65 Rue Saint-Pierre, Rigaud, Quebec, J0P 1P0, Canada
1400 A South Service Rd., Mississauga, Ontario, L5E 1V5, Canada
Indirect Support:
65 Rue Saint-Pierre, Rigaud, Quebec, J0P 1P0, Canada
1400 A South Service Rd., Mississauga, Ontario, L5E 1V5, Canada
1850
1997
2010
70
Preschool to 12
Preschool to 8
Coed
Coed
Day, Boarding
Day
French, English
English
Academic
Academic
Traditional
Traditional
Varies
10 to 14
Learning, Developmental
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted class
$5,075 to $14,735
$16,500 to $19,500
$15,335 to $34,860
Yes
No
0%
0%
None
None
$0
$0
126
6
5%
0%
0%
75%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes
No
No
No
No
information not available
information not available
Some schools really do have it all, and College Bourget is one of them. Located near major urban centres, it also has the benefit of a bit of distance from them, allowing opportunities for a robust program of outdoor education and much else. The facilities, true to the school's long history, are stunning. The physical education spaces—from ice rinks to playing fields, to fitness and recreation spaces—are as good as it gets. There is a sense that you are in an institution with a long life and indeed, it's approaching two centuries since its founding. That said, classrooms and common spaces are modern and well-appointed. It’s the largest French-language boarding school and, language aside, one of the larger schools in the country. Day students outnumber the boarders, though for all, when on campus, there is a feeling of participating within a complete community, one in which all needs are met on campus. The school was begun by the Clerics of Saint Viator, and takes its name from the bishop of Montreal who served in the 19th century. While the foundation in humanist values remains, as does the religious tradition, the student population is notably diverse, both culturally and in terms of religious observance. It’s simply one of the best schools of its type in the country.
View full reportStar Academy was founded in 1998 and was led by the founder, Belinda Bernardo, until her retirement in 2017. She was succeeded by Julie Benneyworth and Heather Rees, creating a nice continuity in leadership, as well as a substantive dedication to the values that Bernardo instilled in the school, those of respect, curiosity, collaborative learning, and active engagement. Administration has also consistently demonstrated their desire to regularly revisit best practices, adapting instruction, including adoption of 21st century learning, to meet the students where they are, and to take them where they will need to be. Families that enroll often do so in light of those values as well as the things that are unique to the school, including a more intensive commitment to physical education, an 11-month instructional year, and a low teacher-student ratio. Other draws include small class sizes, individual attention, and cross-curricular instruction.
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"Everything from new food programs to enhanced learning for the teachers has helped my child become more well-rounded and better-adjusted."
Chala Dincoy - Parent (May 28, 2019)
Logan loves to go to school again. He gets mad when I'm late leaving the house to drop him off. Thin...
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"able to cater to the very different learning styles"
Jacqueline MacDonald - Parent (Jun 13, 2019)
With its small class sizes, Star Academy has been able to cater to the very different learning style...
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"At Star we learn to code, have guidance class (Grades 5-8), learn cursive and about the environment."
Charlotte Rees - Student (May 03, 2021)
I've been a student at Star Academy for 4 years, and it feels like my second home. As soon as I firs...
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"Founded in 1850 and situated on a magnificent site at the base of Mont Rigaud, the College is located between Montreal and Ottawa. This exceptional environment offers a safe haven encouraging an active lifestyle where sports and the arts are at the heart of our activities. At Collège Bourget, students can choose to study in French or English. We offer the French program from kindergarten to grade 11 and the English program from grades 9 to 12."
"Star Academy is a small school that believes all children should love to learn. With class sizes of 10 -14 students, Star teachers know every child and therefore challenge them as individuals both inside and outside the classroom. Our Pillars of Child Development guide Star's philosophy and enrich classroom teaching, addressing the well-rounded development of the whole child. Social-emotional learning, daily Physical Education, Outdoor Education, and flexible learning environments are key components of programming."
"All students have access to an integrated study period or a passion program during the school day."
