1010 Morrison Drive, Suite 200, Ottawa, Ontario, K2H 8K7, Canada
2439 Tenth Sideroad, Milton-Campbellville, Ontario, L0P 1B0, Canada
Indirect Support:
1010 Morrison Drive, Suite 200, Ottawa, Ontario, K2H 8K7, Canada
2439 Tenth Sideroad, Milton-Campbellville, Ontario, L0P 1B0, Canada
1998
1991
65
100
JK to 12
Preschool to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Progressive, International Baccalaureate
Traditional
8 to 15
10 to 14
Learning, Developmental, Behavioral
Learning, Developmental
Dedicated gifted school
In-class adaptations
$20,075 to $24,158
$13,600 to $16,100
Yes
No
6%
0%
1 to 12
None
$6,500
$0
4
8
0%
0%
90%
95%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes
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 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.
View full reportAnn Scott founded Hitherfield in 1991 after a career within the Halton school board, and she remains at the head of the school today, giving a nice continuity to the development of the programs. The intention throughout has been to offer something that wasn’t offered in the public board, principally a more individualized, caring approach to learning. The school is small, and the size is one of its strengths. While it’s not a country school in name, the feel is comparable to schools that situate themselves within that movement—namely a learning environment that very much reflects the community that supports it. Parents are important to the life of the school, and are encouraged to take a role that will express their skills and interests. The ideal student is one looking for something more personal approach, one more attentive to the abilities, experience, and passion that students bring into the classroom.
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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...
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"Hitherfield does feel like a home to me, like a second home actually."
Elena Di Tommaso - Student (Jun 30, 2021)
I love it at Hitherfield. On my first day, I went into my 2/3 three-room, with no idea what to do. M...
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"Acadecap International School (Académie de la Capitale) provides a rigorous, tailored bilingual and/or English education. IB PYP students engage in experiential learning in i STEAM, International Languages and PSPE. The PSSP and the OSSD promote 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 proprietary 3-tier 21st Century Learning Curriculum is implemented from grade 7 to 12."
"Hitherfield is a co-ed, independent school for children in pre-school to grade 8. Hitherfield fosters high expectations of students, that are tempered by dedicated teachers and the individual support that they provide. Situated on 82 acres of pristine rolling countryside, 10 minutes from downtown Milton, Hitherfield School offers an array of outdoor activities and ample space to play. At Hitherfield traditional values go hand in hand with nurturing critical thinking, creativity and discovery."
"Respecting a student’s potential by way of built-in differentiation maximizes each student’s learning and achievement. AcadeCap recognizes that no two students are the same nor do they learn the same. With differentiating, we ensure that students comprehensively learn and master the concepts and skills to be successful. Teachers adapt according to the individual abilities of each student. We get to know our students because of our small class sizes. Both factors support differentiation."
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"AcadeCap offers the convenience of its one-stop-education offerings, from a top-notch bilingual IB PYP, the OSSD, the Orton-Gillingham dyslexia support, our enriched physical education programme, the after-school clubs and the summer camps. Academically, we stand out due to our successful teaching style differentiation, our skill-development-based learning, our enriched science instruction, and our accelerated math program."
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"AcadeCap’s learning-to-learn approach translates into academic achievement, resilience, 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 teach social skills.
AcadeCap students are confident in communicating with people of all ages, not only their peers."
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"The efficiency of across-the-ages collaborative learning in an open-concept setting. The open-space and the small class sizes at AcadeCap allow for a great deal of flexibility, opportunity, and time to differentiate. Solid social skills and long-lasting friendships develop in a small group setting, where children can interact with one another in a more approachable way. This allows children to develop their skills, and learn new skills from others while accomplishing any collaborative task."
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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!
Hitherfield students are happy, eager to learn, and proud of what they are able to accomplish. Our teachers are dedicated, willing to listen, and determined to help your child reach potential. I encourage you to participate in your child’s learning experience by communicating with teachers frequently, helping in the classroom or at special events, and by consistently nurturing a positive attitude toward the learning process and your child’s successes.
The interaction between parents, staff and students at Hitherfield is very important. Parent help, expertise and interest enable us to provide a broader scope of experiences than would otherwise be possible.
We are looking forward to the year ahead, to new as well as familiar faces, and to helping the children meet challenges and achieve excellence in whatever they do, according to their individual abilities.
Thank you for choosing Hitherfield for your children!
Ann Scott, Principal
Traditional
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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.
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At Acadecap International School (Académie de la Capitale), 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 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. In grades 9 to 12, our students continue on with the English Ontario OSSD curriculum, 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, 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.
We have high academic expectations of our students. Our aim is to prepare all students for high school, and for life. Hitherfield School offers a unique experience where your child can learn inside and outside the classroom. Class sizes average 14 students from JK-Grade 3 and 14 from grades 4-8. Small class sizes allow for more intimate interaction between teacher and student so that more effective learning can occur. Hitherfield is a private school for children in JK through Grade 8. Developing confidence, decision-making, and respect are key components of our school seen throughout daily activities as well as curriculum. Our curriculum is based on the belief that every child has the ability and that given the right environment, each child will achieve his or her potential.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Students all learn at different rates, have their own learning styles and come to us with vastly differing experiences and knowledge base. Fundamental to our approach is that all are given the opportunity to succeed, be confident in math and achieve optimum potential. An initial assessment on entry to the school allows us to understand the strengths and needs of each child and to program effectively for him or her. Individualized programing is a major component of math at Hitherfield.
