998 Frances Street, Ottawa, Ontario, K1K 3L5, Canada
2201 Shantz Station Road, Waterloo Region (Breslau), Ontario, N0B 1M0, Canada
2002
1972
200
520
Nursery/Toddler to 8
JK to 12
Coed
Coed
Day
Day, Boarding
French, English
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
8 to 20
16 to 20
Learning, Developmental
Dedicated gifted school
$10,670 to $12,320
$20,490 to $47,655
$75,840
Yes
Yes
35%
8%
1 to 8
JK to 12
$40
$8,000
15
35
0%
8%
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades JK - 12
Yes: grades JK - 8
No
information not available
SJK presents as a very traditional school, an impression granted by the name, the uniforms, the size of the campus. In fact, the school is both younger and more progressive than it might initially seem. Founded in 1972, it has taken all of the more modern educational concepts to heart: small class sizes, student-directed instruction, before- and after-school care from JK to grade 6, and an extensive busing program. The dining hall menu is built around locally sourced, non-GMO food. Academically, the program is intended to challenge learners who need to be challenged, and is comprised of IB programme from JK through grade 12. The intention is to address the whole child, providing strong academic and social support. The school has grown over the years, and is also in the midst of a 5-year development plan, to complete in 2020. While the physical plan is still quite new, the current development is around community and instruction (rather than buildings and infrastructure) including an ongoing dedication to experiential learning, values-based instruction, and community connections. The ideal student is one operating at the top of his or her peer group, and who can benefit from a vibrant, diverse educational and social environment.
Read The Our Kids Review of St. John's-Kilmarnock School
All private and independent schools are unique — designed to a specific purpose and for a specific class of learner — and Academy Providence is a particularly good example of that. It was founded in 2002 as an expression of the work of the Antonine Sisters in Canada and the values of the Catholic church. The curriculum adopts a multicultural gaze, even in the earliest years, in part through a substantial attention to languages. Likewise, it adopts the hands-on, group inquiry approach of the Montessori method. That’s a lot, perhaps, but it works. Families that enroll here are drawn by the strength of the academic program as well as the values that inform the delivery of the curriculum. The school is an expression of a Catholic order, though one of the tenets of the Antonine Sisters is to provide education to all people, something that is reflected in the diversity of the student body.
View full reportSJK presents as a very traditional school, an impression granted by the name, the uniforms, the size of the campus. In fact, the school is both younger and more progressive than it might initially seem. Founded in 1972, it has taken all of the more modern educational concepts to heart: small class sizes, student-directed instruction, before- and after-school care from JK to Grade 6, an extensive busing program. The cafeteria menu is even built around locally sourced, non-GMO food. Academically, the program is intended to challenge learners who need to be challenged, and includes IB programs from JK through Grade 12. The intention is to address the whole child, providing strong academic and social support. The school has grown over the years, and is also in the midst of a 5-year development plan, to complete in 2020. While the physical plan is still quite new—it was completed in 1990—the current development is around community and instruction (rather than buildings and infrastructure) including an ongoing dedication to experiential learning, values-based instruction, and 20th century literacies. The ideal student is one operating at the top of his or her peer group, and who can benefit from a vibrant, diverse educational and social environment.
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"The feedback on the child's learning is constructive and shows a deeper understand of our daughters particular style of learning."
Maher Mamhikoff - Parent (May 27, 2021)
From the point of view of my daughter. She loves the teachers, she is joyful when she hears from the...
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"The school is the leader in fostering the values of respect, empathy, caring, and many others."
Milagros Risco Quiroz - Parent (Nov 24, 2021)
My two kids have attended Academy Providence since junior kindergarten. At first, my husband and I l...
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"Students are encouraged to respect and help each other and practice virtues."
Alba M Pascual - Parent (Mar 27, 2024)
Our children arrived during Covid, after a year of homeschooling. They were a bit behind but the te...
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"The large variety of extracurriculars adds many exciting experiences to student life at SJK."
Laura Armstrong - Parent (Aug 28, 2023)
Both of our children are in the Lower School and are having a happy and enriched experience at SJK. ...
