3448 chemin Richmond Road, Ottawa, Ontario, K2H 8H7, Canada
3657 Fromme Road, North Vancouver, British Columbia, V7K 2E6, CanadaIndirect Support:
3448 chemin Richmond Road, Ottawa, Ontario, K2H 8H7, Canada
3657 Fromme Road, North Vancouver, British Columbia, V7K 2E6, Canada
5,532.5 km
7,655.9 km
1998
1997
65
225
JK to 12
Preschool to 9
Coed
Coed
Day
Day
English, French
English, French
Academic
Academic
Progressive, International Baccalaureate
Traditional
8 to 12
12 to 24
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated gifted school
In-class adaptations
$23,285 to $26,920
$10,000
$18,640
Yes
No
2%
0%
1 to 12
None
$6,500
$0
4
17
0%
0%
85%
95%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9
information not available
information not available
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 9
No
No
information not available
information not available
It’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 program, 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 on curiosity, empathy, and active engagement. The ideal student is one able to thrive in a diverse, challenging, vibrant and social learning environment.
View full reportWhen schools describe themselves as international they can mean different things, from recruiting an international student population, to delivering curriculum through a global lens. In the case of Cousteau, however, it’s principally a reference to the curriculum: the school adopts both the BC curriculum as well as that of the French Ministry of Education, in partnership with the AEFE. That’s of interest to French nationals, for example, who intend to return to France at some point. It’s also of interest to families of children who may be moving elsewhere at some point and wish to enroll in another AEFE school. That said, most families have more general reasons for enrolling at Cousteau, including the quality of the immersion program and the focus of the curriculum, one centred on the values of multiculturalism and environmental stewardship. (The name was changed in 2013, from The French International School of Vancouver, in order to highlight formal ecological outcomes added to the school curriculum as well as a partnership with Cousteau Foundation and the Aquarium of Vancouver.) The ideal student is one operating at the top of his or her peer group, and looking to be challenged within an environment of true peers.
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"The teacher was able to acknowledge his individual needs while exposing him to new experiences with a variety of new activities."
Chandra Iyer - Parent (Jun 22, 2020)
Our son joined the school in Junior Kindergarten. It was our son's home away from home. The Kinderga... View full review
"They take a holistic approach to teaching, recognizing that every student has unique strengths and challenges."
Michel Anderson - Parent (Jun 11, 2025)
My son joined this school after a traumatic experience with the administration at another private sc... View full review
"When kids are having fun and feel encouraged, they naturally learn, and AcadeCap truly makes that happen."
Yujie Zhang - Parent (Jun 23, 2025)
Our daughter started JK at AcadeCap in 2024, and it’s been a truly positive experience for her and... View full review
"Open to all families, not just French alone."
Maryam Moayeri - Parent (Feb 08, 2018)
Both my kids love their teachers and their friends. They’re proud that they can speak three langua... View full review
"We offer a rigorous, tailored bilingual and/or English education from JK to Grade 12. IB PYP students engage in concept-driven inquiry-based learning in STEAM, Visual and Performing Arts, The Humanities, International Languages and PSPE. The PSSP and OSSD pursue in-depth understanding of content, teaching students to work hard and make practical connections between subjects and the real world, preparing them for post-secondary education. Our 21st Century Learning Curriculum© is implemented from Gr. 7 to 12."
"Cousteau is the only school in BC offering a top-tier academic experience from Preschool to Grade 9, blending curricula from France and British Columbia. Students are immersed in a bilingual environment from PreK, with 75% of instruction in French and 25% in English, they thrive in small classes that foster critical thinking and independence. Accredited by the AEFE network (488 schools in 130 countries), the school also offers 3 bus lines, before & after-school care, and a wide range of extracurricular activities."
"Differentiation
Respecting a student’s potential by way of built-in differentiation maximizes each student’s learning and academic achievement. From the get-go, AcadeCap educators recognize that no two students are the same nor do they learn the same. Three key factors support AcadeCap’s approach to differentiation: low teacher-student ratios, educators with deep subject expertise, and a strong understanding of each student’s learning profile.
Math +
Math follows a progressive "concept-before-code" approach, transitioning from visual and tactile methods in the IB PYP to context-based learning in Grade 7 and 8, and application-driven problem-solving at the secondary school level. Deep conceptual understanding prepares students, not just for academic success, but also for future professional opportunities requiring logical reasoning and analytical thinking.
