275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
36 Eglinton Ave West, Suite 400 & 708, Toronto, Ontario, M4R 1A1, Canada
Indirect Support:
275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
36 Eglinton Ave West, Suite 400 & 708, Toronto, Ontario, M4R 1A1, Canada
2016
2001
110
50
7 to 12
9 to 12
Coed
Coed
Day
Homestay
English, French
English
Academic
Academic
Progressive, Montessori
Traditional
12 to 15
5 to 10
Learning, Developmental
Dedicated class; in-class adaptations
$16,296
$2,350
No
No
0%
0%
None
None
$0
$0
18
13
0%
0%
0%
100%
7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades 9 - 12
No
No
information not available
information not available
information not available
Cedar Ridge High School is a relatively new school, but was created to extend and build upon the success of the primary and elementary program at Kanata Mountain School over the past four decades. The program has been designed to support learners seeking university acceptance, and to be successful once they arrive there. The environment is small and close-knit, though very much a part of the larger community that includes Kanata Montessori. On enrollment students enter an environment of true peers, namely those who which to excel academically, and who thrive within a creative, cooperative, and challenging learning environment. A hallmark of the Cedar Ridge program is the intention to develop students’ facility with the core material, as well as confidence in an ability to communicate it and work effectively with others, encouraging them to take leadership roles within the school and beyond.
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At Cedar Ridge, we aren’t just preparing students for university; we are preparing them for life. We believe students should be engaged in their learning, and we also understand the importance of a strong academic record. Students who join our school generally see an increase of at least 10% in their overall average. Our program is 100% aligned with the Ontario curriculum. By personalizing education, students at Cedar Ridge immerse themselves in projects with a focus on communication, collaboration and creativity.
Hanson International Academy embraces the holistic model characterized by the wide array of programs we offer our students. Our rigorous academic curriculum is balanced by opportunities for students to get creative, work in teams, develop new skills and learn how to lead. By educating the whole child, we nurture the minds, hearts and spirits of all the students who daily walk through our doors.
At Cedar Ridge, we recognize that the successful adults of tomorrow will require a much broader and deeper high school program than the previous generation and we are committed to providing engaging programs so that our students can find their place in a very different world. Cedar Ridge High School is committed to providing the skills, knowledge and experiences to our students to ensure they graduate as confident, compassionate and contributing adults. At Cedar Ridge High School we know the world is changing, that's why we are changing education.
Cedar Ridge is a new high school in Kanata built on the great work of Kanata Montessori, a school with 40 years of experience in private education. Cedar Ridge was inspired by start –up culture. At Cedar Ridge we know we can't teach tomorrow's leaders in yesterday's classrooms. Our high school offers students the opportunity to learn in a one of a kind modern learning commons. Resembling a modern start-up space, our school environment is designed to facilitate communication, collaboration and creativity. The space allows students to easily work in large groups, small groups and independently. Our 21st Century learning space fuels innovation, teamwork and critical thinking.
On a personal note, I'm amazed by our students. I've watched students calmly and professionally develop school policies. I’ve seen shy students present in front of over 200 people. At Cedar Ridge students believe in themselves. They are challenged by their educators and their peers. Our innovative learning environment helps them become independent thinkers and learners.
At Cedar Ridge we know the world is changing, that's why we're changing education. Come and see for yourself how we educate today's student in tomorrow's classroom.
Hanson International Academy has been providing a wide range of learning opportunities for international students from all over the world. I strongly believe that through professionally developed programs and ongoing guidance, supported with skills development and outside-the-classroom experiences, our students achieve success and reach new heights.
HIA encourages students to set high goals, providing them with the necessary tools and training. Aiming to ensure our students go on to Universities or other post-secondary institutions, advance in their chosen professional field, and live a wonderful life, we promote the importance of understanding and mastering life skills such as time and project management, problem solving, interpersonal and leadership skills. These, when combined and reinforced with learning skills that include study and exam skills, presentation, oral test and essay writing skills, create a rich educational and cultural foundation for every Hanson high school student to succeed and achieve their full potential.
Our excellent facilities, and our dedicated faculty and staff are devoted to serving your needs and helping you to achieve your educational goals. I invite you to attend Hanson International Academy, Canada’s unique international school, to study with other bright and enthusiastic students from around the world.
I feel proud of our students and graduates and look forward to welcoming new students to join our friendly, supportive and diverse learning community.
Best regards,
Yelena Mordovskaya, PhD
Vice Principal
Traditional
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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.
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 uni?ed 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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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At Cedar Ridge, we never stop learning. We are committed to preparing students for the post-secondary program of their choice. Our program is 100% aligned with the Ontario curriculum and awards students an Ontario Secondary School Diploma. By providing students choice and voice, students at Cedar Ridge immerse themselves in projects and topics that are interesting and authentic. From mock elections, to engineering tasks, students at Cedar Ridge are engaged and challenged. Students develop strong academic skills as well as transferable skills like team work, problem solving and time management.
Hanson International Academy (HIA) is a co-educational school inspected by the Ontario Ministry of Education offering grades 9 to 12 of the Ontario curriculum. Our rigorous academic curriculum is balanced by opportunities for students to get creative, work in teams and learn how to lead. We believe that skills are interconnected and therefore, difficult to separate; as such, by educating the whole child, we at HIA nurture the minds, hearts and spirits of all the students who daily walk through our doors. Our faculty provides the stepping stones for our students to achieve their highest potential. Our small class sizes grant personalized attention and freedom for our students to grow and develop as individuals and build upon their differences. The internationalization of our curriculum coupled with our commitment and dedication ensures our students are equipped with the quality education for the solid foundation needed in today’s modern world.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The Math faculty equally utilize traditional approaches as well as problem solving strategies in teaching Mathematics. It is not only the tool that is important, but also the challenge given to the student in order to develop critical thinking on novel mathematical concepts.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Students learn scientific theories not only by direct instruction of the teacher, but are actively involved into the inquiry-based projects throughout the science courses.
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
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Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Students are highly engaged in class discussions and group projects that teach them to think over the texts critically through the prism of "classic" and contemporary views.
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
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
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Following Ontario Curriculum
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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.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Students at Cedar Ridge are regularly challenged to meet the high expectations of the Ontario Curriculum. Our students are well supported in small classes and our graduates are well prepared for their next level of learning.
Highly individualized approach is used by every HIA teacher to support the students through their educational journey.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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."
At Cedar Ridge we place a strong emphasis on engagement, academics, technology, adventure and community.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Cedar Ridge High School |
Hanson International Academy |
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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
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We welcome all students and personalize learning to individual students working towards an OSSD.
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Cedar Ridge High School |
Hanson International Academy |
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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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
0%
0%
$0
$0
0%
100%
7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades 9 - 12
No
No
No
No
No
Yes: grades 9 - 12
No
Yes: grades 9 - 12
No
No
We are looking for motivated and socially active students.
Students complete the application form and submit copies of their most up to date transcripts for initial evaluation accompanied by identification documents (such as passport), and study permit (if applicable). Students from overseas must allow for enough time for visa application.
Most academic and university preparation high school courses require English proficiency. This can be met by presenting IELTS 6.0 or above (or an equivalent of any internationally recognized test), or by completing HIA Language Foundation courses (non-credit ESL program).
For further assistance please contact admissions department at [email protected]
