12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
3448 chemin Richmond Road, Ottawa, Ontario, K2H 8H7, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
3448 chemin Richmond Road, Ottawa, Ontario, K2H 8H7, Canada
5,712.1 km
5,532.5 km
1977
1998
704
65
JK to 12
JK to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Traditional
Progressive, International Baccalaureate
18 to 25
8 to 12
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$11,780
$23,285 to $26,920
No
Yes
0%
2%
None
1 to 12
$0
$6,500
47
4
0%
0%
80%
85%
information not available
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
information not available
information not available
BCS was founded in 1977 by the Kennedy Road Tabernacle and was initially known as KRT Christian School. It’s grown since, and the name was changed to reflect the school’s non-denominational perspective, though the school is now, just as it has always been, a part of the KRT ministry. Bob Boshart became principal in 1982 and over the next 26 years he consistently lead the development of the programs, accreditation, and the expansion into the upper grades. That said, the development has been very much guided by the school community, and the involvement of the families who have enrolled past and present is a great source of strength for the school. A fairly recent and substantial capital campaign has brought the school to where it is today, with a renewed infrastructure and a full complement of up-to-date instructional resources. Families are drawn to the reputation that the school has gained over its life, as well as a program based in the values of the Christian faith.
View full reportIt’s a big world out there, and for the students who enroll here, AcadeCap is a window onto all of it. The attention to global education is underscored by the adoption of the IB PYP program, and things continue from there. Collaborative learning, among peers as well as intergenerational, is an important aspect of the delivery of the curriculum, as is the provision of authentic learning experiences. There is, of course, a vast array of resources available within the capital region, and AcadeCap rightly makes the most of them. Class sizes are small, and instructional support is personal and individualized. The school casts a very wide net and models an approach to learning based on curiosity, empathy, and active engagement. The ideal student is one able to thrive in a diverse, challenging, vibrant and social learning environment.
View full reportinformation not available
"The teacher was able to acknowledge his individual needs while exposing him to new experiences with a variety of new activities."
Chandra Iyer - Parent (Jun 22, 2020)
Our son joined the school in Junior Kindergarten. It was our son's home away from home. The Kinderga... View full review
"They take a holistic approach to teaching, recognizing that every student has unique strengths and challenges."
Michel Anderson - Parent (Jun 11, 2025)
My son joined this school after a traumatic experience with the administration at another private sc... View full review
"When kids are having fun and feel encouraged, they naturally learn, and AcadeCap truly makes that happen."
Yujie Zhang - Parent (Jun 23, 2025)
Our daughter started JK at AcadeCap in 2024, and it’s been a truly positive experience for her and... View full review
"Kids learn best in a setting that is caring and structured. Our teachers are certified, innovative, and passionate about their students and learning. Our academic program is accountable and effective, refined over the past 40+ years and delivered in a Christ-centered environment. Our facilities are modern, well-designed, and inspiring, rising from the fields on 65 acres at the end of Hwy #410 on the edge of Caledon."
"We offer a rigorous, tailored bilingual and/or English education from JK to Grade 12. IB PYP students engage in concept-driven inquiry-based learning in STEAM, Visual and Performing Arts, The Humanities, International Languages and PSPE. The PSSP and OSSD pursue in-depth understanding of content, teaching students to work hard and make practical connections between subjects and the real world, preparing them for post-secondary education. Our 21st Century Learning Curriculum© is implemented from Gr. 7 to 12."
"Our Christian faith inspires and underlies our commitment to excellence.
We plan, teach, assess, communicate, and reflect with excellence because we are motivated to represent Christ well to our students.
Our teachers are our greatest strength; engaged, life-long learners themselves, they are positive, encouraging, and love their vocation! They collaborate excitedly with one another, dialogue incessantly about learning, and model collegial and inspiring relationship for our students."
"Differentiation
Respecting a student’s potential by way of built-in differentiation maximizes each student’s learning and academic achievement. From the get-go, AcadeCap educators recognize that no two students are the same nor do they learn the same. Three key factors support AcadeCap’s approach to differentiation: low teacher-student ratios, educators with deep subject expertise, and a strong understanding of each student’s learning profile.
Math +
Math follows a progressive "concept-before-code" approach, transitioning from visual and tactile methods in the IB PYP to context-based learning in Grade 7 and 8, and application-driven problem-solving at the secondary school level. Deep conceptual understanding prepares students, not just for academic success, but also for future professional opportunities requiring logical reasoning and analytical thinking.
Small School
Interacting and learning across-the-ages in a small school environment teaches empathy, respect, and collaboration."
Information not available
"As a strategic trade-off, AcadeCap intentionally maintains a small school population—capped at 70 students—to deliver highly personalized, differentiated learning in low teacher-to-student ratio classrooms. Unlocking student potential through individual strengths and exceptionalities is very much achievable in our environment.
Our small size fosters a close-knit, multi-level learning community where every student is known and matters. By prioritizing depth of conceptual connection over scale of knowledge, AcadeCap cultivates an environment where students of different ages and potential learn how to learn, develop agency and problem-solve individually and collaboratively as part of a dynamic educational experience.
This strategy allows us to know each learner well, support their individual growth, and uphold a high standard of academic rigour and achievement for all."
Information not available
Information not available
Information not available
"Students who thrive at AcadeCap are curious, engaged, and open to challenge. They seek learning not just for achievement, but for understanding and purpose. They take initiative, solve problems collaboratively, ask questions, make connections, and think critically. They are motivated by purpose and gain confidence through meaningful action—whether in academics, community service, or global engagement.
Families who find the most value in our school see education as more than a means to an end. They support risk-taking, independence, and collaboration in a supportive, communicative environment. They value diversity, global perspectives, and character growth alongside academic success.
AcadeCap is best suited for students and families excited by a student-centered journey that builds resilience, agency, and purpose in an ever-changing world."
Information not available
"AcadeCap is not suited for families seeking a large school setting with big class sizes, believing this fosters social and collaborative skills. Our model emphasizes personalized attention and community, where students develop skills in individual sports like Martial Arts, Track and Field, Cross-country, and Skiing. A physical activity they can embrace for a lifetime. While we offer intramural sports like Lacrosse, Soccer, and Flag Football, our focus is on fostering connections across different age groups, not large school teams.
Our students are expected to engage deeply in academics, including research projects, timely assignments, and experiential learning activities. They participate in math contests, science fairs, and other academic competitions. Students focused mainly on socializing may find it challenging to adapt to our rigorous, purposeful learning rhythm.
To thrive, students must value hard work, agency as well as interaction and collaboration across-the-ages."
"Families share that they choose our school for:
- a caring, Christian, environment;
- a high academic standard and track-record of success at the post-secondary level;
- a structured, safe, and encouraging atmosphere;
- an administration that is engaged and active in resolving discipline issues promptly and effectively;
- teachers that are committed to their child’s flourishing beyond just academics."
"Families choose AcadeCap for the convenience, and cost and time-effectiveness of a one-stop, continuous, purposeful education—from bilingual IB PYP through to the OSSD with FSL. This seamless journey allows students to grow in a consistent, supportive environment. Parents value our blend of academic excellence and personal development: the 3-Tier 21st Century Learning Curriculum©, SMILE dyslexia support, enriched science and math, and differentiated instruction. With Phys-ed including Jiu-Jitsu, vibrant arts, third-language learning, hot meals by a Cordon Bleu chef, before/after care, clubs, and iSTEAM and coding camps—all under one roof—families avoid the cost and stress of piecing together extras elsewhere. They appreciate our small-school feel, global outlook, and expert educators. At AcadeCap, learning is purposeful, rigourous, and continuous."
Information not available
"Our students have a voice when it comes to describing Acadecap's most prominent feature .
We are known for adapting for each student in order to figure out what helps them best. Instead of assuming everyone works the same way, students are able to, and encouraged to, explore and find what learning method works best for them. This way, teachers and students are on the same page in their learning journey.
