400 South Drive, Winnipeg, Manitoba, R3T 3K5, Canada
110 Doon Road, Kitchener, Ontario, N2G 3C8, Canada
1820
1945
890
327
K to 12
7 to 12
Coed
Coed
Day, Boarding
Homestay, Day
English
English
Academic
Academic
Liberal Arts, Reggio Emilia
Traditional
18 to 22
15 to 24
Learning, Developmental
In-class adaptations
$26,670 to $27,370
$18,400 to $26,950
$50,700 to $72,000
Yes
Yes
10%
25%
6 to 12
7 to 12
$15,000
$3,000
68
55
2%
0%
70%
90%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Jan 26, 2024
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades 7 - 12
No
No
information not available
information not available
SJR was founded in 1820 principally to serve the children of the Selkirk settlers. By 1834 there were forty students, evenly split between boys and girls. The school has inevitably grown and changed over the years since, though it’s success throughout has been unimpeachable. SJR has graduated 18 Rhodes scholars, for example, and the Queen granted patronage and established a scholarship in her name in 1981. Today the programs are as strong as the school’s reputation. A strong academic program is paired with an equally strong attention to the values of stewardship, ethical leadership, and excellence in all areas of academic, social, and athletic life. A strategic plan to culminate in 2020, the school’s bi-centennial, is intended to further develop the school’s campus and programs; it's intended not as a revolution, says the head of school, Jim Keefe, but as the impetus for further evolution of what the school has been providing. The ideal student in one with sights set on post-secondary studies, and able to thrive in a challenging, expansive academic environment.
View full reportIn some ways, Rockway was born out of a pacifist impulse, established by Swiss Mennonites who were concerned about the military tenor that seeped into the public school system leading up to and during WWII. Times of course have changed, though the foundational principles remain, as well as the values that lay behind them: compassion, understanding, and an open mind to the experiences and perspectives of others. If all you knew about the school was its name, a closer look would reveal a lot of surprises. The school has a robust international program, welcoming students from around the world as well as an extensive exchange program. The curriculum is taught through a Mennonite lens, while also partnering with a local Muslim school, and creating regular opportunities for students to interact with local Jewish, Hindu, and Sikh communities. It’s a unique school, to be sure, which is exactly why families, both within and without the Mennonite community, enroll their children here.
View full reportinformation not available
information not available
"Nestled within an oxbow of the Red River lies Western Canada’s oldest independent school, St. John’s-Ravenscourt (SJR). As a co-educational K-12 school, with boarding and day programs, SJR students are engaged in an inspiring environment. Our strong educational offerings provide a balance of values related to academic excellence, social responsibility, creative expression, and active healthy living. With exceptional debate, public speaking and leadership programs, SJR prepares students for their future success."
"A Small School for a Big World! Located in Kitchener, Ontario, just one hour west of Toronto, Rockway Mennonite Collegiate focuses on academic excellence, service, and peace-making through a diverse learning community of students in grades 7-12 including a dynamic international student exchange program. Rockway is an inclusive and supportive community that embraces academics, the arts, and athletics to help students to become well-rounded, responsible, global citizens."
"St. John's-Ravenscourt School offers a unique public speaking and debating program that is engrained in the school across all grade levels. We feel that teaching students how to speak well provides them with skills for the future while at the same time building their confidence."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"When families consider SJR, they feel that the school provides a strong education for their child that pushes them to be their best. They see that academics are at the core of SJR while also providing a well-rounded breadth of opportunities including arts and athletics. Most importantly, families continue to tell us that they appreciate the open nature of the school, welcoming all people."
Information not available
Information not available
Information not available
"What often goes unrecognized initially is the athletic and arts offerings and the multitude of opportunities for students to get involved throughout the school. Athletically, our school offers students a wide array of sports and many facilities to use including an arena on campus, a state of the art fitness center, and a double sized gym. Additionally, the arts program offers music, art, and drama in many capacities including a Rock Show, drama productions, and art clubs and events."