"Every day the Star faculty seeks to create experiences that engage students in learning that excites them. Our Learn to Love to Learn focus is evident in the classrooms, where students have guided support but also the autonomy to develop their skills. From the moment they arrive at school to smiles and good mornings, to the moment their teachers sign them out at the end of the day, the children are involved with a community that is caring and invested in their personal growth."
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"The enriched academic program for all students, the extracurricular activities and elite level sports programs."
"Our families regularly comment on the 'above and beyond' our teachers do for their child. Often, the switch to a small private school is what a child who is a reluctant learner comes out of their shell. The small school environment, the small classroom sizes, and the attention to detail by our teachers set the student experience apart. As one parent recently emailed us 'Thank you again for all that you do for the school and our family (and all of the families).'"
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"The beautiful campus located on Mont Rigaud"
"The use of technology in educational ways. We all feel some technology burnout, but there are so many ways it is integrated into learning that enhance the experiences for all children. It allows for accessibility, it allows for creativity, and it allows for the development of 21st-century learning skills. Our ongoing professional development continues to enrich our teacher's foundation skills in areas such as coding - which allows for great creativity as our children navigate new skills."
"We offer both a French and English high school curriculum."
"1. We have the best catered lunch programme! (optional, but amazing!) (And Pizza on Fridays)
2. Our commitment to Diversity, Equity and Inclusion extends to the classrooms with diverse dolls, an extensive diverse book collection, with the goal that every child will find a character that represents them.
3. The wide range of school clubs offered at recess times, from 'Paw Patrol' to 'Dungeons and Dragons', Sports including racquet sports (tennis, badminton, pickleball), cooking and more!"
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Collège Bourget stands out by its true desire to provide a comprehensive education to every child welcomed under its roof.
Building on a history rich in success stories, the College asserts its convictions with values that give meaning to life, such as respect, solidarity, surpassing one’s self and care. It is how, every day, we renew our commitment to do everything we can to develop the children to their full potential and according to every aspect of their personality.
Joining Bourget is entering a big family, where capability and joie de vivre go hand in hand. Come see us and you will be convinced of the power of our academic community.
Have a pleasant visit on our website and subscribe to our Facebook page!
We hope to welcome you into the Bourget family.
Learn to love to learnTM is not only our mission statement, it’s what makes us unique. It speaks to the personalized approach that Star Academy takes toward everything we do.
Creating an environment where children are happy, engaged, and excited to attend is the beginning of a successful academic career. Investigative active learning, open-ended discovery, and project-based learning experiences enhance our curriculum and engage all learners.
Star Academy is an environment where children come to thrive and grow, develop and learn. Mrs. Rees, our Director, and I look forward to an opportunity to share our school with you.
(In the picture, I'm on the left, Mrs. Rees in the middle, and one of our tutoring specialists, Mrs. Reiter)
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
At Collège Bourget, every student, from kindergarten onward, grows through different spheres: arts, sports, community service and science. Our extended schedule and double transportation service allow us to provide a rich and diversified academic and athletic experience. Students at Collège Bourget can enjoy a plethora of options to fill their academic curriculum, while practicing a high-level sport or take part in an artistic program. Our team of outstanding teachers are supported by a dynamic group of educators, animators, counsellors, coaches, and professionals. They work on a dally basis to guide our students to success. Within the class schedule, specific periods are dedicated to enrichment and remediation to ensure students achieve their potential. All College Bourget students benefit from academic enrichment and innovative pedagogical practices. The pedagogical vision is based on a collaboration between parents, teachers and administration with: - Clear and continuous lines of communication - Clear expectations - Provision of support - Evaluation based upon a judgement at the end of each term supported by varied evaluation throughout each term.
The ‘whole student’ is important to us, and therefore our curriculum focuses on a learning environment that addresses cross-curricular academics as well as the social, emotional and physical well being of our students. We develop students who are community-minded and globally focused. Our students are encouraged to challenge themselves, take leadership roles and try new things in order to discover their passions and what makes them tick. Star supports students who require additional assistance to reach their full potential. General tutoring, as well as reading programs such as Orton Gillingham and Direct Instruction programmes like Reading Mastery, are available.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
In Secondary 4 and 5 (Grade 10 and 11) students follow one of two Math pathways: Mathematics - Cultural, Social, and Technical Option (CST) This option, or profile, prepares students for further studies in social sciences, communications, or the arts. Mathematics – Natural Sciences (SN) This profile is specifically aimed at students wishing to get into the fields of pure or natural science and research This profile is a prerequisite for Physics and Chemistry courses in Secondary 5 (Grade 11).