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"L ’Académie Providence is a Catholic, Private school in Ottawa, partenar of AEFE- un établissement d’enseignement français à l’étranger, fully committed to offer an enriched and an educational environment that cultivates and enlightens the total development of students. The curriculum is trilingual: French and English are taught as a first language and International language as a second language. The program puts the accent on skills such as French, English, Mathematics, and Science."
"SJK is the leading independent school in Waterloo region. The School is located on a beautiful 36-acre natural campus offering enriched educational programming for students from Junior Kindergarten to Grade 12 through its International Baccalaureate (IB) curriculum. SJK is proud to be the only accredited IB World Continuum School in Southwestern Ontario. At SJK, students discover their passions and unique gifts through meaningful, student-centered learning opportunities. SJK students build confidence through risk-taking, overcoming challenges, and stepping outside their comfort zones. Their specialist teachers provide personalized support, community building, and genuine care. Project-based learning, design-thinking, and collaboration equip SJK students with skills that will make them successful globally-minded citizens. SJK students graduate as confident, well-rounded individuals fully prepared for post-secondary education and life beyond SJK. Our graduates earn 100% university admission rates and many go on to elite post-secondary programs in a range of disciplines including STEM, business, and the arts. The journey begins here. Experience the difference, discover the possibilities and go beyond at SJK School."
"- Petites classes avec un ration enseignant/élève d'un maximum de vingt.
- Programme trilingue: Français et anglais en tant que première langue et l'un des trois langues: Arabe, Espagnol, Mandarin en tant que 2ème langue.
- Éducation aux valeurs chrétiennes catholiques
.-Environnement multiculturel et familial ."
"Passionate, forward-thinking teachers guide learning through the International Baccalaureate PYP, MYP and DP continuum curriculum. In addition, our picturesque 36-acre campus connects students to a natural environment. SJK offers a rich co-curricular program with opportunities in the arts, athletics and leadership. With an average class size of 17 students, small classes are where big ideas live."
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"Le choix de l'Académie Providence semble être conditionné par son identité d'école catholique de langue française qui enseigne aussi l'anglais, par son curriculum enrichi, par son cadre physique à taille moyenne et à ratio non élevé, par son personnel enseignant qualifié et expérimenté, par son environnement socio-culturel et par les activités périscolaires offertes après les classes."
"SJK is the only CAIS accredited school in the region, and it is one of the few IB Continuum Schools in Canada. SJK is a small community where strong relationships are fostered. Both curricular and co-curricular programming provides opportunities for students to collaborate, learn and play together. SJK provides an enriched academic experience with opportunities for experiential, project-based learning. 100% of graduates earn admission to best-fit post-secondary opportunities."
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"En général, les familles ne choisissent pas une école privée qui ne diffère pas des écoles publiques sur le plan programme et environnement culturel."
"Visitors to SJK always remark on the beauty and tranquility of our 36-acre natural campus, with its pond, forest trails, varsity playing fields, and safe, rural setting. Families may not realize the opportunities for learning that exist in the natural landscape around us. Tending to a vegetable garden, studying the flora and fauna in our natural landscape, tapping the maple trees, canoeing or engaging in our invasive species removal project—learning in nature is an everyday experience at SJK."
"Les familles s'attendent le plus souvent à ce que l'école assure un environnement éducatif sanitaire et enrichissant. Après une langue fréquentation, la plupart des familles préfèrent que leurs enfants continuent leur cursus scolaire seconaire dans cette même école."
"Ours is a diverse, inclusive community of learners who enjoy school and make the most of the many opportunities available to them inside and outside of the classroom. SJK is a place where students will feel supported and safe, able to take risks and try new things. Students often tell us that they tried things at SJK that they never would have tried in a larger, less supportive environment. SJK is a place where you will discover your areas of passion and strength and feel supported."
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Éduquer, “c’est aimer et espérer”. Tel est le thème qui a inspiré notre mission éducative de l’Académie Providence établie à Ottawa depuis 2002.