Small School
Interacting and learning across-the-ages in a small school environment teaches empathy, respect, and collaboration."
"What sets Cousteau School apart is its unique integration of two rigorous curricula, France’s national program and British Columbia’s curriculum—delivered in a fully bilingual environment. This dual approach develops truly global citizens: students who are academically versatile, culturally fluent, and intellectually agile.
Cousteau is particularly well-suited for families seeking a multicultural education grounded in strong values: Respect, Courage, Integrity, and Empathy. These values aren’t just taught, they shape the daily student experience through collaborative learning, community service, and a culture of kindness and curiosity.
Unlike many schools, Cousteau embraces its small size as a strength, allowing for individualized attention, strong teacher-student relationships, and a flexible learning environment that adapts to students’ needs, interests, and learning styles."
"As a strategic trade-off, AcadeCap intentionally maintains a small school population—capped at 70 students—to deliver highly personalized, differentiated learning in low teacher-to-student ratio classrooms. Unlocking student potential through individual strengths and exceptionalities is very much achievable in our environment.
Our small size fosters a close-knit, multi-level learning community where every student is known and matters. By prioritizing depth of conceptual connection over scale of knowledge, AcadeCap cultivates an environment where students of different ages and potential learn how to learn, develop agency and problem-solve individually and collaboratively as part of a dynamic educational experience.
This strategy allows us to know each learner well, support their individual growth, and uphold a high standard of academic rigour and achievement for all."
"Cousteau School has consciously chosen depth over breadth to serve families seeking a meaningful, values-based, bilingual education. One of the key tradeoffs we’ve made is prioritizing a global mindset over a purely local focus, by delivering both the French national curriculum and the BC curriculum, we commit to the complexity of preparing students to thrive across cultures, rather than streamlining for local standardization.
We also favour balance over specialization: our students don’t just excel academically, they develop as whole individuals through arts, sports, languages, and social-emotional learning. This requires thoughtful allocation of resources toward a well-rounded program, rather than over-investing in one niche."
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"Students who thrive at AcadeCap are curious, engaged, and open to challenge. They seek learning not just for achievement, but for understanding and purpose. They take initiative, solve problems collaboratively, ask questions, make connections, and think critically. They are motivated by purpose and gain confidence through meaningful action—whether in academics, community service, or global engagement.
Families who find the most value in our school see education as more than a means to an end. They support risk-taking, independence, and collaboration in a supportive, communicative environment. They value diversity, global perspectives, and character growth alongside academic success.
AcadeCap is best suited for students and families excited by a student-centered journey that builds resilience, agency, and purpose in an ever-changing world."
"Cousteau is a great fit for students who are naturally curious, open-minded, and eager to explore the world through both French and English. Our dual curriculum encourages flexible thinking, resilience, and a love of learning—making it ideal for children who enjoy academic challenge but also value creativity, collaboration, and kindness. Students who thrive here are not just looking to excel on paper; they’re engaged, thoughtful, and enjoy being part of a diverse, supportive community.
Cousteau families tend to believe that education is about much more than grades. They value bilingualism as a lifelong gift, see character development as essential, and want their children to grow into confident, compassionate global citizens. Parents who are involved, communicative, and ready to partner with teachers in their child’s journey find our approach especially meaningful."
"AcadeCap is not suited for families seeking a large school setting with big class sizes, believing this fosters social and collaborative skills. Our model emphasizes personalized attention and community, where students develop skills in individual sports like Martial Arts, Track and Field, Cross-country, and Skiing. A physical activity they can embrace for a lifetime. While we offer intramural sports like Lacrosse, Soccer, and Flag Football, our focus is on fostering connections across different age groups, not large school teams.
Our students are expected to engage deeply in academics, including research projects, timely assignments, and experiential learning activities. They participate in math contests, science fairs, and other academic competitions. Students focused mainly on socializing may find it challenging to adapt to our rigorous, purposeful learning rhythm.
To thrive, students must value hard work, agency as well as interaction and collaboration across-the-ages."
"Cousteau School may not be the right fit for families who prioritize a single-language, highly standardized, or test-driven education. Our bilingual, values-based approach focuses on long-term development, global perspective, and social-emotional growth. Families seeking a more traditional, competitive, or purely local academic model may find our philosophy and learning environment don’t align with their expectations."
