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Académie de la Capitale

1010 Morrison Drive, Suite 200, Ottawa, Ontario, K2H 8K7

Progressive,  International Baccalaureate
Grades (Gender):
Preschool to Gr. 12 (Coed)
$9,340 to 17,240/year
Main Language:
English & French
Avg. Class Size:
8 to 12
Day: Varies (Gr. PS - 12)

School Address
1010 Morrison Drive, Suite 200, Ottawa, Ontario, K2H 8K7

About this school:


Académie de la Capitale, an IB ® World School, offers the PYP and MYP in English and/or in French, all in a STEM-Maker learning environment. Our learners engage in well-rounded experiential studies, including the Visual and Performing Arts, Jiu-jitsu, STEM and Coding. Our English Secondary School Programme promotes in-depth study of the Ontario curriculum, by encouraging learners to make connections between disciplines and to broaden their perspectives, preparing them well for post-secondary education and beyond. — Visit school website



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Our Take: Académie de la Capitale

our takeIt’s a big world out there and for the students who enroll here, AcadeCap is a window onto all of it. The attention to global education is underscored by the adoption of the IB PYP and MYP programs, and things continue from there. Collaborative learning, among peers as well as intergenerational, is an important aspect of the delivery of the curriculum, as is the provision of authentic learning experiences. There is of course a vast array of resources available within the capital region, and AcadeCap rightly makes the most of them. Class sizes are small, and instructional support is personal and individualized. The school casts a very wide net, and models an approach to learning based in curiosity, empathy, and active engagement. The ideal student is one able to thrive in a diverse, challenging, vibrant and social learning environment.

Upcoming Events Next event: June 25, 2018

upcoming events
  • June 25, 2018Start of summer camps: AcadeCamp & AcadeCoders
    Académie de la Capitale, 1010 Morrison Drive, Suite 200, Ottawa, Ontario
    Join us Monday, June 25 from 09:00 am - 04:00 pm

    Learning never stops at Academie de la Capitale! Every summer, we open our doors to everyone by offering 2 different summer day camps: a bilingual S.T.E.M. camp for ages 4-9 and a game development and maker camp for students in grades 3 and up. Our camps combine indoor learning activities and outdoor play. As part of our weekly programming, we engage campers in jiu-jitsu once a week.

    The day camps operate from 9:00 am to 4:00 pm, Monday to Friday (except on holidays), with a morning and afternoon supervision option that allows for drop offs as early as 8:00 am and pickups as late as 5:30 pm. We offer Monday pizza and Tuesday-Friday hot lunch options as well.

    For more information about our camps, please visit: http://www.acadecap.org/summer-camps/

    Registration is still ongoing.

Principal's Message


Lucie Lalonde, Founding Director

Académie de la Capitale (AcadeCap) I am proud to say, is a unique bilingual IB World School where students want to stay, long after the school day is finished! Soon after its inception, it had the distinction of being the first school in the Ottawa/Outaouais region authorized to offer the IB Primary Years Programme. AcadeCap, still true to its roots, upholds its unique approach to education. Our students: construct learning according to their potential rather than their age and/or grade; engage easily in learning “beyond the classroom” as a result of the “pick-up and go” potential of the small class; participate in e-long-distance learning to support geographically mobile students; become totally bilingual, and even multilingual; develop collaborative social skills through interaction across the ages; learn to work respectfully alongside each other in an open-concept facility; participate in an AcadeCap developed Globalization, Leadership and Innovation course in middle school; At AcadeCap, we are convinced that real life learning and a lifelong love of learning occur when a child or a teenager engages in on-going personal interaction with adults as well as other children, and participates in relevant learning experiences such as going to Bamfield Marine Science Center and to Race Rocks at Lester B. Pearson United World College. To tailor such authentic learning experiences, to offer guidance throughout the experience, as well as to nourish this love of learning, it is essential for educators to have the time to interact with each and every student. Open-mindedness, flexibility and small class size, allow for such learning to take place at AcadeCap. Take the challenge: we invite you to enrol your child at AcadeCap and find out how engaged in learning your daughter or your son can be when inspired to transcend limits!