Here at AcadeCap, we are known for our ability to help and adapt to all of our students' learning difficulties and strong suits. Whether it be dyslexia, ADHD, giftedness, or anything else, we can always adapt to the students to give them the best learning opportunities. With our small classes, we put much more focus on each individual student, giving them a tailored experience. In addition to the learning opportunities offered by the teachers, we also have many learning opportunities from fellow students, with students from all sorts of backgrounds, being an international school."
"The fact that our teaching staff all share a fairly unified Christian worldview is sometimes undervalued, though it provides the foundation of our communal teaching practice. This worldview emphasizes the student as a thoroughly-loved child or God, capable of growth and change and development, and rich with God-given potential. This is the common lens through which each of our teachers see each student, and a truth to which they are held accountable in their decision-making."
"AcadeCap’s learning-to-learn approach translates into academic achievement, resilience, agency, and an arsenal of problem-solving strategies when presented with challenges in learning, at work and in life. Contrary to popular belief, large social environments such as large schools do not develop social skills. We capitalize on small groups and across-the-ages interactions to actively engage social and collaborative skills.
AcadeCap students are confident in interacting, communicating, and collaborating with people of all ages, not only their peers."
"Families will be pleased to discover the value of having a cross-divisional school that goes from JK all the way up to Grade 12. Although separated into different wings of the school, students in various divisions will share the same frame of reference and there is a sense of security in that. Curricular and extra-curricular cross-divisional activities create a wonderful familial rapport among students, staff, parents, and even grandparents."
"Parents are often impressed by the effectiveness of across-the-ages learning in our mixed-space setting, which combines open-concept areas with focused learning rooms. These flexible spaces, along with small class sizes, support differentiated learning. Students benefit socially and academically through approachable, small-group settings that foster collaboration, skill-building, and lasting friendships.
Our inquiry-based approach promotes strong questioning skills, encouraging students to take intellectual risks in an environment where curiosity and diverse perspectives are valued. Communication, presentation, and interpersonal abilities develop naturally through performances, debates, science fairs, and events like CAPMUN, building public speaking confidence.
Our secondary students have the same post-secondary opportunities as those in larger schools. They earn the OSSD, gain admission to programmes of choice in top universities or colleges, and obtain scholarships."
Information not available
"The most important change AcadeCap has made in the fall of 2024 was to move to a new building. Our new home is a NCC 1870 heritage building with an addition built in the early 2000s. The top floor of the addition has been fully opened up to create for the PYP an open space learning environment with natural light and looking onto woodland and greenery; the older section has various size rooms to accommodate various sizes of groups of older students, plus teacher workspaces. From Kindergarten to Grade 12, the students have their homerooms and specialist spaces. They have spaces dedicated to music, art, science, sports, and martial arts. AcadeCap is now surrounded by a large treed green fenced yard, has access to walking and biking nature trails and a large sports field.
Everywhere in AcadeCap’s new home, you will find our students engaged and learning.
Accompanying this huge pivotal move was a revamp of our website, admissions protocols and our physical and outdoor education cursus."
Information not available
"In the next five years, AcadeCap will enhance its learning-to-learn approach with purposeful actions. With our new campus surrounded by treed green space, we plan to build a yurt, an outdoor theatre, and engage in a solar panel project, supported by a building fund. We’ll develop a nature pedagogy curriculum and streamline our proprietary 21st Century Learning Curriculum ©.
As professional development is key: in June 2025, staff will train in the IB PYP, Marzano Instructional Strategies and DELF scoring and correcting. As Canada’s first and only LabelFrancÉducation school, we’ll expand our FSL resources and training. We’ll also stay current with research from the International Dyslexia Association to better support diverse learners. Our PYP coordinator and team will revamp the Programme of Inquiry, implement the revised IB PYP curriculum, and further refine our in-house planning tool.
These plans will strengthen the differentiated, future-ready education we provide to students."
For those who don’t know him already, here are some things you should know about our Principal, Andy Cabral.