From their first exploration into Mathematics to their understanding and solving of complex problems, Star Academy students develop confidence and competence with their numeracy skills. Recognizing the value of repetition to master math facts, students are also provided manipulatives and opportunities to develop a deeper conceptual understanding of Mathematics. Our teachers design lessons with a focus on understanding each question, not just finding an answer. Our low ratio ensures we can identify the specific area of skill development needed for each individual. Just as a fluid reader needs to develop fluency, comprehension, vocabulary and decoding skills a competent Mathematics student must possess conceptual understanding, decoding of language and symbols, procedural fluency, adaptive reasoning skills and productive disposition. There is a balance between traditional ways in which Mathematics has been taught and projects including financial literacy to ensure students are prepared for their world.
Various government approved textbooks are used to support the program, the English sector (Bourget College) also uses an online platform called Math Help Services which provides video instruction and practice problems and quizzes for students.
Traditional textbooks are incorporated to acquire the skills to extrapolate the needed information from a ‘busy’ page of problems. All grades use a variety of everyday materials to reiterate the value and application of Mathematics in our daily lives.
Students are permitted to use scientific calculators, when considered appropriate by the teacher.
A calculator is an advantageous tool once the student understands the formulas being calculated. Being able to use a calculator means more than plugging numbers in to it; students must have a sense of what is being asked to see if calculations are reasonable.
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.
The Collège Bourget pedagogical committee has developed a literacy program and strategies to develop literacy skills from kindergarten to Grade 12.
The importance of early literacy should not be underestimated. It has been shown as the best indicator of long-term school success. Because of this Star Academy has an exceptionally strong early literacy programme that incorporates solid phonics and a whole language approach ensuring best teaching practices, while engaging our young learners. Passionate Ontario Certified teachers who have experience and a wealth of knowledge provide not only a literacy-rich environment, but use a cross-curricular approach to ensure that language is alive and used all day, every day in a manner that children enjoy and employ. Students are also exposed to language and words well beyond their actual reading capabilities as we understand that cognitive abilities need to be extended and explored. Social studies, Science, the Arts, provide rich opportunities for increased vocabulary development using Direct Instruction and exploration, ensuring deep-rooted success that will be the cornerstone of all other learning.
No
Collège Bourget does not use DIBELS testing to assess reading progress.
Writing
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
DIBELS testing allows Star Academy three things: ensures children are challenged; informs teaching; shows parents growth.
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.
Collège Bourget expects our students to be able to produce texts and various forms of media that demonstrate their creative writing skills. Students use their own personal device in the class.
Writing is a complex progressive task and needs to be taught and evaluated over a number of broad headings: Content, Form, Conventions, and Process. Within each of these broad headings there are sub-sets that need to be taught and practiced. At Star Academy we break down this complex task and ensure that each of the 21 skill sets that make up our Writing programme are age and developmentally appropriate. These skill sets are taught by both direct instruction and creative writing, ensuring that both systematic development and creative processes are delivered. Skills are analyzed through thrice yearly writing analysis for each student guaranteeing excellence in both programming and in student mastery. Our students leave Star with excellent writing skills and the knowledge to tackle any form or style.
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
In Secondary 4 (Grade 10) all students complete the Science and Technology Course; most students also complete the Environmental Science and Technology course which provides enrichment and is a pre-requisite for the Secondary 5 (Grade 11) Physics and Chemistry courses. All students at the high school level are evaluated in two competencies: theory and practical (labs). A “parcours passion” program is offered to students who are interested in robotics.
