students understanding and appreciating literature as a reflection of human thought and experience. Elementary students will study simple novels in the middle elementary years. Emphasis is placed on both comprehension and response to the narrative. In high school, students continue novel studies as well as yearly study of Shakespearean plays. Students become familiar with formal literature responses through structured writing.
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.
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In addition to thematically studying social studies concepts in the context of history and geography, elementary students participate in a bi-annual international evening where each class studies a specific topic with the context of a broad theme. The class findings and projects are publicly displayed to the wider school community. Focus is to sensitize students to cultural sophistication within the school population.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Focus is on citizenship education centered on history and geography in the early high school years. Students are exposed to the study of world history and thematic geography. In the senior grades the study of history shifts to Canadian history with special emphasis on Quebec's particular situation. In the final year a special contemporary world course exposes students to issues of global interests.
Communicative
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.
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Spanish is taught in the first two years of high school, grade seven and eight. Students become conversationally functional and literate. Students are able to read and formulate coherent written sentences using the basic established grammatical conventions. French is NOT a foreign language and is taught at every grade to reflect the graduation requirements of the provincial ministerial requirements.
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
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Fine arts are integral to our program for a well balanced student. Art history, performing in French and Mandarin, drama and musical theatre are all part of developing our students' confidence.
Arts education is a requirement at every grade level. This covers a wide range, including music and band, drama, dance, performing arts (Glee), and graphic arts. The focus is on students understanding the fundamentals of a specific discipline then learning to express these in the context of their own individual experience. For example, students may study a particular genre of painting and will be expected to apply this. Musical education/band allows students to learn to play a specific instrument within the context of the school's band program. In addition, school plays are performed at all levels, pre-school, elementary and high school.
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.
Progressive integrates FIRST Robotics programs into our curriculum, so all students get exposed to technology in a fun, competitive environment. All students are required to have laptops starting in grade four, as our program includes teaching such skills as computer programming, CAD, computer graphics editing and publishing. Additional instruction is available for accelerated students in things like electronics, web design and advanced programming.
All classrooms are equipped with multi media projectors. In addition, students and teachers have access to various computing facilities, including labs and Ipad carts. Focus is technology as an adjunct to learning. Some students may also choose to follow more in depth programming and robotics courses in the later high school years.
Web design
Robotics
Computer science
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Focus at all levels is that students must be physically active in order to follow a health life style. Team and individual sports are practised. All instructors are also certified coaches who accompany students in formal sporting activities outside the classroom under the general umbrella of the Greater Montreal Athletics Association. It is of note that many Kuper students have achieved international acclaim within the sporting world.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
By creating engaging environments and providing authentic learning experiences our young learners actively engage in learning and reflection. Whether it is a tour of the city to examine 2D and 3D shapes in Edmonton's architecture, or a study of bugs in the yard - Junior Kindergarten and Kindergarten students learn the basic of research - observation. Literacy, communication skills and numeracy are woven into your students daily activities. Our high interactive phonics programs find most of our students with beginning reading skills before they enter Kindergarten.
Although social interaction plays an important role in the development of early learners, it is also important to awaken the intellectual curiosity of students through teacher guided activities. Letter and number recognition and mini word reading, are an integral part of the learning process. By the end of the year most students are able to read short basic stories in English. The program also introduces students to French language skills, focusing also on foundational vocabulary.
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.
Mathematics and French language instruction are streamed to reflect student ability and background. Math is enriched to incorporate calculus in grade 11 and students may be certified as native French speakers by ministry of education of the French Republic.
Rigorous
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”.
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”.
At Progressive Academy we have high expectations. We expect our students to understand what they are learning and demonstrate their ability to incorporate their learning into their lives. We expect our students to learn how to learn, to take responsibility for their learning, to reflect on their learning and to help others. We expect our students to help shape a better world in their daily lives as students.
Focus is on students developing the foundational skills that result in academic excellence; specifically, self discipline and work ethic. Students are expected to complete daily homework and study as part of the educational process.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
At Progressive Academy we believe that all of our students can shine in all domains. Each student is naturally more capable in some domains than others, but by providing tools and working together, everyone can succeed intellectually, emotionally, socially, physically, and spiritually.
Kuper students are intellectually rigorous, hard working, ethically sound, generous and physically active.
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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At the elementary level, academic resource is available in order to bring students up to speed in the appropriate discipline. In high school students are expected to satisfy the academic requirements, though students may be given special accommodations in writing formal examinations, including, extra time and writing in isolation.
Our educational program requires a high degree of student self-regulation. Our classes are busy with active learning and collaboration. We work with families to assist children to develop the skills needed as they move up the grades in our school. While we have a number of supports in place we have a very specific program that may not be best for every child. In that event, we would assist the family to find a program that would be more able to meet the student\'s needs.
Kuper Academy recognizes that some students may require additional support in achieving their learning potential.. Specifically, a limited series of accommodations are available, including extra time on formal exams. Focus, remains, however, on students satisfying the school's academic expectations.
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
0%
0%
$0
$0
100%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades K - 11
No
No
No
No
No
No
Yes: grades 3 - 12
No: grades K - 11
Yes: grades 10 - 12
No: grades 7 - 11
No
No
Kuper Academy chooses motivated students who are ready for a complete school experience. We expect them to pursue their studies diligently and to participate fully in all aspects of school life. They should be able to express themselves clearly in writing and demonstrate a positive attitude towards learning.
For information about High School admission, please see: http://www.kuperacademy.ca/admissions/high-school-admissions-process For information about Elementary School admission, please see: http://www.kuperacademy.ca/admissions/elementary-school-admissions-process