"Families choose AcadeCap for the convenience, and cost and time-effectiveness of a one-stop, continuous, purposeful education—from bilingual IB PYP through to the OSSD with FSL. This seamless journey allows students to grow in a consistent, supportive environment. Parents value our blend of academic excellence and personal development: the 3-Tier 21st Century Learning Curriculum©, SMILE dyslexia support, enriched science and math, and differentiated instruction. With Phys-ed including Jiu-Jitsu, vibrant arts, third-language learning, hot meals by a Cordon Bleu chef, before/after care, clubs, and iSTEAM and coding camps—all under one roof—families avoid the cost and stress of piecing together extras elsewhere. They appreciate our small-school feel, global outlook, and expert educators. At AcadeCap, learning is purposeful, rigourous, and continuous."
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"Our students have a voice when it comes to describing Acadecap's most prominent feature .
We are known for adapting for each student in order to figure out what helps them best. Instead of assuming everyone works the same way, students are able to, and encouraged to, explore and find what learning method works best for them. This way, teachers and students are on the same page in their learning journey.
Here at AcadeCap, we are known for our ability to help and adapt to all of our students' learning difficulties and strong suits. Whether it be dyslexia, ADHD, giftedness, or anything else, we can always adapt to the students to give them the best learning opportunities. With our small classes, we put much more focus on each individual student, giving them a tailored experience. In addition to the learning opportunities offered by the teachers, we also have many learning opportunities from fellow students, with students from all sorts of backgrounds, being an international school."
"Cousteau is seen by the public as a warm, nurturing, and academically strong bilingual school with an international outlook. Families recognize it as a place where children are known, challenged, and supported, both intellectually and emotionally. Its image is one of balance: rigorous without being rigid, global yet grounded in community, and values-driven without being idealistic. Many parents view Cousteau as a hidden gem, a school that quietly delivers excellent results while staying true to its human-centered, inclusive mission."
"AcadeCap’s learning-to-learn approach translates into academic achievement, resilience, agency, and an arsenal of problem-solving strategies when presented with challenges in learning, at work and in life. Contrary to popular belief, large social environments such as large schools do not develop social skills. We capitalize on small groups and across-the-ages interactions to actively engage social and collaborative skills.
AcadeCap students are confident in interacting, communicating, and collaborating with people of all ages, not only their peers."
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"Parents are often impressed by the effectiveness of across-the-ages learning in our mixed-space setting, which combines open-concept areas with focused learning rooms. These flexible spaces, along with small class sizes, support differentiated learning. Students benefit socially and academically through approachable, small-group settings that foster collaboration, skill-building, and lasting friendships.
Our inquiry-based approach promotes strong questioning skills, encouraging students to take intellectual risks in an environment where curiosity and diverse perspectives are valued. Communication, presentation, and interpersonal abilities develop naturally through performances, debates, science fairs, and events like CAPMUN, building public speaking confidence.
Our secondary students have the same post-secondary opportunities as those in larger schools. They earn the OSSD, gain admission to programmes of choice in top universities or colleges, and obtain scholarships."
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"The most important change AcadeCap has made in the fall of 2024 was to move to a new building. Our new home is a NCC 1870 heritage building with an addition built in the early 2000s. The top floor of the addition has been fully opened up to create for the PYP an open space learning environment with natural light and looking onto woodland and greenery; the older section has various size rooms to accommodate various sizes of groups of older students, plus teacher workspaces. From Kindergarten to Grade 12, the students have their homerooms and specialist spaces. They have spaces dedicated to music, art, science, sports, and martial arts. AcadeCap is now surrounded by a large treed green fenced yard, has access to walking and biking nature trails and a large sports field.
Everywhere in AcadeCap’s new home, you will find our students engaged and learning.
Accompanying this huge pivotal move was a revamp of our website, admissions protocols and our physical and outdoor education cursus."
"Over the past year, Cousteau has made several exciting improvements to enhance student experience and learning. We built a new climbing wall in the gym to support physical confidence and well-being, and we invested in a full set of educational robots, allowing students from kindergarten to grade 9 to explore coding and robotics in hands-on, age-appropriate ways. Most significantly, we received official accreditation for Grade 9, enabling us to offer the Brevet des collèges—a key French diploma that marks the completion of middle school and prepares students for high school and beyond. These changes reflect our ongoing commitment to innovation, excellence, and student growth at every level."