Firstly, you should know he’s got all that ‘academic’ stuff you’d expect! He completed his first degree and teacher-training program at McGill University (Montreal). His Master’s Degree from Middlebury College (USA) also included graduate courses taken on site at Lincoln College, Oxford University (UK). He is a member of the Ontario College of Teachers and did his Principal’s Qualification Program at York University (Toronto).
Secondly, he’s got experience! He’s been teaching since 1996 and has experience in public and private schools, both near and as far away as Seoul, South Korea! He’s been a teacher at BCS since 2001 and led the High School division as the Vice-Principal prior to becoming our Principal.
Thirdly, he’s thoroughly invested in BCS! With his wife Annette, a long-time teacher in the Junior High, and 4 kids enrolled at BCS this year from SK up to grade 10, Mr. Cabral is a major stakeholder in this place!
Finally, you should know he has a heart for God and for helping kids of all ages develop a relationship with Him through Christ. His favourite verse is Matthew 5:16— “Let your light so shine before others, that they may see your good works and glorify the Father in heaven.”
Make sure to take the chance to introduce yourself, any time you see him around the school. You may find him in the office, coaching a sports team, leading a Mission trip, directing traffic, or simply chatting with our students!
A Message from the Founding Director
Lucie Lalonde
Welcome to Académie de la Capitale (AcadeCap), where purposeful learning meets compassionate inquiry.
At AcadeCap, our mission is to provide an environment that drives learners of all ages to ask questions, think critically, solve complex problems collaboratively, and act. Academic success is achieved through dynamic learning, differentiated teaching, and meaningful assessment.
We are a bilingual International Baccalaureate (IB) World School, authorized to offer the Primary Years Programme (PYP) from Early Years through Grade 6. Our curriculum integrates Ontario Ministry of Education standards with a transdisciplinary approach, ensuring that students make connections across subjects and apply their learning to real-world contexts. In Grades 7 and 8, our Pre-Secondary School Programme (PSSP) continues this inquiry-based learning, preparing students for the Ontario Secondary School Diploma (OSSD) in high school. Throughout all stages, our proprietary 21st Century Learning Curriculum© fosters critical thinking, global awareness, and personal agency.
Our new campus at 3448 Richmond Road, surrounded by green spaces and nature trails, complements our holistic approach to education. It provides a stimulating environment where students can engage in purposeful learning experiences that nurture their intellectual curiosity and emotional intelligence.
At AcadeCap, we believe that education is not just about academic achievement but also about developing the curiosity to question, the rigour to excel, and the courage to act. We invite you to explore our community and discover how we can support your child's journey toward becoming a thoughtful, compassionate, and globally-minded individual.
Progressive
International Baccalaureate
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.
In our Elementary Division, our teachers use an effective balance between traditional, pre-structured, learning activities and an inquiry-based approach. Our integration of technology is purposeful and effective, not token. We supplement the Ontario curriculum with additional material. The entire curriculum is taught through the lense of a Christian Worldview: that the laws of the finite universe and world in which they live are governed by a God who loves each student infinitely. Our Ministry-inspected Secondary program is built on Advanced (9 & 10) and University-stream (11 & 12) courses with special emphasis on lab-work in our science program.
Every AcadeCap student benefits from the philosophy, the approach, and the curricula of the Ontario Ministry of Education and the International Baccalaureate. Our younger students, from JK to grade 6, follow the IB Primary Years Programme (IB PYP), with classes taught 65% in French and 30% in English & 5% languages. Our grades 7 & 8 follow our own Pre-Secondary School Programme (PSSP) approach, with classes taught 50% in French and 50% in English or 100% in English. In grades 9 to 12, our students continue on with the OSSD curriculum (with bilingual certificate), taking full advantage of the higher-order thinking skills and rigorous preparation gleaned from completing the PSSP. At AcadeCap, we are a community of learners, encouraging the mingling of different age groups, especially when it comes to daily subjects and intra-curricular activities like Math, STEM (iSTEAM), Coding, Jiu-Jitsu, Violin, Vibrant Arts and Skiing, where ability and age do not necessarily follow in lock-step. The result is a collaborative atmosphere that one might be hard-pressed to witness in other schools.
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.
Mathematics at AcadeCap can be broadly divided into three approaches. In the International Baccalaureate Primary Years Programme (IB PYP), mathematics is taught using a concept-based, often visual and tactile, approach. In the intermediate years programme or Pre-Secondary School Programme (PSSP), mathematics is taught using a context-based, often narrative-based approach. Finally, in secondary school, mathematics is taught in an application-based, problem-solving approach. In practice, what we describe here as three approaches are really one system that progressively moves from one focus to the others, one continuum approach.
Défi Mathématique: 1 to 6 Singapore Math: Dimensions JK to 6 Oxford MYP Math: A concept-based approach: 7 to 12 Open Stax Mathematics: 7 to 12
Non-programmable calculator still required: 7 to 12 Calculator use introduced progressively from Grade 4 onward in Défi Mathématique
Balanced Literacy
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.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
Young children develop early literacy skills in a rich, bilingual environment. Each classroom has its own library with hundreds of French, English, and some Spanish books, also with access to a larger school library with over 4,000 resources. Literacy development begins with fostering a love for books and an awareness of print in one’s surroundings. Young children learn how to handle books and follow text, recognizing that different symbols represent distinct sounds and letter names. Phonological awareness is built through playful engagement using songs, rhymes, and tongue twisters. Recognizing letters and symbols in everyday settings is emphasized. A vocabulary-rich environment—where children are regularly read to and engaged in conversation—actually supports language development, reading, writing and listening skills. To build narrative skills, they describe events, tell stories, understand sequencing, and make predictions. This foundation ensures children gain the basics needed to learn how to read and to write.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
PM benchmark in English and GB+ in French are the preferred tools to assess reading progress in children.
Equal balance
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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.
Information not available
Information not available
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
What truly sets AcadeCap apart is our meaningful integration of iSTEAM—innovation, Science, Technology, Engineering, Arts, and Mathematics—across all grade levels, from primary through secondary. This is supported by a dedicated iSTEAM lab, thoughtfully located near our media and art rooms, where students explore ideas across disciplines in innovative and engaging ways. The result is a dynamic learning environment where curiosity thrives and connections across subjects feel purposeful and real. Students participate in a wide variety of hands-on projects that bring iSTEAM to life. Each year, we partner with organizations such as Let’s Talk Science and engage in initiatives like Hour of Code and Computer Science Education Week. Our learners also take part in workshops led by experts from Scientists in School, Maker Junior, Carleton University, and the University of Ottawa’s Maker Mobile. These experiences empower students to explore, experiment, take risks, and grow as confident, creative thinkers.
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
Zoology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Information not available
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
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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
Information not available
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
Information not available
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our French program in Grades 6-8 follows the AIM (Accelerate, Integrate, Motivate) program with AIM certified teachers.
At AcadeCap, we believe strong communication skills are built through learning in two or more languages. Multilingual exposure helps students express themselves clearly and understand others across cultures. Students in Grade 1 and up have the opportunity to study a third language, primarily Spanish as well as Mandarin, Cantonese, German, Polish, or Arabic, contingent on demand and teacher availability. Additionally, the AcadeCap team and the student community are from diverse backgrounds and the diversity of languages is celebrated at AcadeCap to further enrich language learning.
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.
Information not available
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Our program attempts to integrate technology where it is efficient and effective. We have computers, data projectors, document cameras, tablets, chrome books, and several devoted computer labs, but we seek to inculcate a sense of discernment in our students, teaching them to evaluate a technology before embracing it just for technology's sake.
Our goal is for every student to begin—and for secondary students to complete—a meaningful journey in computer science. This journey goes beyond basic IT to include algorithmic problem solving, programming, and a deep understanding of how computers work. At the PYP level, computer science is integrated into the iSTEAM curriculum and Units of Inquiry, supported by specialist-taught periods. Young learners begin coding with tools like ScratchJr, Bloxels, and Dash Bots, engaging in hands-on, creative exploration of core programming concepts. As students progress, they explore languages like Python and gain experience with flow control, loops, variables, and logical expressions. Projects are often interdisciplinary and inquiry-driven. Older students go further, learning about the boot process, operating systems, terminal commands, and setting up a Linux environment. They also study binary code and how computers interpret, compile, and execute programs—building the foundation for intermediate and advanced coding skills.
Web design
Robotics
Computer science
Information not available
At AcadeCap, physical education and well-being are woven throughout the student experience, from the IB PYP through OSSD. Our PSPE and PHE programs foster healthy, active lifestyles and social-emotional development. Students engage in movement-rich activities—indoors and outdoors—developing physical literacy, resilience, and cooperation. Through fitness, sports, yoga-inspired training, and Jiu-Jitsu, learners build strength, confidence, and discipline. Nutrition education and outdoor excursions support lifelong wellness. In our forested green-space, unstructured play encourages creativity, collaboration, and environmental stewardship. Our Jiu-Jitsu program, rooted in respect and self-control, empowers students to manage conflict, understand boundaries, and grow as confident, caring individuals. Together, these experiences nurture balanced, capable learners—ready for life.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
BCS 's full-day Junior and Senior Kindergarten programs have been developed over the 43 years we've been running them! Our academic-based program focuses on math and reading development. Our program benefits from both ECE and OCT certified teachers and small teacher-student ratios.
The JK and SK students benefit from the IB Primary Years Programme (PYP) curriculum framework that enables 3 to 5 year old children to develop their full potential using guided inquiry and play as the best tools for exploring and studying mathematics, science and technology, languages, social studies, the arts, and personal, social, and physical education. We offer a 10-month or 10-month with summer camps inquiry-based programme for students.
Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum 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).
Information not available
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”.
Acadecap International School (Académie de la Capitale) provides a rigorous bilingual or English education from JK to Gr. 12. IB PYP students engage in concept-driven inquiry-based learning in i STEAM, Visual and Performing Arts, Humanities, International Languages and Personal, Social and Physical Education. The PSSP (7-8) and the OSSD (9-12) pursue in-depth understanding of content, teach students to work hard and make practical connections between subjects and the real world, preparing them for post-secondary education.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
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."
The Acadecap student is unlike any other. He or she not only develops the ability to think and to question critically, ethically, and divergently, but also the ability to create design and build. It is our aim to develop academically successful students, who also have the gumption to take risks, to innovate, and to tackle the unknown.
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
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Acadecap International School offers support on a case-by-case basis upon meeting with parents and assessing the child's needs.
At Acadecap International School, differentiation is acknowledged as a sound teaching practice applicable to all students. Our small classes and open-concept space allow for a great deal of flexibility, opportunity and time to differentiate, giving every student the varying levels of support needed. Tutoring and one-on-one instruction can also be provided, such as Orton-Gillingham-based multisensory teaching. Specialists are also called in to provide additional support, if required. Before admission, all potential students are required to spend a visit day with a class, where he or she will be evaluated.
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
1 - 12
0%
2%
$0
$6,500
80%
85%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades 3 - 9
Yes: grades 4 - 12
No
No
No
No
At AcadeCap, students who thrive are curious, engaged, and open to challenge. They seek learning not just for achievement, but for understanding. They take initiative, solve complex problems collaboratively, and are motivated by purpose. They ask questions, make connections, think critically, and gain confidence by taking meaningful action—whether through academics, community service, or global engagement. AcadeCap is best suited for students and families excited by a student-centered journey. This is why, in addition to all the admission requirements, the day students spend at AcadeCap helps the students and parents decide whether or not they feel our community is the ideal setting for them to continue their education. It also helps us take note of their ability to contribute and to excel both independently and cooperatively.
Interview / Tour Completed Application / Student Questionnaire Report Cards - Current Year & Previous Year Transcript (Grades 9-12) Birth Certificate / Passport (International Student) Health Card / Proof of Insurance (International Student) Immunization Record
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