The teaching program of the Providence Academy meets the requirements of the Ministry of Education of Ontario, integrates the teaching program of the Ministry of Education of France and incorporates the educative philosophy of the Antonine Sisters (personalize and whole group) together with montessorien principles in a structures and inter cultural environment. The pedagogical approach respects the pace and learning style of each student to procure the development of the autonomy and self-esteem of each student. The Providence Academy is the only Catholic Private French School that offers such a program in Ontario.
Instituer un établissement d’enseignement privé, dans une société très attentive aux réalités culturelles et respectueuse de la liberté de croyance inhérente à la dignité humaine mais où l’enseignement est rendu presque totalement public, est un grand défi à relever. Aujourd’hui, à sa douzième année de fonctionnement, l’Académie Providence, avec un sentiment d’action de grâce, de fierté et d’humilité, peut se considérer en tant qu’établissement d’enseignement et d’éducation de qualité au service des jeunes qui ont besoin de recevoir, à côté d’une formation académique solide, les bases spirituelles, morales et culturelles qui feront d’eux des « témoins de l’Évangile » et qui répondent aux attentes pédagogiques de leurs parents. L’Académie Providence soucieuse de favoriser le plein épanouissement de la personnalité de ses élèves, veille également à faire d’eux/d’elles, des citoyens et des citoyennes responsables, conscients(es) de leur rôle communautaire et sensibles à la compréhension interculturelle et internationale.
Puisse la Divine Providence, source d’amour et d’espérance, veiller sur cette mission et la mener à son plein développement au service de la communauté d’Ottawa.
As a well-established and fully accredited International Baccalaureate (IB) Continuum School, we prepare your children for the future, providing the foundation to thrive in a rapidly changing world. From Junior Kindergarten to Grade 12, students engage with modern facilities and the School's beautiful 36-acre campus, which sets the stage for stimulating learning environments where knowledge, innovation, and internationalism are expressed and valued.
SJK is the only school in our region to be authorized by the International Baccalaureate to offer the continuum of three IB programs: the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the university preparatory Diploma Programme. We are one of only five schools in Ontario to achieve this distinction.
Our qualified and talented faculty ensure that learning and teaching focuses on the development of well-rounded and confident individuals; IB represents an enriched framework for personal and social development as well as skills for life, but also a competitive academic and professional qualification alongside the Ontario Secondary School Diploma (OSSD). Students engage in a balanced range of classroom and course offerings; co-curricular, leadership and service activities; as well as international perspectives and experiences.
The SJK community is grounded in a sense of respect for oneself, each other and our environment as local and global citizens. Students are challenged to GO BEYOND the given, to the possible.
The best way to get to know the School is to come for a visit, experience the energy, explore the facilities and campus, and see firsthand the warm and friendly environment our school has become known for.
Progressive
International Baccalaureate
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.
The teaching program of the Providence Academy meets the requirements of the Ministry of Education of Ontario, integrates the teaching program of the Ministry of Education of France and incorporates the educative philosophy of the Antonine Sisters (personalize and whole group) together with montessorien principles in a structures and inter cultural environment. The pedagogical approach respects the pace and learning style of each student to procure the development of the autonomy and self-esteem of each student. The Providence Academy is the only Catholic Private French School that offers such a program in Ontario.
SJK has a long history of academic excellence, with an unwavering commitment to student engagement. We know that an integrated approach and a love of learning are the best ways to meet the needs and expectations of our students. Our International Baccalaureate Programmes provide a solid academic foundation for our students right from Junior Kindergarten through to the end of Grade 12. Student self-management, critical thinking, creative expression, organizational skills and ethical decision-making are integrated into challenging, yet supportive programming. Students are encouraged to embrace and understand the connections between traditional subjects and real world experiences, as well as become critical and reflective thinkers. Students in Grades 11 and 12 are exposed to a broad-based education through the IB Diploma Programme. The wide range of courses allows each student to build a personalized program that is best suited to their interests, strengths and goals. With its academic breadth, depth and rigour, our students develop skills of research, time management, problem-solving, communication and collaboration, which prepare them for the world beyond SJK as independent, globally-minded learners.
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.
