12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
410 6 Ave, Rosthern, Saskatchewan, S0K 3R0, Canada
Indirect Support:
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
410 6 Ave, Rosthern, Saskatchewan, S0K 3R0, Canada
1993
1905
300
100
1 to 8
10 to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Traditional
Progressive
Varies
15 to 20
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated class; in-class adaptations
$18,500
$4,500 to $20,000
$15,000 to $32,750
No
Yes
0%
30%
None
10 to 12
$0
$2,500
38
33
0%
60%
75%
100%
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
10, 11, 12
10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 1 - 8
Yes: grades 10 - 12
No
No
information not available
information not available
The PACE program was developed with gifted students in mind, based in an understanding of what they share—overall ability—as well as what they don't, such as specific talents, interests, and curiosities. The term of art is differentiated programming, though it's a term that can easily lend itself to misunderstanding. It doesn't mean that different students proceed through the curricula at different rates or are each given separate tasks based on their individual abilities. Rather, within a differentiated program all students proceed at the same pace through the material, while instructors provide multiple entry points that address the needs of individual students within the class. The ideal student is one who has been identified as gifted, and who requires challenge in order to succeed in academic work.
View full reportRosthern Junior College began in 1905 with one teacher and eight students and a desire to fill a need within the Mennonite community. It’s grown in every way, though remains true to the initial goal of educating students through their interests and through their faith. One aspect of RJCs development that the founders perhaps couldn’t have foreseen in 1905 is the extension of the offering to international students, who now make up 15% of the student population, adding a unique perspective to the lived experience of the school. While half of the population of the school is Mennonite, the other half includes other denominations and non-denominational students, all drawn by the range of programs on offer, the personal focus, a dedication to service learning and character development. Classes are small, with lots of personal attention, which students rightly appreciate. Faculty make it a priority to take learning out of the classroom, and to build relationships with the community, something that has become a focus of the programming. Students are encouraged not only to excel academically, but also to apply their skills, abilities, and time to making a difference in the world.
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"he administration and teaching staff truly want all students to succeed to their highest potential."
Melanie Maresch - Parent (Mar 09, 2023)
Both of our kids love the culture and environment at PACE. They have many close friendships that hav...
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"It offers a challenging, yet well-balanced curriculum in every grade."
Yuliya M - Parent (Mar 13, 2023)
Our daughter's experience at the Academy for Gifted Children - P.A.C.E. has been rewarding. She has ...
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"The quality of teaching at PACE has always surpassed our expectations."
Raminder Juneja - Parent (Mar 22, 2023)
Both of our children have had wonderful experiences at PACE. The collaborative, supportive learning ...
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"RJC gave me the freedom, the tools, and the support to grow into the person I am today."
Crystal Lau - Alumnus (Sep 26, 2018)
My overall experience at RJC was life changing. I always say that RJC has been the best years of my ...
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"Upon graduation, I became part of a bigger community of alumni that shares the same experiences, fantastic memories, and gives us a foot in the door for opportunities later in life. "
Patrick Laughlin - Alumnus (Oct 02, 2018)
RJC gave me opportunities that no other school can offer. Not only did we learn in class, we learne...
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"One on one interaction with the teachers and staff allowed for a more personal connection"
Jordan Wiens - Alumnus (Oct 02, 2018)
My time at RJC was exceptional. Due to the small size of the school and the high ratio of teachers t...
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"P.A.C.E. provides a differentiated curriculum built on greater depth and breadth of instruction. Our primary goal is to identify and enhance the abilities of our students, while simultaneously addressing their social and emotional needs. P.A.C.E. is based on the premise that gifted children require high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. A fully balanced program, including Arts and Athletics, complements this specialized academic program."
"Founded in 1905, Rosthern Junior College (RJC) High School has a strong reputation for delivering well-rounded academic experiences to students for over 100 years. RJC offers Grades 10-12, and is accredited by the Saskatchewan Ministry of Education and a member of the Saskatchewan Association of Historical High Schools; holding a high standard of education. As a high school that teaches from the Christian perspective, RJC places value on faith, service, leadership, and community in the education of its students."
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"A distinctive of RJC from other boarding high schools is our focus on cross-curricular and interdisciplinary learning. Our goal is for students to learn more about themselves and the world around them through the courses they take. This is done through our grade-based initiatives (Grade 10 IMAGINE, Grade 11 THRIVE, Grade 12 EXPLORE). In these programs, RJC utilizes academic best-practices and community partners to offer unique, out-of-the-classroom learning experiences."
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"Families often choose RJC because of the tight-knit community and small class sizes. In this environment, students find belonging and grow in their confidence and ability. The strong relationships between students and staff often lead to academic and personal success of the students."
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"An underrated aspect of RJC's school community is our focus on student health and wellness. This is done through our student BELONG program, led by our dormitory deans. All RJC students have access to diverse academic, physical, and emotional supports during their time as a student. Included in this is an incredible meal plan, which offers healthy and diverse food options for students. If students require additional supports, they are welcome to connect with the VP of Student Life."
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"The level of participation in school activities is very high at RJC. In a typical year, approximately 80% of our students are involved in the athletics program, 91% are involved in the music and arts program, and 80% of RJC students join a school club. We believe when students are invested and involved in activities they are able to thrive in all aspects of learning."
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My journey at P.A.C.E. began in 1999 and in 2019 I was delighted to assume the role of Director/Principal. The most rewarding part of my job is interacting with the students. They are fun loving, witty and demonstrate an intellectual curiosity that is any educator's dream. The energy level in the building is very high, the questioning by the students is incessant, and there are a lot of laughs. The skills for succeeding at P.A.C.E., whether in the role of teacher or student, are the same: a love of learning, high motivation, an excellent work ethic and a sense of humour. I am so fortunate to be surrounded by excellent teachers and a strong administrative staff: Liana, the Assistant to the Director; our Vice Principals, Caroline Corbit and Joanne Abela; and our Administrative Assistant, Irina. Every September we look forward to yet another passionate and exciting year for all.
Welcome to RJC High School! We are a small school that makes a big difference. Our small class-sizes, supportive staff and student-centered programming allow our diverse student body to meet a variety of personal and academic goals, all within the safety of a supportive community. We have an excellent dormitory program, along with many opportunities in athletics and the arts. We pride ourselves in educating the whole person and in preparing leaders for a life of faith, service and peacemaking. We are excited about the impact our students make in the world, and the success that they achieve in their personal lives. If you are looking for a place that combines educational excellence with personal growth and making a difference, join us at RJC High School!
Sincerely,
Ryan Wood
Principal, RJC High School
Progressive
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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P.A.C.E. is a magnet school for students who have been identified as intellectually gifted by means of a psycho-educational assessment. The curriculum is differentiated through various methodologies and strategies i.e. compacting, identifying learning styles, creative problem solving, acceleration, inquiry-based learning, addressing the critical thinking skills, sophisticated field studies, greater depth and breadth of instruction, etc. in order to meet the special needs and characteristics of gifted kids. Our courses reflect high powered learning experiences for our gifted learners, including pre-AP courses offered in grade 8. To address the needs of the whole child, wonderful Fine Arts, Athletic, and Co-Instructional Programs complement our strong academic program. There is something truly special about being surrounded by people passionate about everything they do.
All academic programs at RJC meet curricular standards set by the Saskatchewan Ministry of Education. Grade 10 - IMAGINE: A peacebuilding program IMAGINE is a full year, multi-credit grade 10 global-citizenship program that emphasizes collaboration, hands-on learning and community building. Students will spend periods of time outside the classroom applying their classroom learning in practical settings. Grade 11 - THRIVE: A wellness program THRIVE is a full year, multi-credit grade grade 11 wellness program that will assist students to grow and develop as individuals and as contributing members of their communities. Particular focus is given to an understanding of personal, mental health, and well as the wellness of creation and the community. Grade 12 - EXPLORE: A leadership development program EXPLORE is a full year, multi-credit grade 12 leadership program, with a particular focus on exploring post-secondary opportunities. Throughout the year students will explore diverse models of leadership, explore their own strengths, gifts, and values, and apply their learning in spaces outside of the classroom.
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.
P.A.C.E. is a blend of old and new, allowing for the mastery of basic skills while creating exciting new initiatives in how to learn mathematics. It's not all about numerical operations but the understanding of mathematical concepts and the application of mathematics to real world experiences.
Each mathematics teacher has his or her own classroom dynamic and structure. Our methods are rooted in traditional learning and an understanding of fundamental math skills. Inquiry activities and problem-based lessons are integrated throughout the courses as is appropriate for students' needs and abilities.
A number of different textbooks are used at the high school level. But, most importantly, we create Resources Booklets for our students which allows us to draw from many different sources.
As a school we use the textbooks developed for the latest provincial math curriculum.
To foster the development of mental math students in grades 1-6 do not use calculators. Starting in grade 7 calculators are used for basic computational skills. Graphing calculators are taught and used in grades 8- 12, but only scientific calculators (without graphing capabilities) are used for evaluations.
Math teachers ask students to own a calculator suited to his or her course choice. We encourage students to use their calculator as an aide to their education.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
Children entering in to grade 1 are reading at various levels; from one or two sentences with pictures, to chapter books. Therefore, often there are 2 or 3 reading groups each with different reading assignments. Typically, by January, all of the children have reached a comparable level in their reading fluency but not necessarily in their reading comprehension. By the end of grade one all of the children are reading the same novels.
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Not applicable
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.
Not applicable
Our children love to write, and we begin to introduce analytical writing as well as creative writing in grade one; the sophistication of which increases as writing assignments are introduced into writing categories: poetry, short stories, essays, and dialogues/monologues.
Information not available
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.
A variety of methodologies work best with our students. It is very important for our students to be exposed to the expert, to work effectively with their peers, and to creatively design their own scientific experiments.
All of our science teachers have years of experience in their content areas and are accredited in 30 level subject matter. Our school is transitioning to more inquiry-based and authentic learning in all areas and our newly renovated labs, as well as off-campus experiences help to support this type of education.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Literature comes alive through multiple interpretations and rich performance tasks that include choral speaking, debates, trials, videos, music and drama.
In each of our ELA courses students encounter a variety of texts in both contemporary and "classic" styles, the study of which always emphasizes the development of critical thinking and communication skills. Off-campus and inquiry-based experiences are used to expand the students' framework for authentic learning.
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
Not applicable
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.
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Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information. It is through these theme based assignments that our younger students learn to hone their research skills - both through written report and oral presentation.
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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.
Through our life skills course, civics, history, law, philosophy and classical civilization students develop their critical thinking skills through discussion, debate and analytical essay writing. Students enjoy discussing BIG IDEAS while respecting the opinions of their peers in a safe and open learning environment. Application to real life experiences remains an important aspect of any social science or humanities course.
Given RJC’s emphasis on faith, service, and peacemaking, courses in the humanities and social sciences emphasize contemporary experiences and real-world problems. With a firm grounding in the way the past continues to shape the present, students are engaged with relevant questions about the condition of communities at home and around the world. The use of projects and tasks as primary assessment tools reflect our underlying goals of critical thinking and real-life skills.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The acquisition of French as a second language includes the concrete sequential mode of learning as well as interactive group work. Our French Language program addresses the four components: Listening Comprehension, Reading Comprehension, Written and Oral Expression. Students study French cultural and language heritage as well as the constructs of formal grammar.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Students engage in making art come alive using a collaborative approach to learning. Taking risks, emoting and developing the aesthetic sensibilities create the ultimate performance in both drama and music.
Fine arts allow students to tap into their own creativity, develop strong communication skills and connect cross-curricular ideas in new ways. In many of the fine arts offered at RJC, students must learn to work together and for each other, requiring trust and reliance upon other students (ex. Putting together a play requires communicating ideas, teamwork to build sets, choral singing necessitates interdependence to create a fully-formed musical idea). Fine arts allow for a physical expression of mental, emotion and spiritual themes and ideas and so students should be allowed to access these internal feelings and to express them in ways that they may not feel able in other, “traditional” classrooms. This promotes self-agency, requires self-motivation and fosters co-operation. In this way, fine arts do not only improve skills within themselves, but impart students with the skills and tools to thrive in all areas of life.
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.
All students use personally owned devices to enhance learning experiences and opportunities in various disciplines throughout the regular school day. Robotics plays a very large role in our technology program and the instruction of coding begins in grade four.
In Communication Media Class, the students are taught to use the computer as a creative tool in digital picture creation/manipulation, movie making, and audio engineering. Students use all three elements to produce digital media creations in class.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The development of a healthy mind and body is critical to success.
RJC’s physical education program seeks to combine skill development with engagement and participation in physical activity. Our goals include promoting attitudes which will lead to lifelong physical activity, engaging students in volunteer activities, and fostering safe conduct in physical activities. We are less focused on competition, and more focused on community and team building. The grade 11 class participates in outdoor education, which usually takes the form of either a hiking trip or a canoe trip.
Not applicable
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.
Not applicable
Information not available
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
Supportive
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 “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.
With a smaller size class, students are able to have more one-on-one opportunities with the teachers, and a tigher relationship with their classmates. The teachers get to know each student really well, both academically and personally, creating a stronger learning community.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Addressing the needs of gifted children through a well balanced education that attends to the cognitive as well as social emotional needs of the children allows for us to groom good people who will be productive citizens in society.
To be living and learning in this community, students will have the opportunity to be independent of their parents, and learn to live with other people. Through arts and sports, students are able to improve socially outside of the classroom, and gain support from the community.
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
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We strive to work with students where they are at and modify our program to meet specific student needs. Building a relationship with the student is key to our success.
P.A.C.E. is able to provide limited accommodations for students with learning disabilities i.e. extra time on tests and exams.
Information not available
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
10 - 12
0%
30%
$0
$2,500
75%
100%
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
10, 11, 12
10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 1 - 8
Yes: grades 10 - 12
No
No
No
No
No
No
No
No
No
No
The first critierion for P.A.C.E. is that the student is identified as intellectual gifted. We are looking for bright individuals who are passionate about learning and are productive citizens within the school.
RJC is a Christian day and boarding high school offering Grades 10-12. It is based on a Christian foundation and provides a sound academic and dormitory program. The school offers the Saskatchewan approved and inspected high school curriculum, and is staffed by highly qualified instructors. We are looking for students are interested in living in community, and can make positive contributions to our music, athletics and student life program. Many students and parents often identify this as being a significant factor in improving grades.
All students are required to have a psycho-educational assessment (WISC V). If the student scores in the 95th percentile or higher in verbal reasoning and visual perception, on paper, that child would qualify for P.A.C.E. The next step would be to have a meeting with the family and for the student to visit for the day. Feedback regarding the child's visit is provided.
Apply Today!
You will be contacted shortly once your form is received.