Curriculum Progressive, International Baccalaureate

Primary Curriculum: Progressive

Secondary Curriculum: International Baccalaureate

What AcadeCap says: At Académie de la Capitale (AcadeCap), our students benefit from the philosophy, the approach, and the curricula of the Ontario Ministry of Education and the International Baccalaureate. Our younger students, from pre-JK to grade 6, follow the IB Primary Years Programme (IB PYP), with classes taught 75% in French and 25% in English. Our grades 7-10 follow the Middle Years Programme (MYP), with classes taught 50% in French and 50% in English. In grades 11 and 12, our students continue on with the English Ontario OSSD curriculum, all the while taking full advantage of the higher-order thinking skills and rigorous preparation gleaned from completing the IB MYP. At AcadeCap, we are a community of learners, encouraging the mingling of different age groups, especially when it comes to daily subjects and intra-curricular activities like Math, STEM, Coding, Jiu-Jitsu, Violin, Visual Arts, Waterpolo and Skiing, where ability and age do not necessarily follow in lock-step. The result is a convivial atmosphere that one might be hard-pressed to witness in other schools.

  • International Baccalaureate offered:
    Program = offered
    Primary Years
    Middle Years
    Diploma program
    Career-related program
  • Approach:
    Focus Language-based Special needs
    Academic French immersion Gifted

  • Pedagogies and subject courses:

  • Mathematics Equal Balance

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.
      Learn about the different mathematics approaches  

    • What AcadeCap says: This information is not currently available.

    • Textbooks and supplementary materials: Défi Mathématique

    • Calculator policy: This information is not currently available.

    Early Reading 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.
      Learn about the different early reading approaches  

    • What AcadeCap says: This information is not currently available.

    • DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.

    • What AcadeCap says: We provide benchmark testing.

    Writing 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.
      Learn about the different writing approaches  

    • What AcadeCap says: This information is not currently available.

    Science Inquiry

      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.
      Learn about the different science approaches  

    • Teaching approach: This information is not currently available.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  

    • What AcadeCap says: This information is not currently available.

    Social Studies Expanding Communities

      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.
      Learn about the different social studies approaches  

    • What AcadeCap says: This information is not currently available.

    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  

    • What AcadeCap says: This information is not currently available.

    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  

    • What AcadeCap says: This information is not currently available.

    • Studying a foreign language is required until:   9
    • Languages Offered: • Chinese-Mandarin • French • German • Spanish • ESL

    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      Learn about the different fine arts approaches  

    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What AcadeCap says: This information is not currently available.

    Computers and Technology Heavy 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.
      Learn about the different computers and technology approaches  

    • What AcadeCap says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What AcadeCap says: WELL-BALANCED P.H.E. Younger students, tweens and teens participate in activities that support self-knowledge and self-understanding; discover the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve problems, address physical challenges, function as part of a group, manipulate equipment or apparatus, and express themselves kinaesthetically in a range of situations. UNITS OF P.H.E Fitness conditioning and training (including yoga and pilates-inspired conditioning). Individual and team sports including; touch football, ultimate frisbee, baseball, basketball, volleyball, soccer, floor hockey, hockey, badminton and tennis. Gymnastics. Waterpolo and water fun. Jiu-jitsu instruction by a Renchi. Outdoor education such as cross-country skiing, hiking, downhill skiing/snowboarding. Track and field. Ballet and Jazz

    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education: This information is not currently available.

    What AcadeCap says: Topics are discussed from a biological stand-point in varying depth depending on the unit of inquiry and grade level. For instance, reproduction can be discussed in relation to the unit of life-cycles in SK.

    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.

    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.


    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.


    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.

    What AcadeCap says: This information is not currently available.

    Preschool/K Curriculum Academic

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • 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.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What AcadeCap says: The preschool age children benefit from the IB Primary Years Programme (PYP) curriculum framework that enables 3 to 5 year old children to develop their full potential using guided inquiry and play as the best tools for exploring and studying mathematics, science and technology, languages, social studies, the arts, and personal, social, and physical education. We offer a 10 or 12 month inquiry-based programme for students.

    Curriculum Pace Student-paced

    • Standard-enriched
    • Accelerated
    • Student-paced

    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.

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What AcadeCap says about flexible pacing: This information is not currently available.

    Academic Culture Supportive

    • Rigorous
    • 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.

    What AcadeCap says: At AcadeCap, we believe that education needs to be grounded in evidenced practice, while nonetheless accounting for forward thinking and change. We encourage learners of all ages to acquire holistic thinking, to seek answers, to use critical thinking, and to act. The AcadeCap syllabus is structured to combine the age-banded stages of the Ontario Ministry of Education, with the developmental phases of the International Baccalaureate PYP and MYP programmes. This combination takes any pre-conceived limitations away from the scope and depth of students' learning. The result is a constantly motivated and challenged student body, who are passionate about learning.

    Developmental Priorities Balanced, Intellectual

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    Secondary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    What AcadeCap says: The AcadeCap student is unlike any other. He or she not only develops the ability to think and to question critically, ethically, and divergently, but also the ability to create design and build. It is our aim to develop academically successful students, who also have the gumption to take risks, to innovate, and to tackle the unknown.

    Special Needs Support Withdrawal Assistance

    Withdrawal Assistance

    Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • What AcadeCap says: At AcadeCap, differentiation is acknowledged as a sound teaching practice applicable to all students. Our small classes and open-concept space allow for a great deal of flexibility, opportunity and time to differentiate, giving every student the varying levels of support needed. Tutoring and one-on-one instruction can also be provided, such as Orton-Gillingham-based multisensory teaching. Specialists are also called in to provide additional support, if required. Before admission, all potential students are required to spend a visit day with a class, where he or she will be evaluated.

    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy
    • Summary: AcadeCap offers support on a case-by-case basis upon meeting with parents and assessing the child's needs.

    Gifted Learner Support Dedicated gifted school

    Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)

    In-class adaptations:
    Practice = offered
    Custom subject enrichment (special arrangement)
    Custom curriculum compacting (special arrangement)
    Guided independent study (custom gifted arrangement)
    Cyber-learning opportunities (custom gifted arrangement)
    Formalized peer coaching opportunities (specifically for gifted learners to coach others)
    Custom subject acceleration (special arrangement)
    Career exploration (custom gifted arrangement)
    Project-based learning (custom gifted arrangement)
    Mentorships (custom gifted arrangement)

    What AcadeCap says: Gifted and talented students are well served by the PYP and the MYP's concept-driven curricula and the global perspectives' approach. The thinking-skills component based on Blooms' taxonomy, and intrinsic to the IB conceptual curriculum, provides an intellectual and academic challenge to the intellectually gifted learner. Our educators constantly adapt to the needs of our students, modifying approaches and course offerings in order to constantly challenge students. Advanced courses may be offered and taught.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 12, Académie de la Capitale students perform an average of >2 hours of homework per night.

    Nightly Homework
    AcadeCap 0 mins0 mins0 mins15 mins15 mins15 mins30 mins30 mins45 mins45 mins60 mins90 mins120 mins160 mins160 mins
    Site Average2 mins6 mins7 mins16 mins18 mins24 mins29 mins34 mins40 mins53 mins57 mins69 mins80 mins95 mins108 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered gradesSK to 12
    Prose (narrative)-based feedbackPreschool to JK
    Academic achievement reportingSK to 12
    Habits and behaviour reportingPreschool to 12
    Parent-teacher meetingsPreschool to 12

    Class Sizes Not available

    This information is not currently available.