- Les mathématiques favorisent la connaissance des nombres et le calcul, l'approche de la géométrie et des mesures et la résolution de problèmes. - La pratique des mathématiques développe le goût de la recherche, l'imagination, les capacités d’abstraction, la rigueur et la précision. - Les mathématiques favorisent la découverte de plusieurs nouveaux concepts par l’exploration et l’expérimentation à l’aide de matériel concret ou illustré, d’algorithmes personnels et usuels et de stratégies de resolution de problèmes. - Les mathématiques favorisent l’acquisition des bases d'une première culture scientifique en partant de situations proches de la réalité.
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Avec T'choupi je découvre les nombres-TPS Nathan Petite Section, Maternelle,Je découvre les chiffres,Hatier Chouette Entraînement-Activités de maths-Moyenne Section Le nouveau Math élém., Fichier 1 pour Grande Section Le nouveau Math élém., Fichier 2 pour Grande Section
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L’enfant va apprendre à structurer son raisonnement par le biais de l’expérimentation et de l’analyse ce qui requiert des efforts d'organisation et de concentration.
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Balanced Literacy
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
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.
Le CP est la 1ère classe du cycle des apprentissages fondamentaux où l’enfant va acquérir les savoirs de base que sont lire, écrire, communiquer et compter. Le CE1 est avant tout une année de révision et de consolidation des acquis antérieurs. L’enfant va maîtriser les savoirs de base que sont lire, écrire, communiquer et compter Le CE2 est la 3e année du cycle 2 au cours de laquelle l’enfant va apprendre à structurer son raisonnement par le biais de l’expérimentation et de l’analyse ce qui requiert des efforts d'organisation et de concentration.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Contrôle continu et examen trimestriel tois fois l'année scolaire
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.
• Identifier personnages, événements, circonstances d’un récit lu • Copier avec soin un court texte en respectant l’orthographe et la ponctuation • Écrire sous la dictée un texte de 5 lignes en utilisant ses connaissances lexicales, orthographiques et grammaticales • Produire de façon autonome un texte de 5 à 10 lignes • Copier avec soin et lisiblement un texte court
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Equal Balance
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.
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.
Acquérir des repères dans le temps et l’espace et des connaissances sur le monde. - Maîtriser le vocabulaire spécifique correspondant à ces réalités. - Dépasser les représentations initiales en observant et en manipulant. - Comprendre et décrire le monde réel, celui de la nature et celui construit par l’Homme. - Apprendre à agir sur le monde et de maîtriser les changements induits par l’activité humaine. - S’initier à une démarche d’investigation: observation, questionnement, expérimentation, argumentation et consignation des expériences
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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
Not applicable
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.
- Adapter son comportement de lecteur aux difficultés rencontrées : notes pour mémoriser, relecture, demande d’aide, etc. - Participer à un débat sur un texte en confrontant son point de vue à d’autres de manière argumentée. - Lire au moins cinq ouvrages dans l’année scolaire et en rendre compte ; choisir un extrait caractéristique et le lire à haute voix. - Expliciter des choix de lecture, des préférences en utilisant diverses stratégies de lecture pour construire le sens d’un texte. - Rapprocher des œuvres littéraires, à l’oral et à l’écrit et participer à un débat sur une oeuvre en confrontant son point de vue à d’autres de manière argumentée. - Démontrer la compréhension des textes lus, en tirer l’information voulue et exprimer ses réactions. - Découvrir des œuvres d’art antique et moderne, des figures mythiques qui permettent de mettre en valeur la thématique « Arts, mythes et religions ».
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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
Thematic
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.
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.
- Maîtriser comme individu et comme citoyen, les règles élémentaires de la vie en société et les mettre en œuvre dans le cadre scolaire. - Acquérir des repères dans les domaines de l’histoire, de la géographie, des droits et des devoirs du citoyen, de la responsabilité et de la liberté. - Développer les habiletés à identifier et évaluer des éléments concernant le fonctionnement des institutions et des événements sociaux et historiques. - Développer les compétences et les qualités personnelles nécessaires pour mener des enquêtes dans la matière qui sont ensuite transférables dans d’autres sphères de la vie quotidienne. - Apprendre à se servir de la technologie appropriée comme outil pour recueillir et analyser de l’information, résoudre des problèmes et communiquer des informations. - Utiliser le vocabulaire approprié au sujet à l’étude
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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.