"In the next five years, AcadeCap will enhance its learning-to-learn approach with purposeful actions. With our new campus surrounded by treed green space, we plan to build a yurt, an outdoor theatre, and engage in a solar panel project, supported by a building fund. We’ll develop a nature pedagogy curriculum and streamline our proprietary 21st Century Learning Curriculum ©.
As professional development is key: in June 2025, staff will train in the IB PYP, Marzano Instructional Strategies and DELF scoring and correcting. As Canada’s first and only LabelFrancÉducation school, we’ll expand our FSL resources and training. We’ll also stay current with research from the International Dyslexia Association to better support diverse learners. Our PYP coordinator and team will revamp the Programme of Inquiry, implement the revised IB PYP curriculum, and further refine our in-house planning tool.
These plans will strengthen the differentiated, future-ready education we provide to students."
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A Message from the Founding Director
Lucie Lalonde
Welcome to Académie de la Capitale (AcadeCap), where purposeful learning meets compassionate inquiry.
At AcadeCap, our mission is to provide an environment that drives learners of all ages to ask questions, think critically, solve complex problems collaboratively, and act. Academic success is achieved through dynamic learning, differentiated teaching, and meaningful assessment.
We are a bilingual International Baccalaureate (IB) World School, authorized to offer the Primary Years Programme (PYP) from Early Years through Grade 6. Our curriculum integrates Ontario Ministry of Education standards with a transdisciplinary approach, ensuring that students make connections across subjects and apply their learning to real-world contexts. In Grades 7 and 8, our Pre-Secondary School Programme (PSSP) continues this inquiry-based learning, preparing students for the Ontario Secondary School Diploma (OSSD) in high school. Throughout all stages, our proprietary 21st Century Learning Curriculum© fosters critical thinking, global awareness, and personal agency.
Our new campus at 3448 Richmond Road, surrounded by green spaces and nature trails, complements our holistic approach to education. It provides a stimulating environment where students can engage in purposeful learning experiences that nurture their intellectual curiosity and emotional intelligence.
At AcadeCap, we believe that education is not just about academic achievement but also about developing the curiosity to question, the rigour to excel, and the courage to act. We invite you to explore our community and discover how we can support your child's journey toward becoming a thoughtful, compassionate, and globally-minded individual.
Dear Parents,
Cousteau, The French International School of Vancouver is the only school in British Columbia that offers an academic curriculum that is approved by both the British Columbia Ministry of Education and the French Ministry of Education.
What we propose ? Why we are different ?
A bilingual school based on an innovative and ambitious pedagogy of languages
A model school for multicultural and multilingual education, actively preparing tomorrow’s international citizens
We are a school of academic excellence that integrates the best of both the French and Canadian systems. We offer a personalized, high quality teaching and learning. Students are offered a rigorous an challenging workload that is adapted when needed to assist students to reach their full potential.
Our educational projects aim to develop respect for others and ourselves, a sense of responsibility and cooperation,
We aim to develop future citizens who are critical thinkers, who have intellectual curiosity and a predilection for initiative and openness. Citizens with enabling them to understand, value, and share the principles of solidarity, respect, and responsibility for everyone and for the environment.
Our bilingual education provides a creative and stimulating environment for this project. The parents, the staff and the students, together we uphold the values of an international community, respectful of differences, open to the exchange of ideas, languages and cultures.
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
Every AcadeCap student benefits from the philosophy, the approach, and the curricula of the Ontario Ministry of Education and the International Baccalaureate. Our younger students, from JK to grade 6, follow the IB Primary Years Programme (IB PYP), with classes taught 65% in French and 30% in English & 5% languages. Our grades 7 & 8 follow our own Pre-Secondary School Programme (PSSP) approach, with classes taught 50% in French and 50% in English or 100% in English. In grades 9 to 12, our students continue on with the OSSD curriculum (with bilingual certificate), taking full advantage of the higher-order thinking skills and rigorous preparation gleaned from completing the PSSP. 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 (iSTEAM), Coding, Jiu-Jitsu, Violin, Vibrant Arts and Skiing, where ability and age do not necessarily follow in lock-step. The result is a collaborative atmosphere that one might be hard-pressed to witness in other schools.