Exploring the world around them and marveling at each discovery is one of the fundamental joys of childhood. Instead of squashing this enthusiasm, at Star we capitalize on it by ensuring the skill sets needed for good Scientific learning are incorporated naturally into the exploration, and guiding the learning and knowledge development. Children are naturally curious about their world, whether it is watching butterflies in the garden or understanding the physics behind baseball. Research shows that bringing Science to life for them will keep them engaged in the Sciences longer, and will open the doors for 50% more post-secondary programmes.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The Collège Bourget pedagogical committee has developed a literacy program and strategies to develop literacy skills from kindergarten to Grade 12. Collège Bourget offers various forms of literature to its students.
Teaching Literature crosses many subjects and curricula. In it's broadest sense it is a window into past cultures, times and peoples and helps us understand our present day self, society, history and economics. It also is also used to "teach" about plot, characterization, themes, mood, as a way to facilitate essay writing and critique works by self and others. Clearly these skills need to be taught understanding how and when children develop reading and writing skills.
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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Children very naturally push back the boundaries of their world, and at Star our Social Studies programme helps do this, getting them to think deeper and more broadly about the world and its' peoples. History, Geography, politics and economics when taught together ensures a more comprehensive understanding and one that does not segment their learning.
Perennialism
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.
Collège Bourget teaches World History and Geography at the Junior High School level. In Secondary 4 (Grade 10) students focus on Quebec and Canadian History and must write a final government exam in History, this is a mandatory course for graduation. Humanities and Social Sciences In Secondary 5 (Grade 11) students can choose to study 20th Century History and Politics as an elective course.
History and Geography need to be taught in a manner to keep it "alive" for students. No longer is it necessary to drill dates, people and locations. A deeper understanding of the "whys" is important to help students both assimilate the information and become critical thinkers about how it affects today's lives and decisions on individual, national and international levels.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Collège Bourget High School students can select their language of instruction. In Secondary 1 to 5 (Collège Bourget) students can take all academic subjects in French, there are two levels of English offered in the French program; regular and enriched. In Grade 9 to 11 (Bourget College) students can take all subjects in English, there are two levels of French offered in the English Program; regular and enriched. The Grade 12 course in Bourget College is taught entirely in English and follows the Ontario curriculum. Students wishing to learn a third language can take a “parcours passion” program in Spanish.
Like all of our content driven courses, we strive to ensure that students get realistic, global instruction in French. While it is important that the language structures be taught and tested, equally it is important that authentic texts and learning about cultural backgrounds be present.
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
These programs have an equal emphasis on receptive and creative learning.
Students can select their preference of a fine arts course, they can choose from visual art, drama or music. The college also offers a “parcours passion” for dance where students can participate in competitive dance competitions. The college also offers a “parcours passion” in fashion design.
A few years ago, The Canadian Journal of Education published a study that compared the academic test scores of students who had the arts regularly integrated into their daily academics with those who did not. Over the three years of the study, the students who had regular arts education consistently scored higher academically (Smithrim and Upitis 121). This goes against the old school of thought that the arts are taught at the expense of academics. Star Academy has long since understood the symbiotic relationship between the arts and academics. Our Arts programmes supports: creative thinking, risk taking, innovation, experimentation, collaboration.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Collège Bourget is developing a computer literacy program for students from kindergarten to grade 12. Students at the high school level use their own personal device in the classroom. A “parcours passion” program is offered to students who are interested in robotics, they participate in robotics competitions.
Using laptops and Smartboards in every class and classroom, Star has evolved a program that empowers students to use technology in a responsible, skillful and meaningful way. Technological empowerment begins in kindergarten. Students learn basic skills and develop an awareness of the creative power of technology. The Internet is introduced as a research tool, and once again being responsible citizens is key. Students publish journals and share projects with classmates both online and via the Smartboard. Grade 7&8's engage in social media to support environmental projects. Coding is woven into our programming and students and staff are amazed at what can be created. We advocate teaching students about technology and its useful properties - it is an integral part of their world, responsibility and knowledge are key.
Web design
Robotics
Computer science
Physical Education is an integral part of the curriculum at Collège Bourget, physical literacy is an important part of our curriculum. Students will have the opportunity to learn various different individual and team sports, we also take advantage of our amazing campus location to participate in outdoor education and winter sports.