Information not available
"What families might find surprising about SJR is that there is a real community built amongst all families, students, teachers, and staff. Parents often comment once their child is enrolled at SJR, how much they feel a part of the school and welcomed.
Another aspect is the academic pursuit of all students. Families often comment they see a change in their child for the better, in their drive to succeed in school. The feeling of it's cool to be smart is definitely felt at SJR."
Information not available
Information not available
Information not available
Information not available
Information not available
St John’s-Ravenscourt (SJR) is an independent co-educational Kindergarten to Grade 12 university-preparatory day and boarding school that offers an outstanding all-round education for talented boys and girls. We are fiercely proud of our rich heritage and combine our long traditions with the best of 21st Century learning to enable our students to thrive in this quickly changing world, not only during their school days but at university and beyond.
Our School community is built around the four pillars of academic excellence, creative expression, active healthy living and social responsibility. We have extremely high expectations of our students, in terms of their academic commitment and co-curricular attainment as well as their personal qualities of compassion, integrity and service. I am very proud to lead a School of such fundamental strength, clear mission and exhilarating possibilities.
SJR has rightly earned an enviable reputation for ensuring that our students rise to the challenge and fulfil their academic potential. Our talented faculty has forged a strong tradition for educational innovation and for creating a vibrant learning environment that nurtures students and helps them grow into well-rounded adults. There is also, of course, our tremendous raft of co-curricular opportunities that develop leadership, self-belief and character.
Situated on the banks of the Red River in Winnipeg, SJR boasts a wonderful campus and some of the very best facilities of any independent school in Canada and beyond.
The best way to appreciate our warm and purposeful atmosphere and strong sense of community is to make a personal visit. Come and meet me and my colleagues and talk with our splendid students. In the meantime, this website provides a wealth of information about life at SJR, and I hope it captures your imagination.
Dear Parents,
Thank you for considering Rockway Mennonite Collegiate. I believe that we offer one of the best overall middle and secondary school experiences available in our region, with opportunities for personal growth and learning that are unique to our school community. If you visit Rockway, interact with our students, meet our teachers, or talk with our alumni, you will learn how deeply connected people feel to this place. Rockway provides exceptional learning opportunities in a setting where faculty and staff are committed to creating a a sense of belonging and purpose. We seek to educate and develop young people who respect one another and who understand their role as contributing global citizens.
Rockway is, first and foremost, an outstanding school with a robust academic program. Well over ninety percent of our students go on to universities and colleges in their program of choice. We offer small classes designed to reach students of diverse learning styles, taught by a remarkable team of dedicated teachers. Our students are deeply involved in the life of our school. As you will see throughout this website, our small size is a huge asset, and it offers us great flexibility in developing and delivering a rich, creative program that addresses the academic, athletic, artistic, social and spiritual needs of our student body in an affirming learning environment.
Rockway is a Mennonite school, and approximately half our students have personal connections to that faith tradition. Ours is a religious tradition concerned with putting its values into action through service and peacemaking, with an awareness of our obligations to one another in community, and to discerning together what makes for a just and compassionate world. We welcome students from diverse backgrounds and appreciate the richness that this diversity brings to our classrooms and our school.
As a Mennonite school, Rockway welcomes students and families of all walks of faith and appreciates the richness that this diversity brings to our classrooms and our school community. Approximately half of our families have a personal connection to the Mennonite church. Ours is a faith committed to putting its values into action through service and peacemaking, with an awareness of our obligations to one another in community and, to discerning together, what makes for a just and compassionate world.
Rockway students grade ready to pursue their dreams, eager to make a difference, and prepared for life's challenges. If you have any questions about what Rockway has to offer your child, please contact us.
Elaine Ranney, Principal
Traditional
Information not available
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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).
Not applicable
Junior School (K - Grade 5) follows the Reggio Emilia curriculum and the Middle and Senior Schools follow a balanced approach to learning.
