1910 Yonge Street, Suite 115, Toronto, Ontario, M4S 3B2, Canada
675 Sheppard Avenue, East, Toronto, Ontario, M2K 1B6, Canada
Indirect Support:
1910 Yonge Street, Suite 115, Toronto, Ontario, M4S 3B2, Canada
675 Sheppard Avenue, East, Toronto, Ontario, M2K 1B6, Canada
336.4 km
340.7 km
1999
1975
Varies
32
9 to 12
JK to 12
Coed
Coed
Day
Homestay, Day
English
English
Academic
Academic
Traditional
Traditional
1 to 8
Varies
Learning, Developmental, Behavioral
In-class adaptations
$4,000 to $12,800
$8,000 to $12,000
No
No
0%
0%
None
None
$0
$0
0
2
0%
0%
100%
100%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades JK - 12
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.
SCS was formed in 1974 as an expression of the surrounding community, and created by a group of parents who wanted a school that would offer a strong academic program within a values-based environment. The name has changed, and enrollment has grown, though that focus remains. The school isn’t affiliated with a specific denomination, and attracts students from any and all, as well as those that don’t belong to a specific faith tradition. There are many ways that schools express Christian ideals, and in the case of SCS it’s very much those of inclusion, service, and ethical behavior. The school has a very close, community feel, and what it might lack in terms of extra-curriculars it gains in individual attention and a sense of belonging within the school community.
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.
Experience superior learning in a culture that fosters relationships and personal development. At Signet, students are immersed in an authentic Christian experience so values such as Kindness, Perseverance Wisdom, Integrity, Purposeful, Discipline, Joy, and Respect are taught and celebrated. Our classrooms give ample room for each student to innovate and explore and so academics leads to superior Signet greatness! A Signet education, sealing Christ-centered education, purposefully impacting lives – established in 1974.
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.
Welcome! It is always a pleasure to meet people who are interested in Signet Christian School, and we encourage you to contact us via email during the Covid-19 situation and we will return your call as soon as possible.
To find out what Signet is up to during this Covid situation, please visit our Remote Learning update on our website.
Signet has been offering Canadian and international students superb education since 1974. Our school is a place of safety and order, where lives are transformed with Christ’s love. We are blessed to have wonderful teachers — seasoned, caring Christians who are trained to inspire young minds and infuse the curriculum with Christian values. God’s Grace is evident everywhere in our school — in classrooms, in chapel, and on the playground. We offer innovative instruction so that students can excel in academics as well as athletics, musical theatre, and art.
The strength of our school has always been found in God, and all our efforts are focused on following Him. Our foundational core values are Honour, Discipline, Confidence, and Kindness. These values are more relevant than ever in today’s world and have helped us create a cohesive, strong school that produces graduates who are ready to positively impact the world.
As you browse this profile and our website, you may see the photos in our gallery of many happy, smiling faces of our students. The joy of the Lord is our strength! We are infused with the joy of learning and a sense of belonging and fellowship. Our students beam with confidence, knowing that they are part of a safe, caring community. The Word of God really rings true: Train every child in the way they should go so that when they are old they will not turn from it. (Proverbs 22:6).
That is part of our passion and our guiding mission at Signet, and as caring, loving parents no doubt you understand and share this hope for your children. We do believe that you will find the kind of education you seek at Signet. Come sign up for a tour!
Catherine Dumé, MBA, MA Ed, (Honours), is an educator, ordained minister, and head of school since 2014. Mrs. Dumé, an international education consultant, has held posts as a Director of a Bible College and teacher of a Special Education Unit. She was educated at Oral Roberts University, OK, USA. Mrs. Dume is passionate about child development and building schools. She has her level 1 Educational Therapy Certification from the National Institute of Learning Development in Toronto. She is wife to Frantz and a mother of three teens.
Traditional
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.
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.
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.
The Signet Christian curriculum is carrying out our mission to impact lives purposefully with their Christ-centered education. This means we focus on academic and personal development. There is an emphasis on knowledge acquisition and theoretical and academic learning. Extracurricular activities include visual, musical, and dramatic arts which are available at all grade levels. French and coding are part of the curriculum from kindergarten onward. Sports and Gym are favorites and each class has access to computers to enhance learning. As well, our focus is to create an environment where each heart is open to build faith and a relationship with Christ. This solid foundation enhances learning and growth in and beyond the classroom. How we focused on the Christian lifestyle is through the lives of our staff. At Signet, we are supportive of the student's whole person.
Traditional Math
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.
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.
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 encourage frequent repetition and drills to ensure mastery in the procedures. We then borrow a few new concepts form Discovery Math where the children spend some quality time in critical thinking and number sense but not before understanding. This goes according to our belief that discovery is not random, but once you establish procedural understanding then conceptual and applied understanding will follow. In the higher grades, students teach each other to consolidate understanding and enrich application to real problems. At these grades, although traditional math is used the students are taught how to logically arrive at their solutions and can articulate this. Higher grades lean more heavily on Traditional Math methodology.
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.
Discovery Math, Nelson Math, MathSmart
All students are allowed to use calculators. Depending on the subject and the teacher some use may be restricted.
Calculators are allowed when specified by the teacher. All calculator use must be proved on paper in the higher grades and in lower grade calculator use is to discover numerical patterns.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Our Early Reading approach is phonics based. As a base young child read by recognizing and sounding out the letters and syllables of words; blending sounds together to sound out and recognize the whole word. However, we have found that we need to use Whole language at times because of age or stage of development. So in the Kindergarten years and Grade 1, we teach phonics in a specific sequence and use extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
No
NO. We use Abeka Phonics - US Christian Curriculum
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.
We teach the beginner writer to start writing “real things” as much as possible and as soon as possible. We create an inspirational environment which conditions and encourages a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve. Students learn to express their thoughts, feelings, experiences, opinions, and/or ideas in a written composition using standard forms of writing and grade specific conventions for intended purposes. They develop into a systematic writing process leading to editing checklists to proofread and revise their work so that they may complete their good copy. Creative writing and story composition are encouraged at all grade levels.
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.
Our science curriculum in the lower grades is organized into four strands which are Understanding Life Systems, Understanding Structures and Mechanisms, Understanding Matter and Energy, and Understanding Earth and Space Systems. Students are not only taught the basic concepts of science but inquiry skills through experimentation. They are also encouraged to relate what they have learned to society and the environment. As they enter the higher grades they add more "doing" as they work on projects, and experiment in labs as interactive and engaging in simulations. They enjoy the annual Science fair for Grades 3 and above.
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
Physics
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.
At Signet, we expose students to different styles and a variety of genres. We pick examples that will spark student interest. We teach students research and critical thinking skills and as they read, they should jump in, and engage in the social issues pertaining to the wider community.
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).
The expectations for the social studies curriculum are divided into two strands which are Heritage and Identity and People and Environments for the lower grades. Students are taught to investigate and explore events, developments, and/or issues that occurred in history and determine their impact by making connections between the past and the present.
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.
We use research and inquiry skills to analyze the significance of the past for today. We allow students to engage in thoughtful reflection and expression as well as to analyze situations from different perspectives.
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.
A balance of Audio-Lingual and Communicative is used group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes are used but we also expect students to correctly imitate the teacher in French.
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.
We provide an Equal Balance approach between Receptive and Creative/Studio-work in our arts programs. We cover art history and appreciation as well as spending time Expressive methodology creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. We aim to develop their cognitive, emotional, and aesthetic sensibilities by doing and from a knowledge of the history and appreciation of the art form. For the lower grades students are taught grade specific elements that relate to each of the art disciplines. They are then given the opportunity to use these forms to create or perform works that convey or express thoughts, feelings, and or ideas through the arts. They are also encouraged to make connections, analyse, and communicate the meaning or the message of their own work or the works of others.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
In the lower grades, there is a light integration of Computers and Technology. Computers are used to support subject-based learning through the use of videos, interactive websites, and word processing skills. However, as we look at Grades 3 and up, we use more integration as Medium. Here, computers are used in the classroom from time to time but they are not a dominant focus. Teachers provide various opportunities for the student to engage in research as well as to produce work via this medium. We ensure safe practices on the internet. Students may sign up to bring their own device if they need it for the accommodation of the curriculum. During Coding class all students from Grade 3 up get hands-on with laptops, tablets, and other devices. Some basic programming of robots is taught here.
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.
At Signet our curriculum for Gym and Health education reflects Christian values. We teach skills such as teamwork, sports skills, how to be healthy (spiritually, mentally and physically). We encourage students to participate in a range of Sports and physical activities.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our Kindergarten is unique because we use Christian Curriculum as we focus on Academics to prepare the child with the foundation for learning. Lead by experienced teachers, our Christian curriculum is designed to teach multiple subjects in both seated and kinesthetic modes. (ABeka Curriculum). We believe that understanding truth and values start from very young ages. Character training and leadership of self and others are introduced through creative teaching methods. As core values are laid, kindergarten is such a fun phase and lessons are stepping blocks for life.
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.
Our Elementary has paired grades so we group and stream to teach both ages and stages. Our Grades 9 - 12 curriculum supports the Ministry of Education guidelines offering OSSD. Our courses are enhanced due to the smaller class sizes and we offer guided independent study with opportunities for research.
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.
At Signet Christian we have a strong academic culture, however, it is seated in a supportive environment. Signet's academic focus is to achieve excellence and to do this we believe this is reliant directly upon the presence of a solid foundation of character and positive support from teachers and family. So we remain close to families to ensure the student's high academic performance. We believe a balanced life bears the fruit of true success. Children who have cultivated these core values are thus successful in all their endevours, not just academics.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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."
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.
As a holistic school, we want all students to grow in mind, body, and spirit. However, children come to us with a variety of needs and strengths. Over the years Signet graduates speak of not only the academic growth but of preparedness for an ever-changing world, As God's "signet ring" we believe we are His signature making an impact where we go. With students from different faith background we are able to share our faith within an environment where everyone feels loved and belongs.
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 |
Signet Christian School |
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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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations, modification or pullout -i.e. support for academic subjects and other general support (specific to the IEP) as needed will be customized with the input of the parent and rolled out at an additional cost.
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.
For LD or ADHD upon entry a period of assessment during the first term is conducted. Then an appropriate accommodation strategy is set up with the permission of the parents. Support for students with clinically diagnosed Learning Disabilities is limited at this time, however, if there is an opening it can be discussed. (K through 8 only). A recent Psych-Educational evaluation is required before we can make a decision for placement.
City Academy |
Signet Christian School |
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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
JK - 12
0%
20%
$0
$2,000
100%
100%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades JK - 12
No
No
No
No
No
No
No
No
No
No
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.
Eager to learn, happy to meet new students and teachers.
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.
Please call to get specific information as High School and International Admission Policies are different from Elementary Admissions policies.