The French International School of Vancouver provides the opportunity for the students to benefit from the best of both educative Worlds, French and Canadian. The school endeavours to achieve the following three objectives: 1) To educate the students to become active and responsible citizens 2) To support and expand their personal growth and psychological development 3) Expose these students to an excellent scholastic experience By following these objectives with an expanded curriculum that also encompasses cultural and artistic activities; the School’s Mission is to enhance personal development, creativity and to instill a well established work ethic, capable of co-existing and working with their fellow classmates. The French International School of Vancouver also places great value and respect for itself and others by imposing Code of Conduct based on community spirit and the acceptance of diversity. The students and parents that choose The French International School of Vancouver choose also to engage in a deeper bilingual educational experience.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Mathematics at AcadeCap can be broadly divided into three approaches. In the International Baccalaureate Primary Years Programme (IB PYP), mathematics is taught using a concept-based, often visual and tactile, approach. In the intermediate years programme or Pre-Secondary School Programme (PSSP), mathematics is taught using a context-based, often narrative-based approach. Finally, in secondary school, mathematics is taught in an application-based, problem-solving approach. In practice, what we describe here as three approaches are really one system that progressively moves from one focus to the others, one continuum approach.
The teaching of mathematics is another point of pride and renown for the French educational system. It is a global approach in which students are exposed early to a wide range of mathematical concepts: geometry, addition, subtraction and multiplication, algebra, fractions, the decimal system, etc. In each year of the school, these mathematical concepts are expanded and students’ comprehension deepens. Logic and expression are always prioritized. Calculating the correct answer is not sufficient; a student must explain how the answer was obtained, and why. Logic and the ability to articulate one’s reasoning are emphasized in every grade and field.
Défi Mathématique: 1 to 6 Singapore Math: Dimensions JK to 6 Oxford MYP Math: A concept-based approach: 7 to 12 Open Stax Mathematics: 7 to 12
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Non-programmable calculator still required: 7 to 12 Calculator use introduced progressively from Grade 4 onward in Défi Mathématique
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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.
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.
Young children develop early literacy skills in a rich, bilingual environment. Each classroom has its own library with hundreds of French, English, and some Spanish books, also with access to a larger school library with over 4,000 resources. Literacy development begins with fostering a love for books and an awareness of print in one’s surroundings. Young children learn how to handle books and follow text, recognizing that different symbols represent distinct sounds and letter names. Phonological awareness is built through playful engagement using songs, rhymes, and tongue twisters. Recognizing letters and symbols in everyday settings is emphasized. A vocabulary-rich environment—where children are regularly read to and engaged in conversation—actually supports language development, reading, writing and listening skills. To build narrative skills, they describe events, tell stories, understand sequencing, and make predictions. This foundation ensures children gain the basics needed to learn how to read and to write.
Grade 1 is the start for Cycle 2 : Fundamental Learnings, which spans Maternelle and Elementary School. Maternelle and Elementary teachers have the same training and, in many cases, have taught both levels. As a result, the transition from Kindergarten to Grade 1 is smooth. During grade 1 students begin to read in French, English. They are taught to write in cursive (only in French in Grade 1) and to read all written forms. Language skills and oral expression are high priorities. A significant part of every school day is devoted to poetry, writing, oral language, reading, spelling. Mastering the language is one of the two main priorities of Cycle 2. In this Cycle, art, music, science, civics and physical education classes begin, and math, which is the Cycle’s second main priority, is taught formally.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
PM benchmark in English and GB+ in French are the preferred tools to assess reading progress in children.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Grade 1 is the start for Cycle 2 : Fundamental Learnings, which spans Maternelle and Elementary School. Maternelle and Elementary teachers have the same training and, in many cases, have taught both levels. As a result, the transition from Kindergarten to Grade 1 is smooth. During grade 1 students begin to read in French, English. They are taught to write in cursive (only in French in Grade 1) and to read all written forms. Language skills and oral expression are high priorities. A significant part of every school day is devoted to poetry, writing, oral language, reading, spelling. Mastering the language is one of the two main priorities of Cycle 2. In this Cycle, art, music, science, civics and physical education classes begin, and math, which is the Cycle’s second main priority, is taught formally.
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.
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.
