201- 1085 Homer Street, Vancouver, British Columbia, V6B 1J4, Canada
2221 Elmira Drive, Ottawa, Ontario, K2C 1H3, Canada
201- 1085 Homer Street, Vancouver, British Columbia, V6B 1J4, Canada
2221 Elmira Drive, Ottawa, Ontario, K2C 1H3, Canada
2017
1954
80
135
K to 7
JK to 8
Coed
Girls
Day
Day
English
English, French
Academic
Academic
Progressive
Progressive
9 to 11
10 to 18
Dedicated gifted school
$19,855
$16,600
Yes
No
0%
0%
K to 8
None
$9,000
$0
10
12
0%
0%
75%
85%
K, 1, 2, 3, 4, 5, 6
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades K - 6
Yes: grades JK - 8
No
No
information not available
information not available
Claren Academy is one of those places that, in every way, was clearly created with the the learner foremost in mind. The teaching environment is bright, clean, and inviting, with lots of colour and natural light. It’s just a very comfortable place for young people to spend their days. Instruction is student-centred, building on the skills, interests, and needs that the students bring with them into the room. The intention is to deliver the attributes and knowledge they will need in the future as they move on to secondary and post-secondary education, and life. Administration references future-focused skills, though it says something about the school that creativity, empathy and kindness make that list. The school leadership is accessible, and assessment and progress reporting is consistent and detailed. So, yes, the school looks charming, and indeed it is, in all kinds of ways. Founded in 2017, Claren Academy has quickly become an important and valued educational offering within the city.
View full reportJoan of Arc was founded by the Congregation of the Sisters of Joan of Arc in 1954, the intention being to provide support for girls living away from home. The school, quite obviously, has changed considerably over the years, bringing the focus to education, and moving to an ecumenical curriculum. Many of the changes were driven by parents of the school, including a revisioning of the core mandate in 1991. The school moved to its current location in 2002, and has continued to grow its programs and enrolment since then. Academics are taught through the lens of bilingualism and global education. The girls-only environment helps build a foundation of empowerment, something that graduates take with them into their high school careers and beyond. The ideal student is one able to thrive in a challenging, diverse, community-based educational environment.
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"Claren Academy is a future-focused independent school located in downtown Vancouver. Claren Academy has a brand new campus and a vibrant middle years program for students in grades 7, 8, and 9. With individualized learning plans, dedicated educators, strong fundamentals, and real, hands-on learning, Claren Academy gives students the tools to be creative, competent, and happy in their changing world."
"Since 1954, Joan of Arc Academy has provided a truly bilingual environment and a balanced offering to allow our students to reach their personal best. Excellent French and English language skills, an advanced understanding of math and science, well-entrenched study habits, and confidence in both their leadership skills and academic prowess will set the Joan of Arc Academy student apart from others."
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"At Joan of Arc Academy we have the resources of a large school but the individual investment and support of a small community. This is what sets us apart. The teachers invest so much into the achievement and well-being of each and every student. With additional resource teachers, guidance and outside programs, our school is a place where you daughter knows she matters and will thrive."
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"One of the draws to our school is the caliber of the French program. As a parent you can feel assured that your daughter will become fully bilingual in French and English over the course of her time as a JOA student. The quality and consistency of the French teachers will always be maintained. The teachers know how to curate a learning environment that allows students both absorb the language quickly and develop the confidence to use the language in writing and speech."
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"While being an all-girls school a main pillar of who we are as a school, it tends to be an undervalued benefit of choosing Joan of Arc Academy. Learning in an all-girls environment helps our students develop confidence, leadership skills and critical thinking skills. Our learning environment feels safe and welcoming to our students. Therefore, they feel comfortable asking questions, sharing their ideas and leading other students in clubs, sports teams and mentorship programs."
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"We place a large emphasis planning student experiences for students that help create real world ties to curriculum expectations. For example a unit in science is not simply concluded with a test regurgitates concepts from a textbook. More often than not, there is a project that asks students to use what they learned to solve a real world issue or there is a guest speaker who shares how they use this scientific knowledge to contribute to society."
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We, at Joan of Arc Academy, are very proud of our heritage, our strong commitment to academic excellence and our environment in which all aspects of our students’ development – intellectual, physical, social, spiritual, moral and cultural – are nurtured.
The Academy believes that:
Fundamental to the philosophy of Joan of Arc Academy is the belief that education is not solely the Academy’s responsibility; it is shared with parents and guardians, who are encouraged to participate in school events and in their daughters’ educations. Parents have become well integrated into the fabric of our school, whether they are involved in coaching sports teams, leading the chess club, building our ice rink, growing our pumpkin patch, or participating on committees.The benefits derived from a Joan of Arc education are numerous. The girls-only environment, small class sizes, nurturing setting, accelerated and enriched programming, and seamless after-school program are just some of the many features our students enjoy. The quality of the Joan of Arc education is highlighted year after year as our graduating grade eight students are accepted to the high schools of their choice and offered significant scholarships.
Joan of Arc Academy will give your daughter a “passport to the world” because it is bilingual, multi-cultural and ecumenical. Joan of Arc’s Catholic history has evolved as Canada has evolved. Today in religion class, students learn about world religions, the meaning of friendship and good citizenship, anti-bullying strategies, self-image and constructive problem solving.
I hope that while navigating our website, you will note the warm and purposeful atmosphere that characterizes our school and makes it so special.
I look forward to meeting you and your daughter and welcoming you to our unique school.
Brian Lamb
Head of School
Progressive
Information not available
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.
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.
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Claren Academy prepares students for the world of the future, with strong academic foundations and creative use of technology. We strive to develop critical thinkers who are caring, confident, lifelong learners in a diverse community. We foster creativity, joy, and passion for learning through our personal connections with each student and their family. We provide opportunities, encouragement, inspiration, and mentoring for each child. We use the B.C. curriculum to provide strong fundamentals using developmentally appropriate practices and materials, while also exposing students to forward-looking areas of study such as programming, virtual reality, robotics, and much more. Our technology-enhanced personalized learning takes place in a school environment that emphasizes creativity, independence, entrepreneurial skills, and academics. There is an equal emphasis on acceleration and enrichment. All students are immersed in a creative learning process through exploration, critical thinking, and reflection. Together the students think, work, and create in a way that demonstrates their new understanding.
With excellent French and English language skills, an advanced understanding of math and science, well-entrenched study habits and confidence in both her leadership skills and academic prowess will set the Joan of Arc Academy student apart from others.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
For the core foundational subjects of literacy and math we used a levelled program that fits students into their just-right group, regardless of grade. That allows students to have more support as needed, and to advance with mastery.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
For the core foundational subjects of literacy and math we used a levelled program that fits students into their just-right group, regardless of grade. That allows students to have more support as needed, and to advance with mastery.
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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.
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.
For the core foundational subjects of literacy and math we used a levelled program that fits students into their just-right group, regardless of grade. That allows students to have more support as needed, and to advance with mastery.
Information not available
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.
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.
No matter how much the world changes, creativity and inventiveness are skills that will always be in demand. The Oxford study The Future of Employment states, “Specialist occupations involving the development of novel ideas and artifacts, are the least susceptible to computerisation.” This includes occupations in the fields of science and engineering, but it also includes work in the fields of entertainment, helping, and the arts. We foster creativity in our students by reducing emphasis on rote memorization, and by teaching them to find answers for themselves, critically assessing the information available.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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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
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Humans evolved to enjoy play because play helps us to learn about our environment and prepare for our adult lives. However, learning only feels like play when it is hands-on, self-directed, and self-motivated. Students are excited about learning when they can see how the subject at hand will be relevant to their lives. Most high school students are not excited about learning the quadratic formula because they don't see how it will ever be useful to them outside of school. At Claren Academy, we expose students to aspirational fields in a hands-on way to show that their studies will indeed help them to excel in the areas they most enjoy. Our students are introduced to: Computer programming Digital art & music Robotics & electronics Entrepreneurship Science experiments 3D printing Broadcasting & streaming Digital film making & animation Virtual reality Molecular gastronomy (cooking!) Game design and much more!
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Web design
Robotics
Computer science
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Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
We have developed a method of teaching to personalize learning for each child. Teachers prepare materials, centre play activities and projects with our students' interests and needs in mind. Our programs are inspired by the approaches used in Reggio Emilia, Montessori and Play-based programs. Humans evolved to enjoy play because play helps us to learn about our environment and prepare for our adult lives. However, learning feels like play most often when it is hands-on, self-directed, and self-motivated. Students are excited about learning when they can see how the subject at hand will be relevant to their lives.
Our kindergarten program is offered entirely in French to allow our students to be exposed at a young age to the language. Our different stations in the classroom allow them to progress in their skills at their own pace whilst the use of technology combined with standard teaching approaches develop their love of education.
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.
Our students have opportunities each day to learn across grades in a large group setting as well as smaller groups based on ability and/or on curriculum.
Supportive
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.
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.
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"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."
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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
We foster creativity in our students by reducing emphasis on rote memorization, and by teaching them to find answers for themselves. Similarly, we encourage diversity over conformity, and instead of a "one size fits all" program, our students are at liberty to explore their own areas of interest, permitted that a strong grasp of core subjects has been demonstrated.
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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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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
K - 8
JK - 8
0%
0%
$9,000
$0
75%
85%
K, 1, 2, 3, 4, 5, 6
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades K - 6
Yes: grades JK - 8
No
No
No
No
No
No
No
No
No
No
Admission to grades K-8 at Claren Academy is based on: - The candidate's social, emotional, and developmental readiness - The family's interview - The candidate's actions during the play-based observation - The school's assessment of references and past academic records The following may also be considered: - Availability of space in the year to which the candidate is applying - Diversity and gender balance - Siblings of students already enrolled
See student profile on school website: https://joanofarcacademy.com/students/student-profile/
Please visit our admissions page to learn about our requirements and process.
Claren Academy is accepting applications for kindergarten to grade 8, adding a grade each year up to grade 12. Children born from 2010 to 2018 are eligible to apply for 2023.
Application steps:
Interviews and play evaluations take place on a rolling basis. Placement decisions will be announced within two weeks of your interview and observation. Successful applicants will then be asked for a deposit to secure enrolment.
Please visit our admissions page to learn about our requirements and process.
1. We recommend coming to the school for an in-person visit. It is the best way to see our school environment and we can address your questions in-person.
2. During the visit we will give you a package containing all registration forms and tuition information (annual tuition is $16,600).
3. We ask to see the student's latest report card and an IEP (Individualized Education Plan) if they have one.
5. Based on the Report Card or if the student has taken limited french classes, we may recommend an assessment.
4. Pending approval based on the report card or assessment, the student is registered once the forms and deposit are received.