    What AcadeCap says:
    • After school programming courses: JAVA script, HTML/CSS, Ruby, Python
    • After school Minecraft EDU club
    • After school Math enrichment
    • Super Saturdays: Special Saturday courses TBA
    • After school Junior Maker Inventor Workshop
    • Jiu-jitsu and Water Polo as part of P.E. units
    • Downhill skiing/snowboarding and snow shoeing in the winter
    • Group violin lessons and concerts as part of music education
    • Extra language classes: Mandarin and Spanish

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Track & Field
      Downhill skiing
      Ice Skating
      Martial Arts
    • Clubs Offered
      Art Club
      Chess Club
      Community Service
      Computer Club
      Debate Club
      Drama Club
      Math Club
      Outdoor Education
      Robotics club

    Tuition & Financial Aid


    Day (Domestic) Day (Half day)
    Day (Domestic)$16,570$15,860$17,240
    Day (Half day)$9,340
    What AcadeCap says: Tuition fees include the following: tuition fees, learning materials and supplies, jiu jitsu, violin classes and rental, outings related to the units of inquiry*, plus administration fees. The water polo and ski programs are invoiced separately. Tuition fees for PK-SK include before and after school supervision, hot lunches (for full day attendance only) and snacks.


    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students10%
    3rd child (sibling)all students20%

    Need-based financial aid

    This information is not currently available.

    Merit based Scholarships

    Founding Director’s Award for Love of Learning – Inquirer
    Amount: $1,000
    Deadline: N/A
    Eligibility Details: Students grade 1 to 12—

    Criteria: The recipient of this award will have demonstrated the following:

    -Student from the school in PYP, MYP or Sr. OSSD

    -Demonstrates an exceptional love of learning and curiosity, both in and outside of given academic courses

    -Thrives and gets stronger when challenged

    -Tolerates some chaos to develop creativity and expertise

    -Learns with enthusiasm, both independently and with others

    -Demonstrates the capacity to think and make links across subjects



    Transcending Borders Award – Reflective
    Amount: $750
    Deadline: N/A
    Eligibility Details: Students grade 1 to 12—

    Criteria: The recipient of this award will have demonstrated the following:

    -Student of the school in PYP, MYP or Sr. OSSD

    -Dedicated to learning, to making progress and to personal growth

    -Greatest improvement in academic standing from beginning to end of the given academic year

    -Willingness to receive support or guidance from peers and/or teachers

    -Dedicated in understanding own strengths and weaknesses in order to support learning, making progress and personal growth


    Academic Achievement Honors - Knowledgeable (3 recipients)
    Amount: $500
    Deadline: N/A
    Eligibility Details: Students grade 1 to 12—

    Criteria: The recipient of this award will have demonstrated the following:

    -One student in PYP, MYP, and Sr. OSSD attending the school

    -Consistent overall high achievement in the PYP units of inquiry

    -Overall highest standing (%) among all given academic subjects



    Total enrollment Varies
    Average enrollment per gradeVaries
    Average class size8 to 12
    Gender (grades)Preschool to Gr. 12 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.



    Admissions Assessments:

    Assessment = requiredGrades
    InterviewPS - 12
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee

    Application Deadlines:

    Day students:

    What AcadeCap says:
    • The student must spend one day at the school to be evaluated in terms of willingness and ability to participate
    • A copy of the student’s last report card
    • Any report impacting on the teaching and learning of your child
    • Students entering Grade 4 and up must submit a recommendation from the previous homeroom teacher, subject teachers, counselor and/or director


    Acceptance Rate:


    Type of student Académie de la Capitale is looking for: At AcadeCap, we strive to create a culture of academic excellence driven by the ideal of a community that embraces differences and risk taking; and the belief that education does not only stem from a place, but also an attitude. This is why, in addition to all the admission requirements, the day students spend at AcadeCap helps the students and parents decide whether or not they feel our community is the ideal setting for them to continue their education. It also helps us take note of their ability to contribute and to excel both independently and cooperatively.