- Comprendre les grands principes de l’action morale: valeurs, savoirs, pratiques et comportements dont le but est de savoir particier efficacement à la constructive de la vie sociale, d'exercer sa liberté en pleine conscience des droits de chacun et de refuser la violence. - Apprendre à établir la différence entre les principes universels (les droits de l'homme), les règles de l'Etat de droit (la loi) et les usages sociaux (la civilité). - Développer le sentiment d'appartenance à son pays dans le respect dû à la diversité des choix et des options personnels.
MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts. In this subject group, students can engage with exciting, stimulating and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterized by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that content and methodology can be debatable and controversial, and for practising the tolerance of uncertainty.
Communicative
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
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.
- L’enfant va développer sa réflexion, sa recherche et sa présentation, en enrichissant ses lectures, en sachant se documenter, exposer ses points de vue et présenter le fruit de ses recherches. - Il va apprendre à rédiger différents types d’écrits. Le programme est bien rempli, rigoureux et exigeant en orthographe et en expression écrite. - Il va enrichir son vocabulaire, étudier la formation des mots et les règles orthographiques et grammaticales. - Une place importante est donnée à la réception (lire et écouter) à la production (dire et écrire de textes narratifs
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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
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.
- Initier l’élève à transmettre des messages et des émotions dans ses réalisations et à s’interroger sur la fonction et l’emplacement des formes d’arts visuels dans sa communauté, dans sa province et dans tout le Canada. - l’élève entreprend l’étude d’une notation musicale traditionnelle et communique des messages, des idées et des émotions dans ses réalisations. Le chant et l’interprétation de chansons folkloriques et populaires tiennent toujours une place importante, ce qui donne aux élèves l’occasion de chanter ensemble, d’approfondir leurs connaissances et leurs habiletés musicales et de s’ouvrir à la culture, aux traditions, à l’histoire de leur milieu et à d’autres cultures et époques. - explorer des situations sociales et culturelles et expérimenter des formes de représentation tout en améliorant les habiletés d’expression d’idées et d’émotions sous forme dramatique.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Découverte de l’ordinateur: - découvrir que l'ordinateur a de la mémoire, fonctionne avec les nombres, les lettres et les mots. - Initier à la découverte des concepts fondamentaux de l’informatique. - distinguer les différents systèmes informatiques avec leurs avantages et inconvénients - Know the function of the keys: backspace, delete, enter, caps lock. Entraînement - savoir utiliser des outils interactifs, le multimédia et l’internet - Initier au langage et à l’usage d’outils informatiques. - être capable de traduire les mots dans le langage Basic et d’exploiter les éléments relatifs à l’internet Création et production - créer, produire, exploiter des données. - développer une intégration avec les autres enseignements scientifiques et techniques dans une volonté d’interdisciplinarité. - rédiger un programme et le représenter schématiquement.
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Web design
Robotics
Computer science
- Développer l’équilibre psychomoteur et les habiletés locomotrices tout en apprenant des habiletés simples de manipulation d’objets en commençant par les lancer et les attraper. - Développer les capacités nécessaires aux conduites motrices, physiques, sportives et artistiques. - Développer le sens de l’effort et de la persévérance tout en répondant au besoin et au plaisir de bouger. - Apprendre à mieux se connaître, à mieux connaître les autres et à veiller à sa santé. - Acquérir une compréhension des facteurs qui contribuent à un développement sain et apprendre à assumer des responsabilités en ce qui concerne la santé tout au long de la vie. - Développer des habiletés motrices et tactiques et appliquer des concepts liés aux mouvements lors de jeux, sports, danses et autres activités physiques.
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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.
Les objectifs essentiels de la maternelle : • aider chaque enfant à: - devenir autonome ; - s'approprier des connaissances et des compétences; - acquérir un langage oral riche, organisé et compréhensible par l'autre; - vivre une expérience scolaire réussie; - se préparer adéquatement à l’école primaire en développant ses facultés fondamentales : parler, agir, découvrir, sentir, réfléchir, imaginer, créer…); - exercer ses capacités motrices, sensorielles, affectives, relationnelles et intellectuelles; - découvrir l’univers de l’écrit.
We offer the International Baccalaureate (IB) Primary Years Programme (PYP). This program, alongside the Ontario curriculum, helps students develop critical-thinking and problem-solving skills through a trans-disciplinary approach to learning while making holistic connections across traditional subjects. Students learn in a dynamic, inquiry-based learning environment, where they are actively engaged, and teachers understand and value individual learning styles and strengths. Academic instruction is balanced with a robust after school co-curricular program, which begins in Junior Kindergarten and results in the nurturing and development of the whole child.
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.
La maternelle est un lieu d’éducation et d’apprentissage avec des objectifs précis. Tout y est organisé pour que l’enfant agisse et participe : l’espace, le temps et les situations.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
- Comprendre les grands principes de l’action morale: valeurs, savoirs, pratiques et comportements dont le but est de savoir particier efficacement à la constructive de la vie sociale, d'exercer sa liberté en pleine conscience des droits de chacun et de refuser la violence. - Apprendre à établir la différence entre les principes universels (les droits de l'homme), les règles de l'Etat de droit (la loi) et les usages sociaux (la civilité). - Développer le sentiment d'appartenance à son pays dans le respect dû à la diversité des choix et des options personnels.
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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.
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."
- Éducation attentive à la formation de l’intelligence et du cœur qui favorise le plein épanouissement de la personnalité de l’élève, la maturité de son intelligence aussi bien que celle de son cœur, de sa volonté et de son esprit, qui lui permet de prendre conscience de la vie qui l’anime dans sa double dimension d’intériorité et d’universalité. - Éducation qui anime la foi en Dieu Trinitaire et qui forme aux valeurs spirituelles, humaines et morales dans un climat de confiance, d’amour et de sécurité.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Le support thérapeutique est offert par un spécialiste dont les honoraires sont défrayés par les parents concernés. Une personne d'appui assiste l'enfant durant l'enseignement est engagée par l'admininistration et don't les honoraires sont payés par les parents.
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Nous adoptons la politique d'intégration et nous nous entendons avec les parents dont l'enfant a des besoins spéciaux pour contribuer à payer le temps d'appui pédagoqique offert à l'enfant par une personne ressource.
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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 - 8
JK - 12
35%
8%
$40
$8,000
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades JK - 12
Yes: grades JK - 8
No
Yes: grades JK - 8
No
Yes: grades JK - 8
Yes: grades JK - 12
Yes: grades JK - 8
Yes: grades 5 - 12
No
No
At Academie Providence we promote and provide the best academic opportunities so every student can learn, grow and succeed!
SJK is committed to enrolling students who value community, are well-rounded, naturally curious and are committed to personal growth in all facets of school life. Our goal is to ensure your child can be happy and successful during their educational journey at SJK. We want our students to find both their place and themselves here. The best way to get to know more about our vibrant learning community is to come for a personalized family tour. We invite you and your family to come and experience SJK.
1. Age of entrance
- Nursery 31 months: having reached the age of 31 months before September 1 of the year of
admission;
- Kindergarten 3 years old: having 3 years old before December 31 of the year of admission;
- Kindergarten 4 years: having 4 years old by December 31 of the year of admission;
- Preschool 5 years: having 5 years old before December 31 of the year of admission;
- Primary 1: having 6 years old before December 31 of the year of admission;
2. Pass the entrance exam given to students entering Primary school. This examination, that takes place towards the second half of March, is to test the knowledge of students in French, English and mathematics
3. For preschool and kindergarten, an interview with the child takes place before the registration in order to verify his/her understanding and expression in French.
4.Documents
Photocopy of the Birth Certificate.
Photocopy of the Health Insurance Card for Canadian student
Vaccination proof for foreign student.
Photocopy of the Report Card of the last two Academic years
Amount : 3320 cad non-refundable for foreign student.
Amount: 500 cad non-refundable covers the registration fee and the cost of the entrance exam if required.
SJK begins to accept applications on August 15 for the next academic year. We encourage families to apply early as we typically receive more applications than we have available places.
Please apply online.