There is a growing body of research that supports a positive direct relationship between physical activity and cognitive development. Specifically, there is a positive relationship between regular physical activity and improved executive functions (selective attention, working memory and the ability to effectively switch tasks). So, the more physically active, the more academically successful! All students, from Kindergarten through Grade Eight, participate in 40 minutes of programmed PhysEd class every day. PhysEd classes at Star Academy engage all students ensuring no one feels left out. Our specialized PhysEd teachers spend as much time planning these classes as they would for any other subject area and set specific learning goals for each individual student. The results have been outstanding, with notable improvements in health and skills-related fitness, cognitive skills, as well as social and emotional development. Students go their academic classes more focused, with greater self-esteem, in a spirit of collaboration.
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.
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.
The educational mission describes College Bourget as an environment designed for student growth. We ensure students achieve their full potential and succeed academically whilst helping them to be respectful citizens who contribute to their community. The quality of our programs, services and infrastructure provide opportunities for students to find their passion and achieve their personal objectives.
Following solid research, Star Academy recognizes the importance of teaching strong literacy skills at an early age. Through imaginative free play, language-based lessons, the Arts, independent and guided hands-on activities, students develop language and cognitive abilities that render social intelligence, creative thinking, self-regulation, reading, writing, and problem-solving skills. Star Academy’s Kindergarten it is filled with lessons, music, singing, dancing, improvisations, chatter, and of course, laughter. Academic and social expectations are formally taught to ensure that students quickly become part of a respectful and caring community, eager to learn and expand their independence and knowledge in a safe and trusting environment.
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.
Exceptional teachers and a solid curriculum are crucial to flexible pacing. Star Academy's differentiated lessons and assessments allow for growth beyond expectations. Students who love learning and take initiatives is the result.
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.
This option allows you to "opt out" of selecting one of "rigorous" or "supportive". Doing so means you will not be shown on pages relating to academic culture, (your exposure will be diminished).
Collège Bourget offers a challenging academic program in a supportive environment.
While academic rigor can exist without a holistic, supporting environment, one should not have to choose between the two.In fact, research has suggested that without a culture of clear standards and support, academic excellence may be short lived. Star Academy understands and delivers this.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Decades of educational research have confirmed the need to develop children in a holistic manner. Academic achievement is vital, yet children truly flourish in an environment where social, emotional and physical development are considered essential. We believe that children should—even at the earliest age—develop an awareness of the larger community. At Star Academy, students are given meaningful opportunities to apply their emerging talents to enrich their world. Star Academy’s Five Pillars of Child Development (Academic, Physical, Social, Emotional, Global) are the embodiment of our commitment to holistic education and ensures that everyone develops to their full potential.
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
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
All children have the right to learn in an environment that understands and supports their learning style. Many programmes offer support to "keep up" but at Star we believe, like building a house, the foundation must first be strong and secure. Tutoring support and curriculum adjustments to meet a child where they are at will support learning and growth.
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
0%
0%
$0
$0
0%
75%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes
No
No
No
No
No
No
No
No
No
No
No
No
Star Academy has a diverse student population representing many learning styles. Our engaging teachers create an environment whereby students "learn to love to learn", grow, gain meaningful friendships, and are challenged academically to meet their potential thrive in our classrooms.
Kindly note that the admission requirements vary according to the Franchophone and Anglophone sectors. Please refer to the admission pages for the different levels.
FRENCH SECTOR - Secondary 1-5
Video information/content:
ENGLISH SECTOR - Grades 9-12
Step 1: Complete an online application by clicking FORM.
Step 2: Upload the following supporting documents:
Video information/content:
Step 3: Some applicants may be invited to an interview with the Director of Bourget College.
We invite interested parents to contact us to arrange a tour and meeting with the Principal or Director. Following your visit, we can arrange a time for your child to visit and join their current grade class. Like all things at Star Academy, our application process is individualized. We see acceptance as a two-way street and maintain that true home-school partnerships begin at the beginning!