    Student Entry Points

    Student TypePSJKSK123456789101112
    Day Acceptance
    (Acceptance rate)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size4
    *Canadian "Big 6" placements4
    **Ivy+ placementsN/A

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    What Académie de la Capitale says:

  • -Bachelor of Science Honours, Food Science and Nutrition, Second Day Early Admission, $8,000 plus $1,000, Carleton University
  • -Honours Bachelor in Nutrition Sciences, Early Admission, $8,000 plus $4,000,University of Ottawa
  • -IVEY School of Business,Western University
  • -Nutrition and Food, Early Admission, Ryerson University
  • -Bachelor of Science in Food Science and Bachelor of Science in Nutritional one degree, Early Admission, McGill University
  • -Bachelor in Journalism and Humanities, Second Week Early Admission + $12,000, Carleton University
  • -Bachelors in Knowledge Integration, Early Admission + $4,000, Entrance Scholarship,Eligible for Extra-curricular while maintaining 80-90+ average scholarships, University of Waterloo
  • -Social Sciences, Entrance Scholarship, $2,000 yearly, Scholar's Electives (offered to students with 90+ average = own residency floor, mentor, research & internship opportunities, Western University
  • -Arts & Science, First week Early Admission + Entrance Scholarship, Full tuition or $6,000+, Scholarships, Eligible for their Extra-curricular while maintaining 80-90+ average scholarships, Trent University
  • -Arts & Science, Early Admission + $4,000 + Entrance Scholarship, Eligible for their Extra-curricular while maintaining 80-90+ average scholarships, University of Guelph

  • Stories & Testimonials


    A School That is All About Learning

    ''My son has been attending Académie de la Capitale school for the last 8 years. The school strives for continuous improvement in the educational experience by incorporating new technology to enrich the student's learning experience. It is more than a school, it is n extended family where students from higher grades interact in a nurturing and supportive manner with the younger students. It represents the idealistic society where individuals of all ages, sex, races and religion interact in harmony and where individuality is respected. The strengths and challenges of each student are recognized and addressed to ensure that they reach their full potential.''


    Trip to India

    My name is D. K. , and on October eighth, 2013, I will be leaving Canada to India with my mom and my grand-mother. The main reason for this trip is that it is my grand-mother's 70th birthday, and she has always wanted to go to India, so this is her birthday present.

    Our first flight will arrive in Frankfurt, and a few hours later, we will fly to Delhi, arriving there at about 12:30 at night, India time. Over the course of the next three weeks, we will be visiting Delhi, Samode, Bikaner, Jaisalmer, Jodhpur, Udaipur, Deogarh, Jaipur, Sawai Madhopur, Bharatpur, Agra and Varanasi. We will fly back through Frankfurt on the 29th, and arrive back home the 30th. It's going to be one long trip!

    To read more about D. K. 's trip to India, : http://dktriptoindia.blogspot.ca/


    Making Headlines in the IB World Magazine

    More students learn about life cycles by studying charts and diagrams. But, says Nora Ibrahim, a PYP teacher at Académie de la Capitale in Ottawa, Canada, "I wanted to do something different, so my class adopted hens' eggs and given the responsibility of incubating, hatching and caring for the chicks".

    Read more http://issuu.com/internationalbaccalaureate/docs/ibo_sept-?e=2630412%2F9242925


    Paddling For Biodiversity

    Paddling for Biodiversity

    The Paddling for Biodiversity journey will be undertaken by Ottawa's Académie de la Capitale IB World School senior students (grades 9-11). It will consist of a 3 1/2 day Fraser River voyageur canoe trip, as well as a stay at Lester B. Pearson United World College in a marine environment on the southern coast of Vancouver Island, and will involve a variety of activities directed at the collection, assessment, and analysis of local bio- and cultural diversity. The purpose is to raise awareness of the importance bio and cultural diversity, as well as to assess the areas travelled through in terms of meeting the UN Aichi biodiversity targets. To this end, students will be collecting plant, water and other samples and meeting with local indigeneous peoples, leaders and subject area experts, amongst other things. The entire school will be participating in this journey through social media, and the younger students will be following the themes in their classrooms. The public will be able to follow us on our twitter account and view the presentations of our journey at the school website.

