3910 Quesnay Wood Drive SW, Calgary, Alberta, T3E 7M3, Canada
1484 Cornwall Road, Oakville, Ontario, L6J 7W5, Canada
1995
1970
468
120
JK to 12
7 to 12
Coed, Boys, Girls
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Traditional
15 to 20
8 to 10
Learning, Developmental, Behavioral
$6,300 to $17,400
Yes
Yes
20%
10%
1 to 12
7 to 12
$5,000
$5,000
31
20
0%
0%
75%
40%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 7 - 12
No
No
information not available
“[Chisholm Academy] provides an individualized, structured education in a highly supportive environment designed to rebuild students’ confidence and nurture their abilities.”
“The wide variety of inclusive extracurricular activities are part of the school’s broad efforts to cultivate emotional resilience and self-esteem in students—and to show kids who have previously had a negative school experiences that school can be joyful.”
“It was obvious to us that Chisholm parents can rely on the school to go the extra mile for them and their children.”
Read The Our Kids Review of Chisholm Academy
Clear Water Academy consistently ranks very highly nationally, distinguished particularly by the strength and quality of the academic program. The approach is also a distinguishing factor, and it’s the only school in Canada to base the curriculum in integral theory, one that relies on the full spectrum of knowledge formation, from empirical inquiry to personal and spiritual engagement. As a Catholic institution, the relationship that students grow with God and their understanding of themselves as spiritual beings is yet another significant draw, and rightly so. Class sizes are small, and the feel of the school is very much of a community, one that includes the parent population. That’s a reflection of how the school was formed; in 1995 a few families got together in order to create a better education for their children. They did, and indeed very many families have been the beneficiaries of their vision ever since. Clear Water Academy presents a robust academic environment, with programs delivered through an authentic Catholic lens.
View full reportChisholm was created to address the needs of the kinds of learners who are prone to falling through the cracks of a traditional education. Special needs is the term we might use, though the definition used at Chisholm admits a broader understanding than we typically grant, including students from across the entire academic spectrum. What they share is a need for a more structured academic experience. The school is headed by Dr. Howard Bernstein and Dr. Shirley Bryntwick, both clinical psychologists. The ideal student is one who requires more than they are able to get from a traditional academic setting, and who benefits from a very structured, personal, planned approach to their education. A robust interface between parents and the school is encouraged, and close communication is ongoing throughout the academic year.
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"Clear Water Academy stands as the only private Catholic school in Alberta. We offer a rigorous program from Jr. K to Grade 12. Our dedicated faculty educate the whole child in their intellectual, spiritual, human, and apostolic formation. We provide small class sizes, single-gender classrooms from Grades 4 to 9, and a top-ranked university-prep program, which includes Advanced Placement courses. 100% of our students pursue post-secondary education. While we are a Catholic school, we welcome students of all faiths."
"Our students have learning disabilities, ADHD, and anxiety but they're also regular kids who have struggled in school and who deserve to learn in an environment where they feel understood, respected, and heard. Chisholm Academy assists students reach their potential and gain confidence through a structured and supportive teaching style. The multi-disciplinary staff includes special education trained Ontario certified teachers, teaching assistants, child and youth workers, and a consulting psychology practice."
"We consistently rank among the top schools in Alberta and proudly stand as the sole institution in Canada offering the innovative educational framework of Integral Formation. This unique approach centres on nurturing four fundamental dimensions of development: intellectual, human, spiritual, and apostolic, ensuring the education of the whole person."
"Chisholm Academy (1971) is the first specialized school in Ontario for students with learning or personal concerns. We created a "typical" school for those who require individual educational plans, taught in small groups. While we do not accept students with behavioural issues, we are plaesed to accept studenst with LD, ADHD, anxiety or depression. 100% of our students attend post secondary institutions. Our relationships with our students and parents is always supportive and long-lasting."
"Clear Water Academy offers families a compelling proposition: a commitment to the highest quality education delivered through the Integral Formation® model. Aligned with the Regnum Christi Education Network, we dedicate ourselves to nurturing the complete development of each child, fostering their intellectual, spiritual, human, and apostolic capacities. Within our nurturing environment, students thrive, benefiting from personalized attention tailored to unlock their full potential, enabling them to emerge as confident Christian leaders ready to embrace and utilize their unique gifts. Our motto, Semper Altius, meaning "Always Higher," encapsulates our ethos, inspiring students, parents, and faculty alike to continually pursue excellence and personal growth through a dynamic journey of formation and advancement."
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"Our school, Clear Water Academy, is deeply rooted in the rich traditions and practices of the Roman Catholic Church. It's essential for families considering enrollment to prioritize the Catholic faith and embrace its beliefs to fully benefit from our educational model of Integral Formation. Our rigorous academic program, aligned with Alberta certification standards, emphasizes excellence in literature and mathematics, encouraging students to strive for their highest academic achievements.
At Clear Water Academy, our dedication to academic excellence goes hand in hand with our commitment to nurturing ethical and compassionate individuals grounded in their faith, preparing them to excel not only academically but also as Christian leaders in their communities."
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"Families choose Clear Water Academy for its commitment to academic excellence in a safe, caring, and fun environment, emphasizing character and moral growth. The prestigious University Preparatory program secures children's university placements. The separated classrooms for girls and boys in Grades 4-9, tailoring teaching to unique interests, are cherished. They value the high-quality Catholic education and small class sizes that foster strong connections and community."
"The Executive Director is a doctoral psychologist with expertise in clinical & educational psychology. Our principal & vice-principals hold specialist degrees & teaching staff are required to complete special education training. We employ counsellors, child & youth workers, recreation leadership staff and specialists in art & drama. There is very little staff turn over, which attests to the atmosphere. At Chisholm, comfort, personal growth & development, are as important as curriculum."
"Clear Water Academy offers a faith-filled environment with small classes and a dedicated faculty, enhancing the education experience and cultivating future leaders prepared for post-secondary education. Our commitment to forming Christian leaders is evident in our approach, of engaging students not only with high academic standards but also with strong character formation. We empower students to be well-prepared and confident as they embark on their future journeys and choices, ready to make a positive impact on the world."
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"No one is bullied at Chisholm. Some of our kids had difficulty in previous schools. We facilitate personal relationships & activities to ensure all students are accepted. Our staff is committed to extra-curricular activities & we required that every student participates in at least 2 acticities. As students make friends & become increasingly confident, learning becomes easier. Our guidance department ensures post-secondary choices are appropriate & we consult with each student's new school."
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"The "normalized" environment we create, allows us to function as a traditional school yet employ all the aspects of individual educational plans. New students are immediately accepted and feel part of our family within days of starting at Chisholm. Our kids are are regular students who need that extra support in order to go on to college or university & lead successful independent lives. Moms & Dads quickly understand that their input is encouraged and appreciated."
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Dear Parents of Prospective Students,
Thank you for your interest in Clear Water Academy, A Catholic School - Forming Christian Leaders. Our school is centrally located in Calgary, Alberta and offers programs from Jr. Kindergarten to Grade 12. We are proud that our school is consistently ranked a top school in Alberta by the Fraser Institute.
Clear Water Academy is a school where students receive a balanced spiritual and educational foundation. We ensure that every child receives a personalized education aimed at forming their character, intellect, faith, and desire to serve others. Today, Clear Water Academy is home to nearly 450 students in Junior Kindergarten through Grade 12, and over 75 staff members (role models). Clear Water Academy teaches, educates, and forms students so that they will become the leaders necessary to change society.
Semper Altius - Always Higher is Clear Water Academy's motto. Whether it is helping a classmate with difficult math homework, taking on a leadership role in a school club, or participating in the dozens of athletic teams or service projects that take us into local neighborhoods and around the world, Semper Altius is a way of life.
I invite you to learn more about our very special school. Please contact our Admissions Director, Val Blahut, to book your personal tour. We'd love to meet your family and introduce to Clear Water Academy!
God Bless,
Darren Forrester
Principal
It is incredibly satisfying to know that we created Chisholm Academy with the help of thousands of parents, students and staff. I believe that we are the premier private school, for students who need support based on their learning or emotional needs. Success has been demonstarted in the amount of time that our staff stays with our school, the acceptance rate into college and university and our students success in the work force and with their family. You can only imagine the joy we all feel when students visit Chisholm Acaedemy, to "show off" their success and their families with young children. Parents "lend us" the children with the hope and excectation that we will nurture them and teach them the lessons they require academically and to ensure they are the fine citizens that we want our chidren to become. It continues to ne an honour to lead Chisholm Academy with the help of so many supporters. Best wishes, Dr. B.
Traditional
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
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Our goal is to provide the highest quality education with an emphasis on developing authentic Christian leaders. Our university preparatory curriculum sets high, yet attainable, academic expectations. Solid intellectual formation provides students with the ability to think, speak and write clearly, coherently, and persuasively. Our students develop habits essential for ongoing academic success including study skills, critical thinking, perseverance, and a desire to produce high quality work. Our approach provides an excellent education amongst like-minded peers, with a wide range of enrichment activities in a challenging, positive, faith-filled environment. Our dedicated team of educators gives our students the personal attention they need to develop their unique potential and God-given talents. Through leadership and personal development opportunities, we focus on character and spiritual formation, instilling confidence, poise, and maturity. Our graduates are young men and women of integrity and character who have attained a solid foundation in their faith, the humanities and the sciences.
