Via Cavour 13, Lanciano, Italy, 66034, Italy
3910 Quesnay Wood Drive SW, Calgary, Alberta, T3E 7M3, Canada
Indirect Support:
Via Cavour 13, Lanciano, Italy, 66034, Italy
3910 Quesnay Wood Drive SW, Calgary, Alberta, T3E 7M3, Canada
1995
1995
100
468
9 to 12
JK to 12
Coed
Coed, Boys, Girls
Boarding
Day
English
English
Academic
Academic
Traditional
Liberal Arts
10 to 12
15 to 20
Learning
$6,300 to $17,400
$24,500 to $42,900
Yes
Yes
0%
20%
9 to 12
1 to 12
$0
$5,000
25
31
100%
0%
95%
75%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades JK - 12
No
No
information not available
information not available
At Canadian College Italy (CCI) students are given an incredible and life-changing opportunity to attend an Ontario-accredited high school in the ancient town of Lanciano in Central Italy’s Abruzzo region, just three hours from Rome. The school is in a four-story Medieval house and student meals take place in a 500-year-old former inn. With a reputation for academic rigour and excellence, Canadian College Italy’s students go on to excel at the world’s top universities and colleges. While classes are taught in English, students are immersed in rich Italian culture and history, visit numerous art meccas in the country, and are offered European trips to expand their horizons. Students come from the world over to study at Canadian College Italy, forming lifelong bonds and friendships that enrich their lives and help contribute to an unforgettable high school experience that offers exceptional educational outcomes.
View full reportClear Water Academy consistently ranks very highly nationally, distinguished particularly by the strength and quality of the academic program. The approach is also a distinguishing factor, and it’s the only school in Canada to base the curriculum in integral theory, one that relies on the full spectrum of knowledge formation, from empirical inquiry to personal and spiritual engagement. As a Catholic institution, the relationship that students grow with God and their understanding of themselves as spiritual beings is yet another significant draw, and rightly so. Class sizes are small, and the feel of the school is very much of a community, one that includes the parent population. That’s a reflection of how the school was formed; in 1995 a few families got together in order to create a better education for their children. They did, and indeed very many families have been the beneficiaries of their vision ever since. Clear Water Academy presents a robust academic environment, with programs delivered through an authentic Catholic lens.
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"One of the best parts of CCI is probably the staff who are always ready to support us."
Isabelle Trudeau - Student (Feb 28, 2023)
CCI is an amazing place to step out of your comfort zone and start discovering who you are. You are ...
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"This is one of the first times I’ve seen teachers and headmasters being so close to the students to the point you would think they’re friends or related."
Frunza Ian - Student (Feb 28, 2023)
CCI is a great place where people can learn and connect with other incredible people. Besides being ...
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"This school directly impacted my self-confidence in my chosen career path."
Marc Wiltshire - Alumnus (Feb 28, 2023)
My time at CCI remains a high point in my life, both personally and professionally. I made some of m...
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"Canadian College Italy is one of Canada's top private boarding high schools abroad. Parents trust us for our reputation for academic excellence, small class sizes and personalized education. Students choose us for our life-changing cultural immersion and our beautiful and historic campus. For nearly 30 years, we have been empowering students with the confidence, character and skills they need to succeed at the world’s top universities and colleges. CCI is the only Ontario-accredited school in Italy."
"Clear Water Academy stands as the only private Catholic school in Alberta. We offer a rigorous program from Jr. K to Grade 12. Our dedicated faculty educate the whole child in their intellectual, spiritual, human, and apostolic formation. We provide small class sizes, single-gender classrooms from Grades 4 to 9, and a top-ranked university-prep program, which includes Advanced Placement courses. 100% of our students pursue post-secondary education. While we are a Catholic school, we welcome students of all faiths."
"As the only Ontario-accredited high school in Italy, CCI is able to offer students a rigorous English-language academic program in a beautiful and culturally rich setting. As a traditional university preparatory boarding school, our program fosters time management skills, responsibility and independence through a balance of academics and enriching extra-curricular activities."
"We consistently rank among the top schools in Alberta and proudly stand as the sole institution in Canada offering the innovative educational framework of Integral Formation. This unique approach centres on nurturing four fundamental dimensions of development: intellectual, human, spiritual, and apostolic, ensuring the education of the whole person."
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"Clear Water Academy offers families a compelling proposition: a commitment to the highest quality education delivered through the Integral Formation® model. Aligned with the Regnum Christi Education Network, we dedicate ourselves to nurturing the complete development of each child, fostering their intellectual, spiritual, human, and apostolic capacities. Within our nurturing environment, students thrive, benefiting from personalized attention tailored to unlock their full potential, enabling them to emerge as confident Christian leaders ready to embrace and utilize their unique gifts. Our motto, Semper Altius, meaning "Always Higher," encapsulates our ethos, inspiring students, parents, and faculty alike to continually pursue excellence and personal growth through a dynamic journey of formation and advancement."
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"Our school, Clear Water Academy, is deeply rooted in the rich traditions and practices of the Roman Catholic Church. It's essential for families considering enrollment to prioritize the Catholic faith and embrace its beliefs to fully benefit from our educational model of Integral Formation. Our rigorous academic program, aligned with Alberta certification standards, emphasizes excellence in literature and mathematics, encouraging students to strive for their highest academic achievements.
At Clear Water Academy, our dedication to academic excellence goes hand in hand with our commitment to nurturing ethical and compassionate individuals grounded in their faith, preparing them to excel not only academically but also as Christian leaders in their communities."
"Parents and students choose CCI because we are a small, family-run boarding school where each student receives the personal attention that cultivates success. We value building personal relationships with CCI families, which creates a sense of community and belonging that larger institutions may not be able to offer."
"Families choose Clear Water Academy for its commitment to academic excellence in a safe, caring, and fun environment, emphasizing character and moral growth. The prestigious University Preparatory program secures children's university placements. The separated classrooms for girls and boys in Grades 4-9, tailoring teaching to unique interests, are cherished. They value the high-quality Catholic education and small class sizes that foster strong connections and community."
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"Clear Water Academy offers a faith-filled environment with small classes and a dedicated faculty, enhancing the education experience and cultivating future leaders prepared for post-secondary education. Our commitment to forming Christian leaders is evident in our approach, of engaging students not only with high academic standards but also with strong character formation. We empower students to be well-prepared and confident as they embark on their future journeys and choices, ready to make a positive impact on the world."
"CCI was founded in 1995 by a Canadian teacher who noticed how her own children benefited from travelling and living in Europe."
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"It's not surprising that studying abroad can enrich one's outlook, broadening one's sense of worldliness and compassion. However, CCI students will tell you that they left CCI with a surprising sense of independence and confidence, arming them a unique maturity going off to university."
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Dear Reader,
Canadian College Italy is Canada’s first high school in Italy. CCI is a co-educational boarding school that offers an academically rigorous curriculum in a semester format and all courses are taught in English. Founded in 1995, we have provided a unique high quality educational experience that prepares students for success in their university studies. We offer grades 9 - 12, and our courses conform to the Ministry of Education accreditation guidelines for the Province of Ontario. Our professional teaching staff dedicates itself to ensure extensive individual attention is available for every student. CCI prides itself on its excellent student achievement and graduates have accepted offers and received scholarships from a variety of universities throughout Canada, the U.S.A., the U.K., Australia and Europe.
The essence of CCI is that challenging learning takes place in the country of the Renaissance where archaeological, historical and art treasures are visited as a formally instructed integral part of the CCI educational experience. All students visit the major art cities within Italy and optional trips are also organized throughout Europe.
The Town of Lanciano, where CCI is located, is an ancient-yet-modern, safe, and well serviced small city of 45,000 in the eastern Abruzzo Region. It is a 15 minute drive from the sand and stone beaches of the Adriatic Sea and less than three hours by bus from Rome. An important part of the student experience is to live in an Italian town and be immersed in its culture, and Lanciano has warmly embraced CCI and our students.
Students attend CCI from – Canada, Europe, the United States, the United Kingdom, Mexico, South America and Italy to name a few. This assemblage of students and concentration of experience promotes strong friendships with classmates from all over the world.
CCI's main building is a four-story medieval house centered around a bright covered atrium that rises a full four stories. Surrounding the atrium are classrooms, the library and administrative offices. The Allegria, is a charming 500 year-old inn where our students have their meals. CCI students enjoy excellent Mediterranean food, where all fruits and vegetables are locally grown. The Allegria is the oldest Inn in Lanciano; it also houses the boys’ residence on the second floor. The girl’s residence, Santa Maria is a larger building about a five minute walk from the school. We encourage each residence to develop into a mini-family so that it operates as much as possible as a home away from home. Each residence has excellent WiFi service. It is invariably residence life, with its friendships, necessary accommodations, agreements and understandings, that students have reported they remember and will forever treasure as an important bonding and enriching part of their CCI lives.
Canadian College Italy’s mission: To provide a unique environment in which students
experience a renaissance academically, socially and
culturally.
We hope to see you in Italy.
Dear Parents of Prospective Students,
Thank you for your interest in Clear Water Academy, A Catholic School - Forming Christian Leaders. Our school is centrally located in Calgary, Alberta and offers programs from Jr. Kindergarten to Grade 12. We are proud that our school is consistently ranked a top school in Alberta by the Fraser Institute.
Clear Water Academy is a school where students receive a balanced spiritual and educational foundation. We ensure that every child receives a personalized education aimed at forming their character, intellect, faith, and desire to serve others. Today, Clear Water Academy is home to nearly 450 students in Junior Kindergarten through Grade 12, and over 75 staff members (role models). Clear Water Academy teaches, educates, and forms students so that they will become the leaders necessary to change society.
Semper Altius - Always Higher is Clear Water Academy's motto. Whether it is helping a classmate with difficult math homework, taking on a leadership role in a school club, or participating in the dozens of athletic teams or service projects that take us into local neighborhoods and around the world, Semper Altius is a way of life.
I invite you to learn more about our very special school. Please contact our Admissions Director, Val Blahut, to book your personal tour. We'd love to meet your family and introduce to Clear Water Academy!