We use a variety of textbooks as well as computer programs throughout the school
Students are allowed to use calculators in grades 7/8, for repetitive work where understanding of process is more important than taking time to do lengthy calculations. Students need to be able to calculate mentally, estimate proficiently and truly understand the relationships between decimals, fractions, money, per cent etc.
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.
Information not available
Children are all very different and will learn to read at different rates. We introduce phonics skills, word families, interest or them-based sentences and small reading books in Junior Kindergarten. Our teachers utilize two reading programs as well as RAZ in our computer lab. We nurture a love of reading through ongoing individual help and encouragement. Many of our SK children are reading fluently before they enter Grade One.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We provide benchmark testing.
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.
Our younger children are excited about learning to write! Again, our program is considerably individualized. As spelling is integral to being able to write, our students are introduced to lists of very basic words in SK. These lists, very much individualized, continue up to Grade 8. Students are encouraged to share their work; they are given feedback by their peers and their teachers. They gain in confidence and find satisfaction in expressing themselves in written form. Grammar skills, vocabulary development, and reading quality literature all contribute to their skill in writing poems, stories and a solid 5- paragraph essay by Grade 8.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
All children are naturally inquisitive and eager to understand the wonders of the world around them. Wherever and whenever possible, a class commences with an experiment, a presentation of something tangible, or a video that is stimulating and raises questions. As our class sizes are small, every student is included and feels included in what is going on; no-one is afraid to offer his/her opinions, to seek further clarity or to challenge something that someone else is saying. All students in Grade 4-8 are required to participate in our Science Fair held in Term 2 of each year.
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
Physics
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
The world is changing rapidly, and with it the type of literature everyone is reading. Literature from the past as well as the present enables us to appreciate and understand the world we live in- to see changing societal values, to understand historical and present day influences and to experience the richness of language in classical literature as well as the imaginative/fantasy ideas of many contemporary works. Each year we consider anew the works to use throughout the school.
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 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.
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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At Hitherfield, we are interested in helping students to learn and providing them an opportunity to be thoughtful inquirers. We focus on effective teaching that brings the principles to life in social sciences subjects. This pedagogy includes an understanding of important social studies concepts or ideas, an awareness of and an understanding of personal identity and its multi-layered nature, skilled use of methods and techniques necessary for the development and expression of an understanding of the social studies, the ability to participate, interact, engage in dialogue and contribute, the disposition to learn, the ability to explore and analyse their own and other people’s values, and commitment to values such as social justice and equity.
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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Students experience a strong core foundation in history and geography and are also very much involved in present day events, conflicts, and problems through our weekly "Around the World" discussions, projects and essays. They sit exams 3 times each year,in all subject areas, so that understanding can be measured.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
Much of our program is focused on students acting out different scenarios so that they feel the language and come to terms with it as a means of expression. Students learn the vocabulary needed for these presentations, they listen to and react to each other, they perform for parents. Additionally, students do have set times for learning how to conjugate verbs, write sentences and short paragraphs, and respond to questions -according to ability.
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.
We believe that all students should have the opportunity to express themselves in as many ways as possible. Building self-confidence is an integral component of our program and encouraging each child to do his/her best, especially in our May Plays, has had significant impact on our student population over the years. The"Plays" are the #1 highlight of our school year, according to a recent parent survey. For Visual Arts, the emphasis is on doing one's best. In Music, students are exposed to theory, history and playing of the instrument. We have two teachers with Art Specialist Qualifications.
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 computer lab is equipped with 16 I-Macs, as well as a mobile cabinet that houses 16 I-Pads. Additionally, we have one Smart Board that can be moved from class-to -class. Teachers use the lab according to their own programs, interests and student initiatives. Our Kindergarten teacher uses the lab for the RAZ reading program and basic numeracy skill development. Our Grade 7/8 teacher uses the lab for individual math programs, research and writing assignments.
Web design
Robotics
Computer science
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
The emphasis is on trying one's best, developing skills, and sportsmanship. We have two teachers in the school with Phys Ed Specialist Qualifications.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
Children learn and are ready to learn at different stages. Our program looks at the individual child- readiness, maturity and happiness in the class environment. When children are ready, they are introduced to math and reading skills. Art, community awareness, circle time, play and social skills are integral components of this class.
Standard-enriched
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.
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.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At Acadecap International School, 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 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.
We believe that all students have ability and that it is our job to determine how to work with each one so that he/she is able to reach potential. When students are able, we push them beyond grade level expectations; when they need support, we find weaker areas and offer support and individual help. Many of our students have gone on to be accepted at prestigious, private high schools.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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.
We aim to shape our students into kind, caring individuals with high moral standards, who are willing and able to apply themselves to be the best possible adults in every way - hard working, determined, able to face adversity, ready to meet challenge, and accepting of others.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Extra support
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.
All additional support programs are offered through CCAC.
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.
We often have children with ADHD in the school. For some of these, their difficulties are less pronounced because they are able to receive the attention they require in our small classes. The best way for us to determine if a child will benefit from being in our school is for the parents to bring him/her to the school for a "try-out" day.
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
6%
0%
$6,500
$0
90%
95%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes
No
No
No
No
No
Yes
No
No
No
No
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.
We are looking for students and their parents, who are willing and able to adhere to the school's philosophies regarding respect for self, one's peers, teachers, and belongings; who have high academic expectations and who are determined to promote these, with the help of the teacher, in all ways possible.
1) Parents are invited for a tour. Child is welcome to attend as well. Time for questions is given.
2)Child comes for a try out day(1/2 day for child in pre-school -SK) Parents are allotted time to talk with teacher at end of day.
3) Deposit is required