Chisholm Academy, as the IEP school, writes individual education plans for every student. Academy staff always follows the Ontario Ministry of Education curriculum but are able to accommodate students as according to their individual plans. This approach allows all students to move towards reaching a level playing field with those students not experiencing learning difficulties. Extra support is always available in a kind and supportive manner. We attempt to provide many alternatives to mastering the Ontario curriculum. In addition, with help to minimize multiple test and assignments at the same time. Students are allowed to repeats assignmenst and tests for issues related to their IEP.
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.
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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.
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Home reading program commence in Junior Kindergarten.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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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.
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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Ecology
Not applicable
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
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Spanish taught from JK to Grade 3. French taught Grade 4 to Grade 9. High school students encouraged to take either French or Spanish. Spanish and French clubs are offered.
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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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Not applicable
These programs have an equal emphasis on receptive and creative learning.
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The fine arts are an integral part of our program from Junior Kindergarten to Grade 12. In addition to classroom time, our students can participate in our musical theatre productions at both the elementary and secondary levels.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Computers and technology are used in our classrooms to enhance the learning environment and allow our students to become competent in the use of technology. We have some options courses that are primarily focused on technology.
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Web design
Robotics
Computer science
Physical education is an integral part of our program. We provide our students with exposure to many sports and outdoor education opportunities. Our goal is to foster healthy attitudes and provide our students with life skills. Athletics and outdoor education provide character formation opportunities. Our youngest students focus on developing gross and fine motor skills with the help of a certified PE instructor. In addition to regular PE classes, our elementary students receive skating and swimming lessons and have a chance to join the Jr. Crusaders. In junior high and high school we have field competitive teams in basketball, volleyball, track and field, badminton, and soccer. Our teams regularly qualify for provincial competitions. Our outdoor education program in junior high allows students to experience many activities from skiing, to cycling, to hiking and camping.
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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.
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We have taken what we believe to be "best practices" from the Montessori and Reggio Emilia philosophies, embedded within those are traditional academic practices coupled with authentic Catholic values. We also offer specialized Spanish, Music, and Phys. Ed programs. Numeracy and literacy skills are introduced and reinforced through play. Our Jr. Kindergarten students are well prepared for entry into Kindergarten and the academic expectations of our Elementary program.
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Student-paced
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.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
All students learn differently so it is our goal to taech differently. Our teachers thoroughly know the IEP of each student and pace them accordingly to their needs.
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.
We set high standards for academic performance and personal character development in a caring and supportive learning environment that focuses on the whole child. We recognize that strength lies in virtue as well as in academic performance. Loving, talented teachers give each student the tools needed to learn to the best of their ability. Our program provides structure, academic foundation, study of the Catholic faith, and leadership opportunities. Students are naturally led to intellectual curiosity, the love of learning, and positive character formation. Our students grow in self-control, generosity and respect of others.
Without question, Chisholm Academy is one of the most supportive environments for students with learning weaknesses or emotional concerns. We expect all students to do their best but we minimize cempetition. Awards are given for academic performance but also for determination, working with others, sports, drama, art etc. When kids feel good, they learn better!
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Our mission is to provide the highest quality education and foster integrally formed Christian leaders. We focus on four dimensions: intellectual, human, spiritual, and apostolic. We strive to: teach the mind, in an environment of academic excellence; educate the heart, helping each student to love authentic values and to develop a sense of what is good, right, noble, beautiful; form the character, which serves as the foundation of all virtue and integrity. Our graduates become strong Christian leaders, convinced of the truth, prepared and committed to establish and foster a society where Christian values are put into practice.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We offer Occupational Therapy and Speech-language therapy for very mild cases in Junior Kindergarten and Kindergarten.
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Our desire is to meet all students' educational needs while at school. Please note, as a private school we do not have the resources, nor the support to provide the necessary programming and education for children with special learning needs, learning disabilities or Individual Program Plans (IPP’s).
Chisholm Academy is known as, and is proud to call itself, the IEP School. Individual Education Plans are written for every single student who attends our school. The Academy is equipped with Smart Boards in all classrooms, assisstive technology, laptops for all students, and teachers with special education training.
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
1 - 12
7 - 12
20%
10%
$5,000
$5,000
75%
40%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 7 - 12
No
No
No
No
Yes: grades K - 12
No
Yes: grades 2 - 12
No
No
No
We are looking for families that will partner with us in the education of their children and that are open to having their children educated within the Catholic faith. Our students are well-rounded with many interests and are open to discovering who God created them to be. Our students are willing to face challenges and stretch themselves to become the best they can be.
All Applicants:
Canadian Citizens:
Non-Canadian Citizens: