1910 Yonge Street, Suite 115, Toronto, Ontario, M4S 3B2, Canada
92 Glancaster Road, Ancaster, Ontario, L9G 3K9, Canada
Indirect Support:
1910 Yonge Street, Suite 115, Toronto, Ontario, M4S 3B2, Canada
92 Glancaster Road, Ancaster, Ontario, L9G 3K9, Canada
336.4 km
315.2 km
1999
1956
Varies
500
9 to 12
9 to 12
Coed
Coed
Day
Homestay, Day
English
English
Academic
Academic
Traditional
Progressive
1 to 8
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$4,000 to $12,800
$12,700 to $16,130
No
Yes
0%
0%
None
9 to 12
$0
$0
0
125
0%
0%
100%
97%
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
No
No
No
information not available
information not available
"City Academy prepared me well for university by..."
Ellena Theodorakakis - Alumnus (Jan 06, 2021)
I had the most amazing year at City Academy. I attended for grade 12 and I met some of my best frien...
View full review
information not available
All schools are unique, though that’s particularly true of City Academy. It was founded in 1999 by Sheila Dever, and her pedigree for teaching is simply unequalled. She brought a long experience in the public school sector and within the education faculty at York University. She created the program at City Academy to be intensive and challenging, and it is. Small classes and the four semester format focus student attention in unique ways, while allowing instructors to take cues from the students, adapting to their individual strengths and needs. There really is nothing like it. The ideal student is one intending to proceed to post-secondary education, and is looking to build the personal and academic skills that will be required for success in that context.
HDCH was founded in 1956, and has been doing great and impressively consistent work ever since. It has a good size, with 470 annually, and a good breadth of curricular and extracurricular offerings to match. Instruction is project-based, allowing students to work together around authentic tasks which build and support a facility with the core curriculum. Families are also drawn by the values which undergird the academic program. The school rightly reaches out to resources and organizations within the local community, using those interactions to build an empathetic world view, and a genuine appreciation of diversity. Certainly, there’s a lot to love.
City Academy prepares students for post-secondary studies in a wide variety of fields. Recognizing that only outstanding academic achievement will ensure entry into a program of choice, our students demonstrate a serious, mature and focused approach to their studies. The low student/teacher ratio, prompt feedback and unique opportunities and resources foster an environment conducive to excellence.
HDCH learning is imaginative, innovative and interwoven with our essential Biblical identity. Our programs are designed to challenge a wide range of learners. Project-Based Learning captures students’ interest and provokes serious thinking as they acquire and apply new knowledge. Our staff is invested in our students' learning, growth, and spiritual well-being. Student life is rich at HDCH, with many curricular & extracurricular opportunities, many of which take place on our beautiful twenty-acre campus.
The philosophy of the school is derived from my 35 years as an educator, consultant and administrator in the public school system, enhanced by my work with the Ministry of Education as an Education Officer and as a Supervisory Officer and instructor of teachers and future administrators in the Education faculty at York University.
It is clear that all students can learn however many need a specific kind of environment to maximize their academic potential.
At City Academy we stress academic focus. The social distractions of larger schools are not available, the ability to “hide” in a large class is impossible (our classes are approximately 6 to 8 students or less), the propensity of being overwhelmed with many different tasks does not happen (students take two subjects at a time), the excuse of being “bored” and not able to remember is radically reduced. The most important factor in student success is that students have recognized the need for a change and have embraced it. In every class the skills needed for future success are taught. The structure of the school enables all students (grades 9 to 12) to long-range plan, practice self-discipline, and feel in control of their time and their workload.
Exceptional learning is for every student. Each student has unique gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for academic planning and development, learning, and individualized programs where appropriate.
Our staff takes a vested interest in student learning, growth, and spiritual well-being. They develop a mentor relationship beginning in Grade 9 and foster these connections through to Grade 12, often going above and beyond to get to know each student as a unique person with diverse interests, strengths, and gifts.
We understand that ultimately God transforms the lives of our students at HDCH, and it is with this in mind that we trust in our mission to be clear and to be the directive of our school. We use the five habits of an HDCH graduate.They are:
Exceptional education at Hamilton District Christian High is imaginative, innovative and interwoven with our essential Biblical identity. An exceptional learning community looks to produce and engage with culture by turning our visions into actions, our ideas into products. One of the ways that we will accomplish this is through the essentials of Project-Based Learning (PBL). And it is our vision to have Project-Based Learning as an everyday learning experience for our students at Hamilton District Christian High.
At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. This learning is contextual, creative, and shared. Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically be creative and communicate in order for them to answer challenging questions or solve complex problems. By making learning relevant to them in this way, students see a purpose for mastering state-required skills and content concepts.
Hamilton District Christian High is registered as a private school with the Ontario Ministry of Education. It provides a curriculum that follows Ministry guidelines and standards and uses the credit system outlined in the Ontario Secondary School Document (1999). All the teachers have Ontario teacher’s certification. Graduating students will have completed the credits required for the Ontario Secondary School Diploma.
We believe HDCH is a place to dream dreams and see visions, a place to learn and grow and be cultivated, a place to live as a healthy community, a place for exceptional learning. The learning that happens here is a launching pad for our graduates’ futures; this is exciting stuff.
We’re always happy to welcome our friends and supporters to school. If you are in the neighbourhood, we hope you’ll drop by and experience exceptional learning first-hand.
Sincerely,
Duncan
Progressive
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
Our curriculum is designed to meet the needs of students who intend to seek entry into post-secondary education (mostly universities). We offer all of the credit courses needed to gain entry into Arts, Business, Science and Social Science programs. Because teachers face students with little or no interruption, and we have very small classes, we have the time to complete, review and enrich course content. In addition, our teachers have been workshopped in Teaching/Learning Styles, Study Skills, Note Taking Skills and Exam Writing Skills. All of these are addressed within the context of course delivery. We enhance our curriculum with the ability to offer Advanced Placement (AP) courses, Supplementary Calculus and ACT prep courses and small non-credit workshops in a variety of supplementary courses designed to improve student work habits.
Education at Hamilton District Christian High is imaginative, innovative and interwoven with our essential Biblical identity. This is achieved through Project-Based Learning. At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically, be creative and communicate in order for them to answer challenging questions or solve complex problems.
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.
The achievement of a senior mathematics credit is becoming increasingly important to all students entering university. We are proud that all of our math teachers are specialists and are knowledgeable about the content of all high school math courses, as well as math courses which will be taken at university. Because of the focused approach of the timetable, students who have had difficulty with mathematics in previous grades are surprised at how easily the concepts are learned in a small group setting with an excellent teacher. We also provide our students the support to enter the Waterloo University math contests such as the Euclid (grade 12) and Pascal (grade 11). Our students have excelled in these contests, earning marks in the top 20 percentile.
We use Project Based Learning and Discovery Problem Solving that both focus on the application of math and using the problem-solving process to discover and make sense of new content. We use PBL to connect math to life outside of school to help our students gain a deeper insight into the role of math in careers, personal financial literacy, in our local communities. We also look at how math is discovered in the created order, such as in nature. Students have access and use technology as they study math. Our teachers are intentional to incorporate mathematical tools. Students will find a balance of these approaches mixed with traditional instruction.
City Academy uses textbooks which support the Ontario Ministry of Education curriculum and are approved by the Ministry. In some specialized courses a teacher-generated Course Reader is provided.
Information not available
All students are allowed to use calculators. Depending on the subject and the teacher some use may be restricted.
Students may be permitted to use a calculator based on teacher permission. Students will need a scientific calculator.
Not applicable
Not applicable
Information not available
Not applicable
Not applicable
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.
Many of our students wish to enter university in science programs. Our science staff represents expertise in all three science disciplines: biology, physics, chemistry, and all are passionate about their subject area. We are proud that in the science department we have teachers with Master’s degrees and PhDs, thus offering our students a wealth of experience and content expertise. In the past we have placed students into very competitive university science programs and all have reported that they felt they were exceptionally well prepared and could take their place equally beside all other students.
HDCH uses project based learning, laboratory experiments, sustained inquiry and other more traditional pedagogical practices in the science program. Students acquire the skills necessary to design and carry out scientific inquiries. Labs are equipped with modern technology and equipment. Students are encouraged to engage with the curriculum from a Christian worldview which results in a call to stewardship of all areas of creation.
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
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The English department is rich in talent and experience. Several of our teachers are published authors and columnists. All have a passion for their subject and are flexible in how they deliver course content. All have a fervent belief that the goal of the English program is to produce students whose reading and writing skills will assist them in all of life’s challenges. Returning students comment that the English instruction they received at City Academy prepared them very well for the challenges of university essay writing. We offer a wide variety of English courses to meet the needs and interests of all students.
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
Not applicable
Not applicable
Information not available
Equal Balance
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
We offer all of the social science and Canadian and world studies subjects included in the Ontario curriculum. In this department our teachers, with degrees focusing on history, psychology, geography, law, politics and philosophy, offer an approach that brings the everyday world into the classroom. These classes are very interactive. Parents often comment that the content of these courses are brought home to foster many interesting family discussions. In addition to regular course offerings in this area, we have enriched our program with IDC (interdisciplinary) courses in Film Studies, History of Art and Financial Securities.
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our Language/Classical Studies department is small, but talented. We have teachers who can teach French, Spanish, Italian, Russian, Japanese and German. In the past we have offered courses in Mandarin and we were proud that, one of our students, because of the instruction she received at City Academy, entered the University of British Columbia in the faculty of Asian Studies. Also, one of the most popular history courses in our school is Classical Civilizations.
Information not available
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
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
These programs have an equal emphasis on receptive and creative learning.
We are fortunate to have on staff teachers with unique skills in art, film, photography, and music and computers. The school’s belief is that art is a reflection of our society and therefore all students should be exposed to new art experiences. The success of these art programs is reflected in the fact that every year we place students into OCAD, Sheridan College and film studies programs at various universities. Because of our unique Music and Computers course there is a growing student interest in post-secondary courses focused on the music industry. With the assistance of our talented, creative and inspiring teachers, many of our students have discovered a talent in art that they had not previously realized they possessed. And, although art may not be a career choice, they recognize that by taking art courses they will be more knowledgeable future consumers of art.
Information not available
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.
Information not available
Information not available
Web design
Robotics
Computer science
We offer the grade 12 Physical Education credit in Exercise Science. It is a subject of special interest to our student athletes and those who are pursuing a career in Kinesiology and/or Physiotherapy.
In the Physical Education Department at Hamilton District Christian High, we focus on each student’s Total Health as a child of God. We recognize that each area of a person’s health affects the others, that taking care of Physical Health is a great way to help manage all other areas of health, and that our Spiritual Health is the foundation for the rest of our health. We teach the concepts of Physical Literacy to encourage students to be confident and competent in all types of movement. Our students experience a variety of activities in different settings, including traditional and non-traditional sports, low organization and creative games, and fitness activities. We encourage our students to make goals for the present and goals for the future. Through all this, we hope to meet the goal of our Physical Education program which is to help our students live healthy and active lifestyles.
Not applicable
Not applicable
Information not available
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.
Many City Academy students are actively involved in extra-curriculum activities which restricts their ability to achieve academic success within the regular timetable. Therefore, we offer many flexible timetabling opportunities.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
All City Academy students aspire to post-secondary education. Recognizing that universities and colleges are requiring an increasingly high student academic proficiency, our program focuses on building the skills, knowledge and attitudes which will assure success in higher education.
Information not available
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Self-actualization, both academically and personally, is the focus at City Academy. It is our aim that our students become adults who are well-balanced, self-aware and prepared to make the maximum positive contribution to society.
Our Mission - to cultivate character through learning for a life of service to God. Our Vision - to see all HDCH graduates become a faithful presence in the community that they serve.
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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City Academy |
Hamilton District Christian High |
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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
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
City Academy has an excellent track record of accommodating previously identified students. If difficulties arise while students are enrolled at City Academy, in consultation with parents a plan is designed. In some cases the support of a professional psychologist is suggested. In others, special program delivery and counselling within the school are implemented.
We would not advise a family against de-enrolling their child at our school if they had a clinically diagnosed learning disability that became apparent while studying at HDCH, so long as we were able to accomodate their needs.
City Academy |
Hamilton District Christian High |
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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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Archery |
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Curling |
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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
9 - 12
9 - 12
0%
0%
$0
$0
100%
97%
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
No
No
No
No
No
No
No
No
No
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Students who attend City Academy are university/college bound and are looking for a small focused setting where their maximum academic potential can be realized. City Academy students enter the school with the goal of achieving their post-secondary aspirations and are prepared to take ownership for their own success. Students are ready to take advantage of the supportive environment offered by the teaching staff and the structure of the school. The school’s small class sizes and the flexible structure of our timetable allows student programs to be tailored to meet individual learning styles and strengths. Students who require a more concentrated, accelerated or flexible educational program are able to take credits in a private or semi-private manner. We have had many student athletes find this option the best educational fit for their busy training schedules.
The best way to get the most out of your high school experience is to get involved. Student life is rich at Hamilton District Christian High. We offer much more than academics and have very active extracurricular programs. Whether you’re into sports, inclined towards the arts, or serving in your community (or all), there are plenty of activities to help you stay active and connected. Our campus thrives on the involvement of the entire school community. Exceptional learning is for every student. Each student has unique gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for academic planning and development, learning, and individualized programs where appropriate.
Students interested in attending City Academy's day school program should contact the school to schedule an appointment. A marks transcript should be brought to this meeting.
Application Form needs to be filled out entirely and is found here: https://hdch.org/prospective-students/admissions/
