80 chemin Moulton Hill, Sherbrooke, Quebec, J1M 1Z8, Canada
998 Frances Street, Ottawa, Ontario, K1K 3L5, Canada
Indirect Support:
80 chemin Moulton Hill, Sherbrooke, Quebec, J1M 1Z8, Canada
998 Frances Street, Ottawa, Ontario, K1K 3L5, Canada
1836
2002
270
200
7 to 12
Nursery/Toddler to 8
Coed
Coed
Boarding, Day
Day
English, French
French, English
Academic
Academic
Traditional, International Baccalaureate
Progressive
12 to 15
8 to 20
Learning, Developmental
Learning, Developmental
Dedicated gifted school
Dedicated gifted school
$30,000 to $51,000
$10,670 to $12,320
$63,750 to $75,710
Yes
Yes
40%
35%
7 to 12
1 to 8
$23,800
$40
45
15
81%
0%
0%
100%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades JK - 8
No
Yes: grades JK - 8
No
No
information not available
information not available
Bishop’s College School (BCS) was founded in 1836, becoming an all-gender school in 1972 through an amalgamation with King's Hall, Compton. That long history is apparent in the traditions that remain at the school, including chapel (now non-denominational) three times a week, the social organization of the school into houses, and a thriving and varied co-curricular offering. BCS has a strong culture of leadership, and students are encouraged to get out of their comfort zone and take on leadership roles in their house, within activities and committees, and through cadets. Athletics are an integral part of daily life at BCS: every student participates in an individual or team sport five days a week (and they also participate in three different sports a year). BCS has been a member of Round Square since 1986, something which provides a foundation for the diversity of the student population, one that includes students from over 40 countries despite an annual enrolment of around 270 students.
View full report
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 reportinformation not available
"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...
View full review
"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...
View full review
"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...
View full review
"Established in 1836 in Lennoxville, Quebec, Bishop’s College School (BCS) offers the International Baccalaureate Diploma Programme and course certificates along with Canadian curricula. Bordered by farmland and rolling hills on one side and the city of Sherbrooke on the other, BCS is a small, welcoming community with students from over 40 different countries. A well-rounded education of academics, athletics, arts, leadership development, and global citizenship prepares BCS students to become tomorrow’s leaders."
"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."
"No two students are alike and as such your BCS experience is unlike anyone else’s. Much like a ‘choose your own adventure’ book, your time at BCS is tailored to you, shaped by the classes you take, the sports and clubs you participate in, and the countless leadership and service opportunities you take advantage of. Our students graduate from BCS as caring, open-minded, confident, and engaged global citizens equipped to take on the world and excel in their pursuits."
"- 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 ."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"BCS is situated in the ideal location—it's the perfect balance of safe, small-town convenience and big city accessibility. With an average class size of 15 students, our students develop close relationships with their teachers who also serve as their coaches, advisors, and are part of the boarding houses. Students are further supported by a full-time school counsellor, nurse, physiotherapist, and strength & conditioning coach, as well as academic support in our R.D.W. Howson Enrichment Centre."
"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."
Information not available
Information not available
"Location matters and our 250-acre campus in bilingual Quebec is perfectly situated at a short walk from the cozy borough of Lennoxville and a quick drive from bustling downtown Sherbrooke. Our region is called the Eastern Townships and we are lucky to be surrounded by beautiful hills, lakes, trails, and farmland. Our students enjoy skiing and snowshoeing in the winter and hiking and watersports in the spring. The Moulton Hill landscape is one of the things our alumni tell us they miss most!"
"En général, les familles ne choisissent pas une école privée qui ne diffère pas des écoles publiques sur le plan programme et environnement culturel."
"Our elite hockey program comprised of a Varsity Team and a Prep Team is considered a ‘hidden gem’ in the hockey world. Three alumni of our hockey program have been drafted to the NHL in the past four years. Noah Dobson, BCS’18, Dawson Mercer, BCS’19, and Evan Nause, BCS’21, were all selected in recent NHL drafts. This year our Varsity team took home the MPHL championship and our Prep Team claimed the NISIC championship.
Discover our elite program that is taking players to the next level!"
"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."
Information not available
Information not available
Information not available
Information not available
As we gear up for the 2023-24 school year, I share in your family’s excitement and anticipation of embarking upon your BCS journey. You now belong to a globally diverse group of engaged and motivated students preparing to impact the world. You will be challenged with programs designed to inspire, motivate, and grow each student’s mind, body, heart, and soul, in a place where young individuals can be themselves, develop respect for others, and explore the true meaning of leadership, character, generosity, and integrity. We are preparing you for a life of continuous curiosity and instilling in you the values to become compassionate and purposeful global citizens. Your experience, and that of your family’s, will be characterized by the relationships between caring and supportive faculty and staff and highly motivated and engaged students. One truth that I have learned in my 29 years in education is that life is defined by the meaningful relationships that we build, nurture, and value. Everyone at BCS embraces our inclusive community, celebrates our diversity, shares a commitment to care for each other, and understands the meaning of the work that we strive to accomplish. I believe that young people rise to the expectations that are set for them and that they can all reach their unique potential if they are provided with the appropriate support and encouragement. At BCS, those supports are in place for you from the first day you arrive on campus. Your houseparent is eager to welcome you with open arms, your teachers and coaches can’t wait to have you join their groups, and the best friends you will inevitably make are as excited as you are to form lifelong bonds. Your life-enriching adventure is only just beginning! I look forward to welcoming you to Bishop’s College School and witnessing first-hand the special qualities you will bring to our community. I am excited for you to experience, for yourself, the magic that is BCS.
Kind regards,
Michel Lafrance
32nd Head of School
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.
Progressive
Information not available
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
The very essence of BCS is the strength of our rigorous academic program that empowers students to think independently, critically, and creatively. Our approach to teaching and learning is strongly influenced by our school mission and values. These drive the implementation of our programs as well as the continuous review of our curriculum so that it prepares students for an ever-changing world. Our students live academic and extra-curricular experiences on and off campus that help them grow into caring, principled leaders. At BCS, students study in a vibrant multicultural, collaborative environment. With a small average class size, students receive ample individualized attention and support through a coherent curriculum that balances the development of competencies, concepts, and approaches to learning. Students develop a love of learning and academic confidence to succeed in the different roles they will play in our global society. We tailor our holistic approach to meet each student’s needs, interests or passions so that they reach their full potential while maintaining the highest academic standards of our Middle and Senior schools’ rigorous programs.
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.
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.
We offer a regular math program and an advanced course for students who excel in the subject. We follow the Quebec Ministry of Education from grades 7 to 11. This has a standard integrative math program. In grade 12, we adopt the IB DP curriculum with students having the choice to take Math SL, Math HL, or Math Studies.
- 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.
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
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.
Whole Language
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.
Information not available
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.
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.
• 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
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.
We offer a regular science program and advanced courses for students who excel in the subject. We follow the Quebec Ministry of Education from grades 7 to 11. This has a standard integrative science program. In grade 12, we adopt the IB DP curriculum and the New Brunswick with students having the choice to take Biology, Chemistry, Physics, Environmental Systems and Societies, or Computer Science.
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
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.
Information not available
- 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 ».
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.
Information not available
- 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
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.
Information not available
- 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.
Audio-Lingual
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
Information not available
- 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
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.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
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.
Web design
Robotics
Computer science
Information not available
- 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.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
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.
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.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Not applicable
Not applicable
BCS is dedicated to helping students become well-round global citizens. Through rigorous academics, daily athletics, social activities, leadership and team-building, students experience a truly international and balanced approach to learning and life. Our core values (Lead, Grow, Engage, Experience, Explore) shape the students' personal and academic journeys. We learn together in a diverse and inclusive community, where each individual contributes to the BCS family.
- 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.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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.
| ||||
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
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
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.
To best accommodate all students at BCS, we have multiple supports available to provide the tools necessary for success. The R.D.W. Howson Enrichment Centre has promoted this mission for over a decade and is central to the culture of excellence at BCS. A students' level of need and support is assessed on an individual level. Please contact the school directly to see if we have the tools to accommodate your child's needs.
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.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
7 - 12
1 - 8
40%
35%
$23,800
$40
0%
100%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades JK - 8
No
Yes: grades JK - 8
No
Yes: grades JK - 8
No
No
No: grades 7 - 12
Yes: grades JK - 8
No
Yes: grades JK - 8
No
No
We are looking for well-balanced students.
At Academie Providence we promote and provide the best academic opportunities so every student can learn, grow and succeed!
BCS works on 'rolling admissions,' meaning we will accept applications year-round. We do, however, recommend that students apply by February 1 for enrolment the following September.
Tour our Campus
As part of the admissions process, we are excited to help schedule a student-led tour of our campus for you and your family. This is the best way for you to see the school in action and get a sense of what BCS is all about. Individual tours may be done virtually or in-person at BCS and tours are organized on weekdays at 9:00 AM, 10:00 AM, 1:00 PM, or 2:00 PM EST.
Necessary Documents
Schedule an Interview
All prospective students must complete an interview with a member of the Admissions Team. Interviews usually takes 30 minutes and can be done in-person or by Zoom on weekdays between 8:30 AM and 4:00 PM EST.
Complete Math & English Worksheets
All applicants complete a BCS Math worksheet.
All applicants whose first language is English complete the BCS English worksheet.
All applicants whose first language is not English complete the BCS English as a Second Language worksheet.
The Math and English Worksheets can take up to two hours to complete. They can be completed on campus or under the supervision of a teacher or office worker affiliated with your current school. If you choose to have the worksheets done remotely, please provide the Admissions Team with the contact information of the person who has agreed to supervise these subject reviews.
Results from the SSAT or TOEFL Junior completed within the current year may be submitted in lieu of these worksheets. Additional testing may be required in some cases.
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.