What truly sets AcadeCap apart is our meaningful integration of iSTEAM—innovation, Science, Technology, Engineering, Arts, and Mathematics—across all grade levels, from primary through secondary. This is supported by a dedicated iSTEAM lab, thoughtfully located near our media and art rooms, where students explore ideas across disciplines in innovative and engaging ways. The result is a dynamic learning environment where curiosity thrives and connections across subjects feel purposeful and real. Students participate in a wide variety of hands-on projects that bring iSTEAM to life. Each year, we partner with organizations such as Let’s Talk Science and engage in initiatives like Hour of Code and Computer Science Education Week. Our learners also take part in workshops led by experts from Scientists in School, Maker Junior, Carleton University, and the University of Ottawa’s Maker Mobile. These experiences empower students to explore, experiment, take risks, and grow as confident, creative thinkers.
Logic and expression are always prioritized. Calculating the correct answer is not sufficient; a student must explain how the answer was obtained, and why. Logic and the ability to articulate one’s reasoning are emphasized in every grade and field. From KG level, we encourage experimenting the world by letting the students be part of the experiments, our Eco School coordinator is providing workshops on all grades and help the teachers to fulfill our ECOSCHOOL commitments.
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
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.
Information not available
Literature holds a prominent role in children's personal development since the reader becomes emotionally attached with the story and this has positive effects not only on the personal growth but also on the whole learning process. From this point of view, our curriculum for the includes appropriate texts which can be used to these purposes. We cover different types of texts : French poésie, albums, Bande dessinées, etc.
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
Core Knowledge
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Pre school Another essential aspect of Cousteau Maternelle program is socialization. The school day is highly structured, incorporating specific periods for free, self-directed play. Children learn to express themselves in a manner appropriate to the time and place, and to distinguish the differences in circumstances. They are taught to respect others, and to understand the consequences of their behaviors. and After The goal of our school in reference to the French moral and civic educational programs is to combine the formation of future citizens with critical thinkers. Thus students acquire a conscience enabling them to understand, value, and share the principles of solidarity, respect, and responsibility
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.
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The four years of Middle School are organized into two Cycles. Grade 6 (Sixième or 6e) is the end of the Cycle 3: it initiates students into the workings of Middle School and ensures continuity of learning from Elementary School. Grades 7 and 8 and 9 are the Central Cycle 4 : students deepen their knowledge and know-how; physics- chemistry enters the curriculum; discussions of professional paths and training start. In Grade 7 students add a foreign language (Spanish, German or Mandarin).
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.
At AcadeCap, we believe strong communication skills are built through learning in two or more languages. Multilingual exposure helps students express themselves clearly and understand others across cultures. Students in Grade 1 and up have the opportunity to study a third language, primarily Spanish as well as Mandarin, Cantonese, German, Polish, or Arabic, contingent on demand and teacher availability. Additionally, the AcadeCap team and the student community are from diverse backgrounds and the diversity of languages is celebrated at AcadeCap to further enrich language learning.
Our goal is to prepare our students throughout their schooling to fluently speak a second language and to understand the cultural nuances of another country. Neither the French nor English language will be considered a “foreign language”. ! To succeed in this multilingual plan, we rely on an adapted pedagogy. We teach in a manner that borrows and builds from both the mother tongue and the language of schooling. All subjects are taught in French. English is also taught, not only as a language, but also in subject areas such as art, geography, and history. This plan involves not only learning language for its own sake, but to use language as a tool to learn about the world through a different lens. Through project work, language is put into action
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.
Information not available
Our Grade 6 and 7 develop with the help of our litterature/drama teacher a whole year project including the choice of a piece, its adaptation, collaboration with students of other grades to present the piece. We also propose some circus workshops and camps throughout the year for KG and up.
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 goal is for every student to begin—and for secondary students to complete—a meaningful journey in computer science. This journey goes beyond basic IT to include algorithmic problem solving, programming, and a deep understanding of how computers work. At the PYP level, computer science is integrated into the iSTEAM curriculum and Units of Inquiry, supported by specialist-taught periods. Young learners begin coding with tools like ScratchJr, Bloxels, and Dash Bots, engaging in hands-on, creative exploration of core programming concepts. As students progress, they explore languages like Python and gain experience with flow control, loops, variables, and logical expressions. Projects are often interdisciplinary and inquiry-driven. Older students go further, learning about the boot process, operating systems, terminal commands, and setting up a Linux environment. They also study binary code and how computers interpret, compile, and execute programs—building the foundation for intermediate and advanced coding skills.
IT tools are involved in all courses.
Web design
Robotics
Computer science
At AcadeCap, physical education and well-being are woven throughout the student experience, from the IB PYP through OSSD. Our PSPE and PHE programs foster healthy, active lifestyles and social-emotional development. Students engage in movement-rich activities—indoors and outdoors—developing physical literacy, resilience, and cooperation. Through fitness, sports, yoga-inspired training, and Jiu-Jitsu, learners build strength, confidence, and discipline. Nutrition education and outdoor excursions support lifelong wellness. In our forested green-space, unstructured play encourages creativity, collaboration, and environmental stewardship. Our Jiu-Jitsu program, rooted in respect and self-control, empowers students to manage conflict, understand boundaries, and grow as confident, caring individuals. Together, these experiences nurture balanced, capable learners—ready for life.
Physical Education will develop the WHOLE child in EVERY child The physical educators will serve as role models, and demonstrate knowledge of health, physical education and wellness The physical education classes will provide a variety of activities which will motivate the students and increase participation OBJECTIVES Our physical education program will allow the students to participate in developmentally appropriate activities Our physical education program will develop and reinforce cooperative behavior Our physical education program will teach the students to establish lifelong fitness goals
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The JK and SK students 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-month or 10-month with summer camps inquiry-based programme for students.
Cousteau Maternelle program is characterized by a high esteem for the intelligence and abilities of the pre-school-age child. In a warm, supportive environment adapted to their age, children are challenged and encouraged to think independently and act responsibly, thus fully realizing their potential at each developmental level.
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.
Our classes are pluri lingual then the pedagogical differentiation is required in all the class rooms for all the teachers.
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”.
Acadecap International School (Académie de la Capitale) provides a rigorous bilingual or English education from JK to Gr. 12. IB PYP students engage in concept-driven inquiry-based learning in i STEAM, Visual and Performing Arts, Humanities, International Languages and Personal, Social and Physical Education. The PSSP (7-8) and the OSSD (9-12) pursue in-depth understanding of content, teach students to work hard and make practical connections between subjects and the real world, preparing them for post-secondary education.
Excellence and rigor of the French Education Certified French teachers from France
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Our goal is to prepare our students throughout their schooling to fluently speak a second language and to understand the cultural nuances of another country. Our bilingual education provides a creative and stimulating environment. Our educational projects aim to develop respect for others and themselves, a sense of responsibility and cooperation, a prediction for initiative and openness, intellectual curiosity, and critical thinking. ·The goal of our school is to develop future citizens who are critical thinkers enabling them to understand, value, and share the principles of solidarity, respect, and responsibility for everyone and for the environment.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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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.
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| Learning disabilities | ||||
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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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.
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| Developmental | ||||
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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| Physical | ||||
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Acadecap International School offers support on a case-by-case basis upon meeting with parents and assessing the child's needs.
Information not available
At Acadecap International School, 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.
Cousteau School has a specialist teacher for children who have some difficulties. The teacher propose learning strategy in order to provide help to the children in need.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
1 - 12
2%
0%
$6,500
$0
85%
95%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 9
No
No
No
No
Yes: grades 4 - 12
Yes: grades K - 9
No
No
No
No
At AcadeCap, students who thrive are curious, engaged, and open to challenge. They seek learning not just for achievement, but for understanding. They take initiative, solve complex problems collaboratively, and are motivated by purpose. They ask questions, make connections, think critically, and gain confidence by taking meaningful action—whether through academics, community service, or global engagement. AcadeCap is best suited for students and families excited by a student-centered journey. 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.
Early Pre-K (3 years old) and Pre-K (4 years old) children do not need any previous knowledge of French to be accepted, but they must be toilet trained.
School Placement Test From Kindergarten :
How Placement Tests Work ?
For Kindergarten :
The children are invited to participate in class activities at school.
Registration for classes from Grade 1 to Grade 9:
Placement tests at Cousteau are standard exams that challenge a student’s ability in a range of subjects. Students will be assessed in English, French and Math in a 90-minute test.
Students coming from a school following the French curriculum, member of the French Agency Abroad or set by the French Ministry of Education, can be registered directly at Cousteau upon submission of their report cards (photocopies) accounting for the past two years and after official acceptance into the following Grade.
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