1010 Morrison Drive, Suite 200, Ottawa, Ontario, K2H 8K7, Canada
2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
Indirect Support:
1010 Morrison Drive, Suite 200, Ottawa, Ontario, K2H 8K7, Canada
2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
1998
2007
65
65
JK to 12
JK to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Progressive, International Baccalaureate
Progressive
8 to 15
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated gifted school
$20,075 to $24,158
$20,180 to $68,860
Yes
No
6%
0%
1 to 12
None
$6,500
$0
4
4
0%
0%
90%
100%
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, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Nursery/Toddler - 12
No
No
information not available
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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 reportNot all students are created equally, and Oakwood was created, more than anything else, with that idea firmly in mind. It was founded by Trillian Taylor and Michele Power, who remain directors at the school today. The school is intentionally small, allowing for a very individual attention to the unique needs of each student, including an overt attention to social and emotional development. Families who enroll here do so knowing that their learners are capable of a lot, while in the awareness that they would benefit from a different approach than is found elsewhere. Students entering Oakwood join a community of true peers, something which in itself can be transformative to their learning experience and academic success.
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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
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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."
"Oakwood Academy is the only recognized school in Canada using the Developmental, Individual Differences, Relationship-Based (DIR®) Model. Located in Mississauga, our unique developmental approach teaches students (pre-school to Grade 12) to think rather than memorize, and uses social relationships as the cornerstone of curricular development. Our school is designed for every student to reach their academic and social potential. March/Summer Special Needs Camps available!"
"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!
Dear Parents,
Thank you for considering Oakwood Academy for your child. Deciding on a school for your child is one of the most important decisions you will make for their future. This is perhaps even more the case if your child needs an individualized education.
As experienced educators in the field of special education, we saw first hand how many students were being taught skills that didn’t address their core developmental capacities. We were inspired to create a school that embraces each students’ individual learning profile and implements an educational program to target their route developmental challenges. We know that every child is capable of engaging with others, expressing their emotions and ideas and developing meaningful ways to communicate and interact with their world. The decision to base our curriculum around the The Developmental, Individual Difference, Relationship-based (DIR®) Model was made because we know this is the most effective way to help children become thinkers and problem solvers. We know that success beyond primary school years requires students to think critically, work collaboratively and communicate effectively, which is why we are careful to challenge students with meaningful learning opportunities rather than predetermined curriculum material.
We understand that finding the right school to foster your child’s social and emotional growth in addition to their academic growth, is critical. You can feel confident that your child’s unique learning needs will be respected at Oakwood.
Working with families is an essential part of our school model and we welcome the opportunity to meet you and your child and discuss how Oakwood Academy can be part of your child’s educational journey.
Trillian Taylor & Michele Power
Co-Founders, Directors
Progressive
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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.
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.
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.
Using the DIR® model, founded by Dr. Stanley Greenspan, Oakwood Academy offers an individualized education program that is developmentally-based, and utilizes a multidisciplinary team in the development of each child's unique education plan. Using this model allows us to address all areas of a child's development and support their ability to communicate and relate to others.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We provide benchmark testing.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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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.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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.
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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
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Play-based
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.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
The DIR Model addresses all areas of a child's development with emphasis on his/her ability to communicate with and relate to others. Building a strong relationship with the child is the foundation of the model because a child must first be emotionally attached to the people in his life and have meaningful interaction with them in order to develop cognitively and emotionally.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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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.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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.
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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.
At Oakwood Academy, academics are only part of what we do! Each day, we strive to support our students' development as a whole - cognitively, physically, and emotionally. A large part of our programming is supported by our multidisciplinary team, including an Occupational Therapist, Speech Language Pathologist, Physiotherapist, and Music Therapist. These professionals support our students' ability to navigate their physical world, as well as to relate, engage, and communicate with others.
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.
Oakwood Academy specializes in supporting students with a variety of different learning needs (e.g. ADHD ) and developmental disorders (e.g. ASD).
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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%
5%
$6,500
$5,000
90%
100%
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, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Nursery/Toddler - 12
No
No
No
No
No
No
No
No
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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 encourage you to set up an intake appointment to discuss how Oakwood Academy can support your child's unique strengths and goals!
Welcome! We are excited that you are considering Oakwood Academy. We are thrilled to be the only school in Canada to provide individualized education using the Developmental, Individual Differences, Relationship-Based (DIR®) Model. Our uniquely planned curriculum has been designed for students who require explicit education, and focuses on both academic and social development.
Please be assured that our admissions process is to help us understand your child’s strengths and goals, to develop an individualized curriculum to help them achieve their full potential.
Step One: About Your Child Form
The About Your Child form is to be completed by the parent(s)/guardian(s) of the applicant. Please submit the forms to our Admissions Coordinator at [email protected]. Once the form has been completed and submitted you will be contacted by our admissions office about your inquires or to set up a meeting with the Director.
Step Two: Meeting with the Director
Once your form has been received, we will be in touch to set up a meeting and tour. Both the applicant and their parent(s)/guardian(s) are expected to attend the meeting. In order to properly make a recommendation about the student’s placement, the applicant must attend the meeting.
Step Three: Trial Day Opportunity
In some cases we will suggest a trial day to determine appropriate placement in our Academic Program. On this day, your child will spend a half or full day at school, fully integrated into a classroom setting so that we can best determine their strengths, goals, and support level before recommending placement.
Step Four: Class Placement
Decisions are made after a personal meeting and assessment of the applicant. At this time, a recommendation for suitable placement and services within the school are made and discussed with families.
Step Five: The Final Step – Registration Forms and Payments
Upon acceptance, you will receive registration forms to be completed.
THE FOLLOWING MUST ACCOMPANY YOUR APPLICATION:
Questions?
Do not hesitate to contact the Admissions Office at [email protected] or call (905) 814-0277 for assistance.