    - See more at: http://www.cbd.int/2011-2020/events/details/?Event=5230#sthash.WgeYQhZi.dpuf

    Horse Rescue!

    The grade 7, 9, and 10 classes of Académie de la Capitale went to Les Bergeronnes in Québec for their yearend marine biology trip.  Little did they know, they we being supervised and chaperoned by two of the greatest heroes this side of the houses of parliament!  What began as an innocent outing to Tadoussac quickly became a scene of such bravery, of such heroics, that our two heroes Dr. François Jacques and Professeur Michael, almost resigned from their current career choices to become fully fledged fire fighters!

    In Tadoussac Québec, while walking up to a visitor lookout tower at the sand dunes park, Professeur Michael spotted a horse drinking water in a river.  He didn't realize that the horse was stuck in the mud and chaperoned the students to the lookout tower.  Dr. Jacques on the other hand noticed that the horse was in trouble.  He dashed through the forest to reach the horse and noticed a farmer also on his way to the rescue.  

    The mud was heavy, wet, and thick like cement.  Each step that François took resulted in his rubber boots getting firmly set in the brown sludge.  His boots were sucked off his feet many times as he navigated the horse to the water's edge. Unfortunately the horse hit another deep pocket of mud on its way out and its front legs were now planted deep.  The horse was in trouble.  It was going to die if it stayed there so, they called for more help.  Thankfully, the fire fighters and police were on their way.

    At this time, Professeur Michael returned with the students wondering where the rest of the chaperones were.  All he could see was Mme. Lucie excitedly documenting François' and farmer Simon's daring rescue with her camera.  François called for Professeur Michael's help and both men were quickly in a muddy tug-of-war involving one mud stuck horse, a farmer, a police officer and ten fire fighters.  After a long battle, the horse was freed.  François and Michael returned to victorious cheers and congratulations ringing from the audience that had gathered on the banks of the muddy river.


    Here is an email from Stéphanie Gagnon, our hostess who knew the farmer:

    Bonjour Mme Lucie ainsi que toute la bande de l'Academie

    Le cheval s'en est tiré saint et sauf. Suite à notre départ, ils ont laissé le cheval se reposer. Le propriétaire est arrivé, c'est un capitaine de bateau, Simon ne faisait que s'en occuper à l'écurie. Plus tard, le cheval a traversé la forêt pour se rendre à la route. Le cheval a ensuite embarqué dans une remorque jusqu'à l'écurie, et depuis elle se repose.
    Quelle histoire!!!
    Simon m'a remerciée plusieurs fois pour votre implication.
    J'espère que votre séjour par Québec s'est bien passé. Pour ma part, ce fut un plaisir de passer la journée avec vous. Vous êtes un super groupe
    Au plaisir

    Stéphanie Gagnon
    Directrice aux opérations, biologiste
    [email protected]

    And everyone lived happily ever after!


    Student to compete in international dictation competition

    David Khazzam, 10, will be taking part in an international dictation competition next month in Montreal where more than 1,000 students will be vying for top spots in two divisions: French as a second language and French schools. The Grade 6 student attends Académie de la Capitale, International Baccalaureate, in Ottawa West will compete in the French as a second language division. Three champions will be determined in both divisions. “This is the first time our school has competed in it,” said David’s teacher, Melanie Bernard. “We are very excited for David. He has been studying hard and getting help from his classmates. This competition helps to promote French and gives students a goal.” La dictée involves three months of activities both in and out of the classroom. It includes an educational component for pupils from kindergarten to Grade 8 as well as a competition component for grades 5 and 6 students. David says he is a bit nervous, but is looking forward to the weekend in Montreal where he will learn more about biodiversity, which he has studied for his previous competitions. “If I can make the top 10 or 20, that will be good,” said the personable youth, who enjoys math, learning different languages and sports. Together with his family, David also enjoys travelling and spends about a week a month in James Bay. “My parents are both doctors and we go to James Bay a lot,” he said. Bernard said during those periods, David checks in with his class by webcam. He also has a unique way of studying for his dictation, which is by logging onto La Dictée Paul Gérin-Lajoie’s foundation website for practice sessions. “I try to do it every day,” he said. He studies French, Spanish, Hebrew and Mandarin, but he says he also loves to play sports. Soccer and hockey are his top choices. He doesn’t play video games, but he does play the violin and the piano. “I like defense in hockey and I play all over for soccer, but I don’t know which one I like better,” he said. “I like them both. My favourite subject is math and I really like reading.” David is the middle child of Dr. Marie Carmen Berlie and Dr. Charles Khazzam. He has an older sister, Emma, 12 and a younger sister, Anne, 8. He will be among 1,000 other students in the international competition next month. In most regions, local celebrities, artists, politicians, radio or television celebrities are asked to host the event and give the dictation. This year, Michaëlle Jean, the former governor general will be reading. The foundation’s mission is to contribute to basic education in some of the poorest countries of the world. It helps introduce elementary school children in Canada to international realities. Through its awareness-raising activities, the foundation provides children in elementary schools with a wider vision of the world. Working with teachers, the foundation helps children realize the importance of solidarity and sharing. Each year, the foundation organizes the event for Canadian school children which aims to improve the quality of written French while introducing children to international realities. Themes are carefully chosen to further these objectives, giving this educational activity a much larger scope than a simple school exercise in French dictation

    Extraordinary Progress

    We chose Académie de la Capitale because it offers a strong academic curriculum, small class sizes and an opportunity for our son to develop global, environmental and cultural awareness and understanding – an important learning foundation for the future. Since joining the school, our son has made extraordinary progress in math, reading and writing in both French and English. He is excited about learning, and he has made new friends in a very caring, almost-family like environment. The teachers are wonderful, attentive and dedicated to helping the kids learn in new, creative ways. The small class sizes also provide the flexibility for the school to offer extra-curricular activities within the regular day that would be too logistically difficult for larger schools (e.g., double music classes which includes learning to play the violin, Visual Arts, Math Enrichment, Mandarin or Spanish, Globalization, leadership and innovation GLI, Jiu-jitsu, TaiChi, downhill skiing, skating at the local rink and many relevant outings linked to the units of inquiry.

    Loving Every Minute

    I spent a fair amount of time researching different schools in the area. We were looking for something that was relatively central (as I work downtown and we live in the suburbs), had small class sizes, would be challenging academically and was French. ACADECAP fit the bill perfectly. While I was convinced that private school was the way to go (as I attended private schools growing up in Europe and then public school when we came to Canada), my husband (who was always in the public school system) wasn’t convinced, until we went to an Open House at ACADECAP. We attended the open house in January of 2010 and after spending about an hour talking with Lucie and having her show us around the school and explain how they work and how the IB PYP programme works; we walked out of the school with my husband saying “sign her up”. We were sold! I am happy to say that it was the best decision we ever made. Our daughter loves the school. She loves it to the point that if I give her the option to stay home because I am off or her Oma wants to spend the day with her, she will ALWAYS choose to go to school. Previously, when given the option to miss school, she always chose to stay home, so a big change! Academically she is doing better than I could have expected, she is doing math at a higher level, she is able to read with minimal assistance from us, she writes very well and best of all she enjoys doing all those activities! She is learning to play the violin; she is learning Jiu Jitsu and loving every minute of it. Her JK teacher is an absolute gem, who is extremely in tune with the children and treats them with respect and love. They love her to bits (as do the parents!).

    Came and Never Left

    We came to AcadeCap for summer camp four years ago and never left. We chose ACADECAP for a variety of reasons, many of which are unique to this school. We like that extracurricular activities like Jiu-Jitsu and Violin are simply part of their school day, leaving evenings and weekends for family time. We feel that the small class size makes a big difference in our children's learning experience and allows for a more individualized approach. We appreciate having before and after school care at the school, which minimizes disruption to everyone's day. The hot lunch program offered thru the school is amazing and demonstrates yet another aspect of the school's holistic approach. The kids obviously love the school and often need to be convinced to come home each afternoon.

    My School of Choice

    My school of choice should offer Mandarin; instruction in martial arts (like jiu jitsu); have proper music lessons integrated into the programme; create opportunities for customised learning either through accelerated studies, or by taking more time when needed; it should adopt a global approach to studies within an international setting; and finally, an ideal school should provide easy, informal access to teaching staff. I found all this and more at l’Académie de la Capitale. After her first week in their grade four class, my daughter was delighted and said “it’s strange, but this is the first time that I have felt at home in a school!”

    Transcender les frontières

    Nous avons choisi l’Académie de la Capitale parce que nous vivons dans un monde en transition où les postes qu’on voudra combler dans dix à vingt ans n’existent probablement pas encore – nous avions besoin d’une école qui le réalise. Grâce à l’approche de la démarche de la recherche du Programme primaire du Baccalauréat international, notre fille reçoit une excellente éducation qui dépasse de loin les exigences provinciales tout en incorporant des thèmes tels la globalisation, l’innovation, l’inter-culturalisme, l’environnement, etc. Plus encore, elle développe de bonnes bases en techniques d’apprentissage, une aptitude qui lui servira bien dans notre monde de changements rapides. Le nombre réduit d’étudiants par classe permet une meilleure interaction avec les professeurs ce qui répond bien à son esprit inquisiteur. Une atmosphère chaleureuse et dynamique y règne et ce, à un tel point que c’est la seule école que nous connaissons où les étudiants (et parents) ne veulent pas quitter à la fin des classes.


    AcadeCap Students At Lester. B. Pearson UWC and Race Rocks

    On June 4th, our class of grade 7 and 8 students from Académie de la Capitale, Ottawa, Ontario, arrived at Pearson College. We were immediately impressed and overwhelmed by the welcoming and positive attitude of the College’s summer teaching and operations personnel. Our experience at Pearson College was remarkable in many ways. We learned more in five days there, than we would have sitting in a science classroom for several months. We experienced a greater connection with wildlife and plant life as well as the night sky, and teachers allowed us to challenge ourselves in our learning environment. They made everything exciting by having us snorkel at Swordfish Island and explore Pedder Bay in a sea kayak. The Scuba experience with Erik Schauff in the pool was so cool! Learning how to use the Race Rocks online scientific tool will also prove useful in studying our local ecosystem and setting up a website. Our Pearson College teachers, Ryan Murphy and Nazim Acar, were able to answer our questions and helped us broaden the scope of our learning, whether it focussed on marine biology, ethology, black holes and/or quantum physics. On the way to Race Rocks, our instructors made us aware of DND’s demolition and training activities on neighbouring islands, which we found disturbing considering the uniqueness of the ecosystem. We also learned Race Rocks was originally a native burial site and were informed of the different levels of government involved in its history. The diversity and quantity of wildlife on Race Rocks was astounding. It was fascinating to learn how people adapted to life on the island using alternative power sources. The experience of tasting fresh skate eggs at Race Rocks is one of the stories we will tell for years to come!

    In the News


    December 11, 2017 - Mid-Year Admissions: Upcoming Information Sessions

    Information sessions for 2017-2018 mid-year admission on (Wednesday) December 13 at 10 am and (Thursday) December 14 at 7 pm. ...

    November 28, 2016 - Computer Science Education Week (Dec. 5-11) at Acadmie de la Capitale

    Acadmie de la Capitale is celebrating Computer Science Education Week from December 5-11 with free coding courses open to the public. ...

    June 7, 2016 - AcadeCoders ADVANCED!

    New for AcadeCoders 2016 Summer Camp programme: Bootstrap, Sass, and Raspberry Pi ...


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