God Bless,
Darren Forrester
Principal
Liberal Arts
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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Canadian College Italy is a co-educational, boarding, high school that offers an academically rigorous curriculum in a semester format, and all courses are taught in English. We offer courses for grade 9 to grade 12 ( High school graduation). Our courses conform to the Ministry of Education accreditation guidelines for the Province of Ontario, Canada.
Our goal is to provide the highest quality education with an emphasis on developing authentic Christian leaders. Our university preparatory curriculum sets high, yet attainable, academic expectations. Solid intellectual formation provides students with the ability to think, speak and write clearly, coherently, and persuasively. Our students develop habits essential for ongoing academic success including study skills, critical thinking, perseverance, and a desire to produce high quality work. Our approach provides an excellent education amongst like-minded peers, with a wide range of enrichment activities in a challenging, positive, faith-filled environment. Our dedicated team of educators gives our students the personal attention they need to develop their unique potential and God-given talents. Through leadership and personal development opportunities, we focus on character and spiritual formation, instilling confidence, poise, and maturity. Our graduates are young men and women of integrity and character who have attained a solid foundation in their faith, the humanities and the sciences.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced Literacy
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
Home reading program commence in Junior Kindergarten.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
Information not available
Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
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).
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Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Spanish taught from JK to Grade 3. French taught Grade 4 to Grade 9. High school students encouraged to take either French or Spanish. Spanish and French clubs are offered.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
The fine arts are an integral part of our program from Junior Kindergarten to Grade 12. In addition to classroom time, our students can participate in our musical theatre productions at both the elementary and secondary levels.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Computers and technology are used in our classrooms to enhance the learning environment and allow our students to become competent in the use of technology. We have some options courses that are primarily focused on technology.
Web design
Robotics
Computer science
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Physical education is an integral part of our program. We provide our students with exposure to many sports and outdoor education opportunities. Our goal is to foster healthy attitudes and provide our students with life skills. Athletics and outdoor education provide character formation opportunities. Our youngest students focus on developing gross and fine motor skills with the help of a certified PE instructor. In addition to regular PE classes, our elementary students receive skating and swimming lessons and have a chance to join the Jr. Crusaders. In junior high and high school we have field competitive teams in basketball, volleyball, track and field, badminton, and soccer. Our teams regularly qualify for provincial competitions. Our outdoor education program in junior high allows students to experience many activities from skiing, to cycling, to hiking and camping.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
We have taken what we believe to be "best practices" from the Montessori and Reggio Emilia philosophies, embedded within those are traditional academic practices coupled with authentic Catholic values. We also offer specialized Spanish, Music, and Phys. Ed programs. Numeracy and literacy skills are introduced and reinforced through play. Our Jr. Kindergarten students are well prepared for entry into Kindergarten and the academic expectations of our Elementary program.
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.
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”.
Academic emphasis with evening mandatory study hall in the residences
We set high standards for academic performance and personal character development in a caring and supportive learning environment that focuses on the whole child. We recognize that strength lies in virtue as well as in academic performance. Loving, talented teachers give each student the tools needed to learn to the best of their ability. Our program provides structure, academic foundation, study of the Catholic faith, and leadership opportunities. Students are naturally led to intellectual curiosity, the love of learning, and positive character formation. Our students grow in self-control, generosity and respect of others.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Canadian College Italy is a boarding school focused on preparing students for university through academics, but also through the development of personal confidence through social connection. Students attend CCI from Canada, Europe, Russia, the United States, the United Kingdom, Mexico, South America, Thailand, and Italy to name a few. This assemblage of students and concentration of experience promotes strong friendships with classmates from all over the world.
Our mission is to provide the highest quality education and foster integrally formed Christian leaders. We focus on four dimensions: intellectual, human, spiritual, and apostolic. We strive to: teach the mind, in an environment of academic excellence; educate the heart, helping each student to love authentic values and to develop a sense of what is good, right, noble, beautiful; form the character, which serves as the foundation of all virtue and integrity. Our graduates become strong Christian leaders, convinced of the truth, prepared and committed to establish and foster a society where Christian values are put into practice.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We offer Occupational Therapy and Speech-language therapy for very mild cases in Junior Kindergarten and Kindergarten.
We do not discourage parents from enrolling their children if minor accommodations are required.
Our desire is to meet all students' educational needs while at school. Please note, as a private school we do not have the resources, nor the support to provide the necessary programming and education for children with special learning needs, learning disabilities or Individual Program Plans (IPP’s).
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RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
||||
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
9 - 12
1 - 12
0%
20%
$0
$5,000
95%
75%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades JK - 12
No
No
No
No
No
Yes: grades K - 12
No
Yes: grades 2 - 12
No
No
A student seeking a unique educational experience.
We are looking for families that will partner with us in the education of their children and that are open to having their children educated within the Catholic faith. Our students are well-rounded with many interests and are open to discovering who God created them to be. Our students are willing to face challenges and stretch themselves to become the best they can be.
Three teacher recommendations, current school transcript, and school reports.
All Applicants:
Canadian Citizens:
Non-Canadian Citizens:
