410 6 Ave, Rosthern, Saskatchewan, S0K 3R0, Canada
3962 Bloor Street West, Etobicoke, Ontario, M9B 1M3, Canada
1905
1981
100
40
10 to 12
Preschool to 5
Coed
Coed
Boarding, Day
Day
English
English
Academic
Academic
Progressive
Traditional, Reggio Emilia
15 to 20
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$4,500 to $20,000
$7,000 to $12,000
$15,000 to $32,750
Yes
Yes
30%
5%
10 to 12
Preschool to 5
$2,500
$5,000
33
4
60%
0%
100%
90%
10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 10 - 12
Yes: grades Preschool - 5
No
No
information not available
information not available
Rosthern Junior College began in 1905 with one teacher and eight students and a desire to fill a need within the Mennonite community. It’s grown in every way, though remains true to the initial goal of educating students through their interests and through their faith. One aspect of RJCs development that the founders perhaps couldn’t have foreseen in 1905 is the extension of the offering to international students, who now make up 15% of the student population, adding a unique perspective to the lived experience of the school. While half of the population of the school is Mennonite, the other half includes other denominations and non-denominational students, all drawn by the range of programs on offer, the personal focus, a dedication to service learning and character development. Classes are small, with lots of personal attention, which students rightly appreciate. Faculty make it a priority to take learning out of the classroom, and to build relationships with the community, something that has become a focus of the programming. Students are encouraged not only to excel academically, but also to apply their skills, abilities, and time to making a difference in the world.
View full reportWhen parents are considering a school, they’re right to ask about instructional styles, teaching, programs, assessment. Those are important. Though when we pick up our kids from school each day, we’re not thinking about those things. Instead, we ask: “How was your day?” Maybe we ask it reflexively, but when it comes to how children learn, that’s actually where the rubber really meets the road. Kids learn best in a consistent, supportive, personal, safe, and community-focused environment. Providing that kind of environment is what forms a basis for all of the work at Kingsley. When they say “thrive” they mean it in the broad sense—gaining a strong academic foundation—but also in the sense of having fun, gaining confidence, and finding a voice within a community of peers. The programs are strong, the teaching staff seasoned, and the school has had consistent success for more than three decades. For the families that enroll here, all of that is important. Likewise, the strength and focus of the learning environment is often, quite rightly, a principle draw. After all, a child's ability to thrive in life begins in having a good day, today.
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"RJC gave me the freedom, the tools, and the support to grow into the person I am today."
Crystal Lau - Alumnus (Sep 26, 2018)
My overall experience at RJC was life changing. I always say that RJC has been the best years of my ...
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"Upon graduation, I became part of a bigger community of alumni that shares the same experiences, fantastic memories, and gives us a foot in the door for opportunities later in life. "
Patrick Laughlin - Alumnus (Oct 02, 2018)
RJC gave me opportunities that no other school can offer. Not only did we learn in class, we learne...
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"One on one interaction with the teachers and staff allowed for a more personal connection"
Jordan Wiens - Alumnus (Oct 02, 2018)
My time at RJC was exceptional. Due to the small size of the school and the high ratio of teachers t...
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"she loved all her teachers and she thrived"
Jane Mueller - Alumnus (Jan 24, 2018)
Our child attended Kingsley from JK to Grade 5. She enjoyed everything during her time at Kingsley,...
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Delivered on the promise to "belong, discover, thrive"
Nicole Morell - Parent (Jan 24, 2018)
It was a tough decision to move our 4-year old son to a new school, but after a challenging junior k...
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"Founded in 1905, Rosthern Junior College (RJC) High School has a strong reputation for delivering well-rounded academic experiences to students for over 100 years. RJC offers Grades 10-12, and is accredited by the Saskatchewan Ministry of Education and a member of the Saskatchewan Association of Historical High Schools; holding a high standard of education. As a high school that teaches from the Christian perspective, RJC places value on faith, service, leadership, and community in the education of its students."
"At Kingsley, our small class sizes and personal approach to teaching the Ontario Curriculum help students reach their unique potential. We ensure that each child is seen, heard, and respected every day. French, music and physical education are taught by specialists in an enriched program which promotes inclusion, conflict resolution, mindfulness, and character development. Students love our many clubs, trips, and recesses in the fresh air. Optional before/after-care and half-day PK/JK. BELONG - DISCOVER - THRIVE!"
"A distinctive of RJC from other boarding high schools is our focus on cross-curricular and interdisciplinary learning. Our goal is for students to learn more about themselves and the world around them through the courses they take. This is done through our grade-based initiatives (Grade 10 IMAGINE, Grade 11 THRIVE, Grade 12 EXPLORE). In these programs, RJC utilizes academic best-practices and community partners to offer unique, out-of-the-classroom learning experiences."
"At Kingsley, you will not see a classroom where students are all opening a textbook and working on the same page day in and out. The fact is, even in one small class there is a variety of abilities and learning styles. We approach teaching with a well-rounded approach. We hold mini-lessons on a topic, listen to the student's interests and tap into that, use a hands-on-learning approach and allot time for the teacher to have one-on-one time with each student every day."
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"Families often choose RJC because of the tight-knit community and small class sizes. In this environment, students find belonging and grow in their confidence and ability. The strong relationships between students and staff often lead to academic and personal success of the students."
"Our families have expressed their appreciation for our open communication, and the swift and thoughtful execution of how we deal with concerns. They tell us that our genuine nurturing and warm environment is unmatched. They understand the value of truly partnering with us and see what a difference it makes in their children when school and home communicate and work together."
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"An underrated aspect of RJC's school community is our focus on student health and wellness. This is done through our student BELONG program, led by our dormitory deans. All RJC students have access to diverse academic, physical, and emotional supports during their time as a student. Included in this is an incredible meal plan, which offers healthy and diverse food options for students. If students require additional supports, they are welcome to connect with the VP of Student Life."
"Parents at Kingsley have many opportunities to get involved in school projects including but not limited to field trips, serving on our Board of Directors, and Fundraising. Our fundraising initiatives not only support specific school initiatives it creates a great sense of collaboration and school community. Our families are crafty, creative, innovative and have all kinds of expertise that we enjoy having come to light for the benefit of the school and all the students."
"The level of participation in school activities is very high at RJC. In a typical year, approximately 80% of our students are involved in the athletics program, 91% are involved in the music and arts program, and 80% of RJC students join a school club. We believe when students are invested and involved in activities they are able to thrive in all aspects of learning."
"Families are pleasantly surprised that we walk the walk and actually deliver what we say we do. Our Family Nights, winter and spring concerts, and other events all give a first-hand experience to our families which reinforces that we deliver what we say we can. One parent said, "Wow, we really liked your school when we registered our child, but after experiencing a Family Night and seeing what you do firsthand, I LOVE your school. This is a very special place.""
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Welcome to RJC High School! We are a small school that makes a big difference. Our small class-sizes, supportive staff and student-centered programming allow our diverse student body to meet a variety of personal and academic goals, all within the safety of a supportive community. We have an excellent dormitory program, along with many opportunities in athletics and the arts. We pride ourselves in educating the whole person and in preparing leaders for a life of faith, service and peacemaking. We are excited about the impact our students make in the world, and the success that they achieve in their personal lives. If you are looking for a place that combines educational excellence with personal growth and making a difference, join us at RJC High School!
Sincerely,
Ryan Wood
Principal, RJC High School
In my 13 years at Kingsley, I have had the honour and pleasure of watching our students engage, discover, and thrive. Our approach to differentiated teaching has a significant effect on our students' learning. Our strong character curriculum and leadership teams help students gain the necessary tools and strategies to become confident young adults. There is a strong sense of belonging at Kingsley where every member of the community is able to express themselves and be respected. At Kingsley, our dedicated teachers are able to spend significant individual time with each student, every day, ensuring that there is continual understanding, learning and growth. Photo: Principal Louisa Williams with Kingsley founder Ursula Morton at Mardi Gras Festival, Februrary, 2020 (Photo by Jose Atencia Ocadio)
Traditional
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
All academic programs at RJC meet curricular standards set by the Saskatchewan Ministry of Education. Grade 10 - IMAGINE: A peacebuilding program IMAGINE is a full year, multi-credit grade 10 global-citizenship program that emphasizes collaboration, hands-on learning and community building. Students will spend periods of time outside the classroom applying their classroom learning in practical settings. Grade 11 - THRIVE: A wellness program THRIVE is a full year, multi-credit grade grade 11 wellness program that will assist students to grow and develop as individuals and as contributing members of their communities. Particular focus is given to an understanding of personal, mental health, and well as the wellness of creation and the community. Grade 12 - EXPLORE: A leadership development program EXPLORE is a full year, multi-credit grade 12 leadership program, with a particular focus on exploring post-secondary opportunities. Throughout the year students will explore diverse models of leadership, explore their own strengths, gifts, and values, and apply their learning in spaces outside of the classroom.
At Kingsley we follow the Ontario Curriculum with enhanced programs in music, French and physical education taught by specialty teachers beginning in kindergarten. Our aim is to give students the skills to teach themselves and to empower them to reach their own unique potential. Building relationships, learning to understand themselves, their actions and interactions are the basis for our strong character development. Our seamless day provides students with a balance of nurturing and academics. Our school community allows the child to be seen, heard, and respected every day. Through Inquiry, Discovery, Exploration, and Analysis (I.D.E.A), we help each individual engage in the learning process. This same philosophy is carried through all portions of the day by our teachers including our before- and after-care programs.
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.
Each mathematics teacher has his or her own classroom dynamic and structure. Our methods are rooted in traditional learning and an understanding of fundamental math skills. Inquiry activities and problem-based lessons are integrated throughout the courses as is appropriate for students' needs and abilities.
Using a "hands-on" approach to math is at the core of our math studies. Students learn by doing, rather than memorizing. At Kingsley we use a wide range and variety of materials and assessment tools.
As a school we use the textbooks developed for the latest provincial math curriculum.
Information not available
Math teachers ask students to own a calculator suited to his or her course choice. We encourage students to use their calculator as an aide to their education.
Information not available
Balanced Literacy
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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Engaging our students in early reading is essential to their success. Students learn to read in a variety of ways and our approach to reading is tailored to each student. It is our job as dedicated professionals to tap into methods that suit each child. Offering a wide range of literature and unfolding the students' interests is essential to getting them engaged and not just turning pages. We use a variety of tools to excite our young learners about reading.
No
We use a variety of assessment tools to track student progress.
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.
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At Kingsley the process is at the centre of our teaching philosophy. Having a lovely piece of finished work to hang on our walls is a wonderful way to show our talents, but how we get there is the most important part. While focusing on the process and giving students many opportunities to write for different audiences, we guide and support with instruction. Ensuring that we meet the students' needs through balanced instruction is our focus.
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
All of our science teachers have years of experience in their content areas and are accredited in 30 level subject matter. Our school is transitioning to more inquiry-based and authentic learning in all areas and our newly renovated labs, as well as off-campus experiences help to support this type of education.
Our approach to science at Kingsley is inquiry based. Students are encouraged to Inquire, Discover, Explore and Analyze. As talented and committed teachers, our staff taps into the students' interests and finds creative ways to teach the curriculum around the interests. Teachers may also suggest a path or present ideas to the students that they then expand on.
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.
In each of our ELA courses students encounter a variety of texts in both contemporary and "classic" styles, the study of which always emphasizes the development of critical thinking and communication skills. Off-campus and inquiry-based experiences are used to expand the students' framework for authentic learning.
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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.
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Although we work thematically with our social studies program at Kingsley School, we offer a wide range of opportunities and touch on several aspects of the core knowledge and expanding communities objectives. We use a variety of materials and a differentiated approach when teaching our students.
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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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Given RJC’s emphasis on faith, service, and peacemaking, courses in the humanities and social sciences emphasize contemporary experiences and real-world problems. With a firm grounding in the way the past continues to shape the present, students are engaged with relevant questions about the condition of communities at home and around the world. The use of projects and tasks as primary assessment tools reflect our underlying goals of critical thinking and real-life skills.
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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.
Kingsley offers students French instruction beginning in junior kindergarten. Our students are introduced to language through songs, poems and fun interactive learning opportunities.
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.
Fine arts allow students to tap into their own creativity, develop strong communication skills and connect cross-curricular ideas in new ways. In many of the fine arts offered at RJC, students must learn to work together and for each other, requiring trust and reliance upon other students (ex. Putting together a play requires communicating ideas, teamwork to build sets, choral singing necessitates interdependence to create a fully-formed musical idea). Fine arts allow for a physical expression of mental, emotion and spiritual themes and ideas and so students should be allowed to access these internal feelings and to express them in ways that they may not feel able in other, “traditional” classrooms. This promotes self-agency, requires self-motivation and fosters co-operation. In this way, fine arts do not only improve skills within themselves, but impart students with the skills and tools to thrive in all areas of life.
MUSIC: Students receive four weekly periods of specialist music instruction and perform at two concerts per year. They begin recorder in Grade One, read music by Grade Two/Three, and join Band in Grade Four/Five. In choir, they learn proper singing techniques and sing in parts. We take fun music field trips, including a bus trip to the symphony every April. Students have the opportunity to join a lunchtime ukulele club or take private lessons after school in singing, piano, guitar, ukulele, and theory. ART: Our youngest students begin to build confidence in their artistic abilities while being exposed to the elements of design. As the students mature they work on expanding their knowledge of the elements of design and applying them to individual and group projects.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
In Communication Media Class, the students are taught to use the computer as a creative tool in digital picture creation/manipulation, movie making, and audio engineering. Students use all three elements to produce digital media creations in class.
Our school technology is used on a regular basis. SMART technology is used for a variety of learning in different subject areas. Today's learners are accustomed to technology and use it in their daily lives. It is important to us to embrace technology and help students learn to embrace various avenues to their learning.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
RJC’s physical education program seeks to combine skill development with engagement and participation in physical activity. Our goals include promoting attitudes which will lead to lifelong physical activity, engaging students in volunteer activities, and fostering safe conduct in physical activities. We are less focused on competition, and more focused on community and team building. The grade 11 class participates in outdoor education, which usually takes the form of either a hiking trip or a canoe trip.
We have a fun and rigorous physical education program that begins in pre-K and is taught by a specialty teacher. There are also ample opportunities throughout the day for outdoor play engaging gross motor skills. Students are outdoors 2-3 times daily.
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.
Kingsley offers both a half-day and full-day kindergarten program. Our play-based (Reggio Emilia-inspired) class offers many avenues for our young learners to thrive. Our small class sizes allow for individual attention and a balance of teacher-led lessons as well as time for each child to explore on their own and with peers. Our enriched curriculum consists of French, music, and physical education classes taught by specialty teachers beginning in kindergarten.
Student-paced
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.
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.
Our school approach is to meet each child from the place of their development and work from there. We believe in a differentiated approach for all children at our school. Classes are teacher led, and differentiation then applied.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
With a smaller size class, students are able to have more one-on-one opportunities with the teachers, and a tigher relationship with their classmates. The teachers get to know each student really well, both academically and personally, creating a stronger learning community.
Kingsley has a tradition of having a supportive academic culture. This does not exclude our attention to academics or achievement. What it means for us is that we support each and every student to reach their unique potential. We address the whole child and all the aspects of their learning experiences.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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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To be living and learning in this community, students will have the opportunity to be independent of their parents, and learn to live with other people. Through arts and sports, students are able to improve socially outside of the classroom, and gain support from the community.
Kingsley has a 40+ year history of a balanced approach to learning. We help build emotionally confident individuals who feel that they belong and are valued. We teach and practice leadership through our character curriculum. We promote physical activity through play, sport, and wellness. We encourage artistic expression through an in-depth music program. We guide our students to become creative and critical thinkers.
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
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We strive to work with students where they are at and modify our program to meet specific student needs. Building a relationship with the student is key to our success.
Information not available
Information not available
At Kingsley we believe in partnering with our parents. If a child is demonstrating learning difficulties we make sure to bring this to the parents attention. We work together to find the right solution for the family that we are able to support as a school. Families often have a team in place that we will work with, and if appropriate to our school environment as a whole, we welcome them into the school as support for the child.
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
10 - 12
Preschool - 5
30%
5%
$2,500
$5,000
100%
90%
10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 10 - 12
Yes: grades Preschool - 5
No
No
No
No
No
No
No
No
No
No
RJC is a Christian day and boarding high school offering Grades 10-12. It is based on a Christian foundation and provides a sound academic and dormitory program. The school offers the Saskatchewan approved and inspected high school curriculum, and is staffed by highly qualified instructors. We are looking for students are interested in living in community, and can make positive contributions to our music, athletics and student life program. Many students and parents often identify this as being a significant factor in improving grades.
Kingsley School focuses upon achieving individualized student success, and best serves students who demonstrate: 1. The likely ability to successfully achieve through an I.D.E.A. pedagogy, involving all of the following: i. Inquiry – sparking curiosity through questioning. ii. Discovery - unravelling curious scenarios and solutions to inquiries. iii. Exploration – exploring and investigating in-depth solutions by using a hands-on approach. iv. Materials Analysis – building understanding, gaining knowledge, recording findings and inviting new inquiry. and 2. The likely ability to develop the level of emotional (intra-personal) and social (inter-personal) skills necessary to co-operatively and fully participate within a friendly but competitive school environment.
Apply Today!
You will be contacted shortly once your form is received.
Register now for September 2023. Please call us at 416-233-0150, or email Louisa Williams at [email protected], to book a tour of our school. We will provide you with an enrollment package at the time of your visit.
Welcome to Kingsley!