Rockway Mennonite Collegiate forms faith and builds character in an academic environment for students who work hard, respect the values of the community, and are open to guidance and instruction that will enable them to become responsible, globally minded, compassionate and reflective citizens of our community and world. Families of Rockway students commit themselves to collaborative relationships between home and school that foster the best possible learning outcomes. Students who thrive at Rockway immerse themselves in our rich and diverse range of academic and extracurricular opportunities, and make positive contributions to the classroom, sports, chapel and the arts.
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.
The mathematics courses at SJR cover the content of the corresponding provincial courses, but include additional material and cover most topics in greater depth. We have three clearly held objectives: 1) Students should have a thorough mastery of basic skills. This is considered essential for success in higher mathematics and mathematics related courses. 2) Students should have an excellent understanding of ideas and concepts. It is important that they understand how various ideas are interrelated, and that they develop an intuitive feeling for the concepts that are being used. Memorizing how to solve a vast collection of “type problems” is not enough. 3) Students should be able to apply their skills and concepts to solve problems that they have not seen before. There is a strong emphasis on problem-solving at all levels, and there are a variety of mathematics competitions that all students can participate in each year.
Rockway offers a full slate of academic and applied course options as set out by the ministry of education for Ontario. At the present time we do not offer the college technology math courses. The students are exposed to a variety of learning opportunities within the courses as well as the opportunity to participate in a variety of contests. A combination of direct instruction and inquiry based learning are used in all of the courses. In the grades 9 and 10 courses we have employed the use of video to provide the content and have the students do the practice in class in the presence of their teacher. This allows the student to move at a pace that is appropriate to their individual needs. Students who successfully complete an academic program of studies in Mathematics at Rockway are well prepared for the expectations of university and college mathematics programs.
Grade 10: Foundations and Pre-calculus Mathematics 10 Grade 11: Pearson Pre-calculus 11 Student Edition - myWorkText Grade 12: Pearson Pre-calculus 12 Student Edition - myWorkText
Information not available
Students in Grades 9 through 12 require a scientific calculator for their Mathematics courses. Students in Grades 11 and 12 are encouraged to use a graphing calculator (a must for those taking AP courses) and the TI-84 Plus graphing calculator is preferred.
Information not available
Not applicable
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.
Not applicable
Language Arts instruction at St. John’s-Ravenscourt’s Junior School assists students to become adept, confident, fluent and creative communicators, who appreciate the power, usefulness and beauty of language. It is fundamentally important for students to become confident users of language and versatile thinkers, both in school and out.
Information not available
Not applicable
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.
Not applicable
As students progress through school, their instruction increasingly enables them to acquire as many language conventions as possible. This acquisition cannot be left to time and chance. Given the interrelationships among the language arts, there is a need for fully integrated instruction characterized by coherence and continuity.
Information not available
Equal Balance
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.
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.
Emphasis is on understanding concepts and applying these in many different situations. For each topic, students begin with simple problems, move on to more complicated ones that involve several topics and finally they are expected to solve problems involving previously unseen situations.
Students at Rockway have the opportunity to study biology, physics, chemistry and environmental science. Rockway science courses are based on the Ontario Science Curriculum. These courses are taught through exploration of scientific theory and application. This is accomplished with a balance of inquiry-based investigations and teacher-led activities to build a solid foundation in scientific theory. Through the study of science at Rockway, students are challenged to relate science to technology, society and the environment, as well as to foster habits required for scientific inquiry in university and beyond. Rockway has collaborated with local universities to expose students to post-secondary opportunities in science. Rockway students in grades 11 and 12 have the opportunity to explore biology and environmental science through our Costa Rica Eco-Adventure where students learn about the unique forest and marine ecosystems in a tropical climate.
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
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.
The goal of the English program is to produce graduates who can speak and listen effectively, analyze literature with sophistication, write with forcefulness and precision, read with comprehension and insight and apply their skills with creativity. To these ends, a sequential program—focused on language and literature—has been devised to challenge students in English on a variety of levels.
The English curriculum is dedicated to developing strong, core competencies in listening, speaking, reading, writing, viewing and representing. It integrates studies in literature (all genres from various periods) with communication (written structures and oral expression of learning) as well as functional language studies. Much of our English curriculum is literature based, meaning that our teaching and exploration of the skills of the English discipline are centred around and spring from the study of carefully selected classic and modern complete works of literature, including Canadian, Canadian Indigenous, American, British and international authors. In addition to the intensive study of literature, we include independent study of novels selected by students, with guidance and the study of poetry. Rockway’s library has an extensive, vital and up to date collection of literature and we promote a reading culture by initiating programs to help students select good works to read independently.
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
Not applicable
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Not applicable
The core concept of citizenship provides a focus for Social Studies learning across the Junior School grades. Social studies addresses various aspects of citizenship: - Role of Citizenship in Social Studies - Rationale for Citizenship Education - Active Democratic Citizenship in Canada - Canadian Citizenship for the Future - Citizenship in the Global Context - Environmental Citizenship
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The social studies program is an integral component of the SJR curriculum. Through the two key disciplines of history and geography, students are encouraged to become critically aware and prepared to take an active role in confronting the challenges of the future.
All students must take Grade 9 Geography (Canadian) and Grade 10 History (20th Century Canadian). In the senior years, there is a wide variety of courses from which they may choose. They include: World Religions (Gr. 11), Ancient History (Gr. 11), Media Studies (Gr. 11), Introduction to Social Science (Gr. 11), Society, Challenge and Change (Gr. 12), World Issues (Gr. 12), Philosophy 12 (Gr. 12), World History: 1500-Present (Gr. 12). Through this wide offering of courses, students learn a lot about their world and their place in it. They will learn to consider a variety of worldviews, to set aside their own ideas for a brief period of time, and consider the world and its history from multiple perspectives. This helps prepare them to engage our contemporary world. Through these courses, students also refine their reading, writing and critical-thinking skills in preparation for life and the next level of education.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The study of French and Spanish, as any other second languages, can play an important role in the development of cross-cultural understanding. One of the main goals of the Language Department is to foster an acquisition of knowledge and an appreciation of both French and Spanish language and culture.
Students at Rockway have opportunity to study two principal second-languages: French in grades 7-12 and German in grades 10-12. These programs provide for a balanced development of skills in listening, speaking, reading, and writing within the framework of the audio-lingual and communicative styles of language instruction. Second-language learning at Rockway is a unique discipline in that it naturally integrates the development of academic skills, attitudes of openness and respect, and marketable career skills. Through the study of French, students gain an understanding of and appreciation for a pan-Canadian scope - a mutual understanding among both language groups in our officially bilingual country. Exchange: Students in grades 11 and 12 have the exceptional opportunity to participate in the language-based Rockway/Weierhof Exchange program. This 17 day exchange greatly enhances the students’ cultural understanding, fluency and comprehension in the target languages.
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.
Through the study of Drama, Art, and Music, our students learn not only to discover and develop their own creative expression and problem solving skills, but also to better understand the complex world in which we live. Studying the arts encompasses many different aspects of learning.
Information not available
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.
Our students assume an active and productive role in the Information Age of the 21st century. To do so successfully they must become knowledgeable about, and comfortable with, computing devices and related information technologies.
While technology is integrated into all of our course work, Rockway\'s Computer Studies courses provide a distinct opportunity for students to explore modern digital technology and its application with an in-depth focus. To meet the needs of a diverse student body, our courses are balanced between business applications, communication technology and computer programming. Students from grades 7 - 12 are challenged to work across multiple platforms and languages, with a range of current computer applications. Courses aim to balance hands-on hardware exploration with more conceptual problem solving skill building. As a school that values community, we regularly examine ethical considerations around technology and are intentional about prioritizing face-to-face relationships despite offering a high-tech learning environment.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The vision of the program is to have all SJR students living physically active and healthy lifestyles. The program emphasizes physical, emotional and mental well-being, as well as life-long fitness.
Students at Rockway have significant activity time built into the school day. Grades 7&8 have 210 minutes per week of physical education, while grade 9’s have 215 minutes per week. Grade 10\'s have the opportunity to take physical education all year on an alternating daily basis (175 min/week). These courses include livefit, powerfit, and regular classes. Gr 11 is a semestered lifestyle activity course while gr 12 is a science based kinesiology course with a significant fitness component. Courses are structured to support interschool athletics with active movement units preparing students to tryout for school teams. This supports physical literacy and skill development while increasing confidence to participate in extracurricular activities. Health is taught from a lifelong, inter-relational, balanced, and overall perspective. We begin with mental wellness as a core and examine how it relates to fitness, nutrition, safety, sexuality, growth and development, substance use and abuse, sleep and community.
Not applicable
Reggio Emilia programs aim 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. Projects 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. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Not applicable
The core values in this approach are: - The child is an active participant in learning and is a capable and resourceful learner. - The indoor and outdoor environments are utilized as the “third educator” along with the student and the teacher. - The teacher, parent, and child work together as collaborators in the process of learning. - Making learning visible and documenting students’ learning as it occurs helps to provide key insights into the children’s thought processes.
Information not available
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
SJR offers an Advanced Math program which allows for a streamed approach.
Information not available
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”.
Information not available
"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."
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.
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."
At Rockway, we help shape students through a rigorous academic environment and strong community atmosphere that creates responsible, globally minded, compassionate and reflective citizens for our community and the world. We immerse students in our rich and diverse range of academic and extracurricular activities which facilitates them making positive contributions in the classroom, sports, chapel and the arts.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
---|---|---|---|---|
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.
| ||||
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
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
SJR has student support services that are in place to assist students who develop learning difficulties while at our school and for those with mild or subclinical difficulties. Some diagnosed learning disabilities can be supported at the school.
In Rockway’s Learning Resource Centre, students learn to develop the strategies they need for academic progress through high school and beyond. Learning Resource Centre staff work collaboratively with teachers, parents and professionals to help students build literacy, math, problem-solving and organizational skills. We actively pursue professional development opportunities, combining classroom experience with current education research and knowledge, for effective student support.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
6 - 12
7 - 12
10%
25%
$15,000
$3,000
70%
90%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Jan 26, 2024
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades 7 - 12
No
No
No
No
Yes: grades K - 12
No
Yes: grades 4 - 12
No
No
No
SJR is looking for students who have demonstrated a commitment to achieving their goals whether they are academic, athletic, or artistic, and wish to continue their studies at the university level; students who are looking for a challenge, and are willing to put in the time and effort it takes to reach their goals.
i. Rockway Mennonite Collegiate is for grade 7-12 students of all faith and cultural backgrounds who want to belong to an academic community that thrives within a Mennonite tradition of peaceful conflict resolution. Rockway Mennonite Collegiate forms faith and builds character in an academic environment for students who will work hard, respect the values of the community, and be open to the guidance and instruction that will enable them to become responsible, globally minded, compassionate and reflective citizens of our community and world. Families of Rockway students commit themselves to collaborative relationships between home and school that foster the best possible learning outcomes. Students who thrive at Rockway immerse themselves in our rich and diverse range of academic and extracurricular opportunities, and make positive contributions to the classroom, sports, chapel, and the arts.
The admissions process involves 4 steps:
1) submit an online application and required documents including report cards from the past 2 years.
2) request a teacher recommendation of a current teacher through our online application system.
3) admissions assessment
4) student interview with the principal (Gr. 6 - 12)
5) parent interview with the Director of Admissions
To apply for admission to Rockway: