7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
3448 chemin Richmond Road, Ottawa, Ontario, K2H 8H7, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
3448 chemin Richmond Road, Ottawa, Ontario, K2H 8H7, Canada
5,430.9 km
5,532.5 km
1944
1998
125
65
5 to 12
JK to 12
Coed
Coed
Day
Day
English
English, French
Science and technology
Academic
Traditional
Progressive, International Baccalaureate
12 to 18
8 to 12
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$13,000 to $16,000
$23,285 to $26,920
No
Yes
0%
2%
None
1 to 12
$0
$6,500
16
4
0%
0%
100%
85%
5, 6, 7, 8, 9, 10, 11, 12
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades JK - 12
No
No
No
No
information not available
information not available
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportIt’s a big world out there, and for the students who enroll here, AcadeCap is a window onto all of it. The attention to global education is underscored by the adoption of the IB PYP program, and things continue from there. Collaborative learning, among peers as well as intergenerational, is an important aspect of the delivery of the curriculum, as is the provision of authentic learning experiences. There is, of course, a vast array of resources available within the capital region, and AcadeCap rightly makes the most of them. Class sizes are small, and instructional support is personal and individualized. The school casts a very wide net and models an approach to learning based on curiosity, empathy, and active engagement. The ideal student is one able to thrive in a diverse, challenging, vibrant and social learning environment.
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"The teacher was able to acknowledge his individual needs while exposing him to new experiences with a variety of new activities."
Chandra Iyer - Parent (Jun 22, 2020)
Our son joined the school in Junior Kindergarten. It was our son's home away from home. The Kinderga... View full review
"They take a holistic approach to teaching, recognizing that every student has unique strengths and challenges."
Michel Anderson - Parent (Jun 11, 2025)
My son joined this school after a traumatic experience with the administration at another private sc... View full review
"When kids are having fun and feel encouraged, they naturally learn, and AcadeCap truly makes that happen."
Yujie Zhang - Parent (Jun 23, 2025)
Our daughter started JK at AcadeCap in 2024, and it’s been a truly positive experience for her and... View full review
"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"We offer a rigorous, tailored bilingual and/or English education from JK to Grade 12. IB PYP students engage in concept-driven inquiry-based learning in STEAM, Visual and Performing Arts, The Humanities, International Languages and PSPE. The PSSP and OSSD pursue in-depth understanding of content, teaching students to work hard and make practical connections between subjects and the real world, preparing them for post-secondary education. Our 21st Century Learning Curriculum© is implemented from Gr. 7 to 12."
"We are a family oriented School. Small classes, individual attention."
"Differentiation
Respecting a student’s potential by way of built-in differentiation maximizes each student’s learning and academic achievement. From the get-go, AcadeCap educators recognize that no two students are the same nor do they learn the same. Three key factors support AcadeCap’s approach to differentiation: low teacher-student ratios, educators with deep subject expertise, and a strong understanding of each student’s learning profile.
Math +
Math follows a progressive "concept-before-code" approach, transitioning from visual and tactile methods in the IB PYP to context-based learning in Grade 7 and 8, and application-driven problem-solving at the secondary school level. Deep conceptual understanding prepares students, not just for academic success, but also for future professional opportunities requiring logical reasoning and analytical thinking.
Small School
Interacting and learning across-the-ages in a small school environment teaches empathy, respect, and collaboration."
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"As a strategic trade-off, AcadeCap intentionally maintains a small school population—capped at 70 students—to deliver highly personalized, differentiated learning in low teacher-to-student ratio classrooms. Unlocking student potential through individual strengths and exceptionalities is very much achievable in our environment.
Our small size fosters a close-knit, multi-level learning community where every student is known and matters. By prioritizing depth of conceptual connection over scale of knowledge, AcadeCap cultivates an environment where students of different ages and potential learn how to learn, develop agency and problem-solve individually and collaboratively as part of a dynamic educational experience.
This strategy allows us to know each learner well, support their individual growth, and uphold a high standard of academic rigour and achievement for all."
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"Students who thrive at AcadeCap are curious, engaged, and open to challenge. They seek learning not just for achievement, but for understanding and purpose. They take initiative, solve problems collaboratively, ask questions, make connections, and think critically. They are motivated by purpose and gain confidence through meaningful action—whether in academics, community service, or global engagement.
Families who find the most value in our school see education as more than a means to an end. They support risk-taking, independence, and collaboration in a supportive, communicative environment. They value diversity, global perspectives, and character growth alongside academic success.
AcadeCap is best suited for students and families excited by a student-centered journey that builds resilience, agency, and purpose in an ever-changing world."
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"AcadeCap is not suited for families seeking a large school setting with big class sizes, believing this fosters social and collaborative skills. Our model emphasizes personalized attention and community, where students develop skills in individual sports like Martial Arts, Track and Field, Cross-country, and Skiing. A physical activity they can embrace for a lifetime. While we offer intramural sports like Lacrosse, Soccer, and Flag Football, our focus is on fostering connections across different age groups, not large school teams.
Our students are expected to engage deeply in academics, including research projects, timely assignments, and experiential learning activities. They participate in math contests, science fairs, and other academic competitions. Students focused mainly on socializing may find it challenging to adapt to our rigorous, purposeful learning rhythm.
To thrive, students must value hard work, agency as well as interaction and collaboration across-the-ages."
"Our multicultural family oriented environment is appealing to most families"
"Families choose AcadeCap for the convenience, and cost and time-effectiveness of a one-stop, continuous, purposeful education—from bilingual IB PYP through to the OSSD with FSL. This seamless journey allows students to grow in a consistent, supportive environment. Parents value our blend of academic excellence and personal development: the 3-Tier 21st Century Learning Curriculum©, SMILE dyslexia support, enriched science and math, and differentiated instruction. With Phys-ed including Jiu-Jitsu, vibrant arts, third-language learning, hot meals by a Cordon Bleu chef, before/after care, clubs, and iSTEAM and coding camps—all under one roof—families avoid the cost and stress of piecing together extras elsewhere. They appreciate our small-school feel, global outlook, and expert educators. At AcadeCap, learning is purposeful, rigourous, and continuous."
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"Our students have a voice when it comes to describing Acadecap's most prominent feature .
We are known for adapting for each student in order to figure out what helps them best. Instead of assuming everyone works the same way, students are able to, and encouraged to, explore and find what learning method works best for them. This way, teachers and students are on the same page in their learning journey.
Here at AcadeCap, we are known for our ability to help and adapt to all of our students' learning difficulties and strong suits. Whether it be dyslexia, ADHD, giftedness, or anything else, we can always adapt to the students to give them the best learning opportunities. With our small classes, we put much more focus on each individual student, giving them a tailored experience. In addition to the learning opportunities offered by the teachers, we also have many learning opportunities from fellow students, with students from all sorts of backgrounds, being an international school."
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"AcadeCap’s learning-to-learn approach translates into academic achievement, resilience, agency, and an arsenal of problem-solving strategies when presented with challenges in learning, at work and in life. Contrary to popular belief, large social environments such as large schools do not develop social skills. We capitalize on small groups and across-the-ages interactions to actively engage social and collaborative skills.
AcadeCap students are confident in interacting, communicating, and collaborating with people of all ages, not only their peers."
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"Parents are often impressed by the effectiveness of across-the-ages learning in our mixed-space setting, which combines open-concept areas with focused learning rooms. These flexible spaces, along with small class sizes, support differentiated learning. Students benefit socially and academically through approachable, small-group settings that foster collaboration, skill-building, and lasting friendships.
Our inquiry-based approach promotes strong questioning skills, encouraging students to take intellectual risks in an environment where curiosity and diverse perspectives are valued. Communication, presentation, and interpersonal abilities develop naturally through performances, debates, science fairs, and events like CAPMUN, building public speaking confidence.
Our secondary students have the same post-secondary opportunities as those in larger schools. They earn the OSSD, gain admission to programmes of choice in top universities or colleges, and obtain scholarships."
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"The most important change AcadeCap has made in the fall of 2024 was to move to a new building. Our new home is a NCC 1870 heritage building with an addition built in the early 2000s. The top floor of the addition has been fully opened up to create for the PYP an open space learning environment with natural light and looking onto woodland and greenery; the older section has various size rooms to accommodate various sizes of groups of older students, plus teacher workspaces. From Kindergarten to Grade 12, the students have their homerooms and specialist spaces. They have spaces dedicated to music, art, science, sports, and martial arts. AcadeCap is now surrounded by a large treed green fenced yard, has access to walking and biking nature trails and a large sports field.
Everywhere in AcadeCap’s new home, you will find our students engaged and learning.
Accompanying this huge pivotal move was a revamp of our website, admissions protocols and our physical and outdoor education cursus."
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"In the next five years, AcadeCap will enhance its learning-to-learn approach with purposeful actions. With our new campus surrounded by treed green space, we plan to build a yurt, an outdoor theatre, and engage in a solar panel project, supported by a building fund. We’ll develop a nature pedagogy curriculum and streamline our proprietary 21st Century Learning Curriculum ©.
As professional development is key: in June 2025, staff will train in the IB PYP, Marzano Instructional Strategies and DELF scoring and correcting. As Canada’s first and only LabelFrancÉducation school, we’ll expand our FSL resources and training. We’ll also stay current with research from the International Dyslexia Association to better support diverse learners. Our PYP coordinator and team will revamp the Programme of Inquiry, implement the revised IB PYP curriculum, and further refine our in-house planning tool.
These plans will strengthen the differentiated, future-ready education we provide to students."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
A Message from the Founding Director
Lucie Lalonde
Welcome to Académie de la Capitale (AcadeCap), where purposeful learning meets compassionate inquiry.
At AcadeCap, our mission is to provide an environment that drives learners of all ages to ask questions, think critically, solve complex problems collaboratively, and act. Academic success is achieved through dynamic learning, differentiated teaching, and meaningful assessment.
We are a bilingual International Baccalaureate (IB) World School, authorized to offer the Primary Years Programme (PYP) from Early Years through Grade 6. Our curriculum integrates Ontario Ministry of Education standards with a transdisciplinary approach, ensuring that students make connections across subjects and apply their learning to real-world contexts. In Grades 7 and 8, our Pre-Secondary School Programme (PSSP) continues this inquiry-based learning, preparing students for the Ontario Secondary School Diploma (OSSD) in high school. Throughout all stages, our proprietary 21st Century Learning Curriculum© fosters critical thinking, global awareness, and personal agency.
Our new campus at 3448 Richmond Road, surrounded by green spaces and nature trails, complements our holistic approach to education. It provides a stimulating environment where students can engage in purposeful learning experiences that nurture their intellectual curiosity and emotional intelligence.
At AcadeCap, we believe that education is not just about academic achievement but also about developing the curiosity to question, the rigour to excel, and the courage to act. We invite you to explore our community and discover how we can support your child's journey toward becoming a thoughtful, compassionate, and globally-minded individual.
Progressive
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
Every AcadeCap student benefits from the philosophy, the approach, and the curricula of the Ontario Ministry of Education and the International Baccalaureate. Our younger students, from JK to grade 6, follow the IB Primary Years Programme (IB PYP), with classes taught 65% in French and 30% in English & 5% languages. Our grades 7 & 8 follow our own Pre-Secondary School Programme (PSSP) approach, with classes taught 50% in French and 50% in English or 100% in English. In grades 9 to 12, our students continue on with the OSSD curriculum (with bilingual certificate), taking full advantage of the higher-order thinking skills and rigorous preparation gleaned from completing the PSSP. At AcadeCap, we are a community of learners, encouraging the mingling of different age groups, especially when it comes to daily subjects and intra-curricular activities like Math, STEM (iSTEAM), Coding, Jiu-Jitsu, Violin, Vibrant Arts and Skiing, where ability and age do not necessarily follow in lock-step. The result is a collaborative atmosphere that one might be hard-pressed to witness in other schools.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
Mathematics at AcadeCap can be broadly divided into three approaches. In the International Baccalaureate Primary Years Programme (IB PYP), mathematics is taught using a concept-based, often visual and tactile, approach. In the intermediate years programme or Pre-Secondary School Programme (PSSP), mathematics is taught using a context-based, often narrative-based approach. Finally, in secondary school, mathematics is taught in an application-based, problem-solving approach. In practice, what we describe here as three approaches are really one system that progressively moves from one focus to the others, one continuum approach.
Défi Mathématique: 1 to 6 Singapore Math: Dimensions JK to 6 Oxford MYP Math: A concept-based approach: 7 to 12 Open Stax Mathematics: 7 to 12
Calculators and computers are permitted in all math classes.
Non-programmable calculator still required: 7 to 12 Calculator use introduced progressively from Grade 4 onward in Défi Mathématique
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.
Information not available
Young children develop early literacy skills in a rich, bilingual environment. Each classroom has its own library with hundreds of French, English, and some Spanish books, also with access to a larger school library with over 4,000 resources. Literacy development begins with fostering a love for books and an awareness of print in one’s surroundings. Young children learn how to handle books and follow text, recognizing that different symbols represent distinct sounds and letter names. Phonological awareness is built through playful engagement using songs, rhymes, and tongue twisters. Recognizing letters and symbols in everyday settings is emphasized. A vocabulary-rich environment—where children are regularly read to and engaged in conversation—actually supports language development, reading, writing and listening skills. To build narrative skills, they describe events, tell stories, understand sequencing, and make predictions. This foundation ensures children gain the basics needed to learn how to read and to write.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
PM benchmark in English and GB+ in French are the preferred tools to assess reading progress in children.
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.
Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
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Inquiry
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.
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.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
What truly sets AcadeCap apart is our meaningful integration of iSTEAM—innovation, Science, Technology, Engineering, Arts, and Mathematics—across all grade levels, from primary through secondary. This is supported by a dedicated iSTEAM lab, thoughtfully located near our media and art rooms, where students explore ideas across disciplines in innovative and engaging ways. The result is a dynamic learning environment where curiosity thrives and connections across subjects feel purposeful and real. Students participate in a wide variety of hands-on projects that bring iSTEAM to life. Each year, we partner with organizations such as Let’s Talk Science and engage in initiatives like Hour of Code and Computer Science Education Week. Our learners also take part in workshops led by experts from Scientists in School, Maker Junior, Carleton University, and the University of Ottawa’s Maker Mobile. These experiences empower students to explore, experiment, take risks, and grow as confident, creative thinkers.
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The 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.
The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
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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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
At AcadeCap, we believe strong communication skills are built through learning in two or more languages. Multilingual exposure helps students express themselves clearly and understand others across cultures. Students in Grade 1 and up have the opportunity to study a third language, primarily Spanish as well as Mandarin, Cantonese, German, Polish, or Arabic, contingent on demand and teacher availability. Additionally, the AcadeCap team and the student community are from diverse backgrounds and the diversity of languages is celebrated at AcadeCap to further enrich language learning.
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.
These programs have an equal emphasis on receptive and creative learning.
This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
Our goal is for every student to begin—and for secondary students to complete—a meaningful journey in computer science. This journey goes beyond basic IT to include algorithmic problem solving, programming, and a deep understanding of how computers work. At the PYP level, computer science is integrated into the iSTEAM curriculum and Units of Inquiry, supported by specialist-taught periods. Young learners begin coding with tools like ScratchJr, Bloxels, and Dash Bots, engaging in hands-on, creative exploration of core programming concepts. As students progress, they explore languages like Python and gain experience with flow control, loops, variables, and logical expressions. Projects are often interdisciplinary and inquiry-driven. Older students go further, learning about the boot process, operating systems, terminal commands, and setting up a Linux environment. They also study binary code and how computers interpret, compile, and execute programs—building the foundation for intermediate and advanced coding skills.
Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
At AcadeCap, physical education and well-being are woven throughout the student experience, from the IB PYP through OSSD. Our PSPE and PHE programs foster healthy, active lifestyles and social-emotional development. Students engage in movement-rich activities—indoors and outdoors—developing physical literacy, resilience, and cooperation. Through fitness, sports, yoga-inspired training, and Jiu-Jitsu, learners build strength, confidence, and discipline. Nutrition education and outdoor excursions support lifelong wellness. In our forested green-space, unstructured play encourages creativity, collaboration, and environmental stewardship. Our Jiu-Jitsu program, rooted in respect and self-control, empowers students to manage conflict, understand boundaries, and grow as confident, caring individuals. Together, these experiences nurture balanced, capable learners—ready for life.
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.
The JK and SK students benefit from the IB Primary Years Programme (PYP) curriculum framework that enables 3 to 5 year old children to develop their full potential using guided inquiry and play as the best tools for exploring and studying mathematics, science and technology, languages, social studies, the arts, and personal, social, and physical education. We offer a 10-month or 10-month with summer camps inquiry-based programme for students.
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
Information not available
Rigorous
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 “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”.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
Acadecap International School (Académie de la Capitale) provides a rigorous bilingual or English education from JK to Gr. 12. IB PYP students engage in concept-driven inquiry-based learning in i STEAM, Visual and Performing Arts, Humanities, International Languages and Personal, Social and Physical Education. The PSSP (7-8) and the OSSD (9-12) pursue in-depth understanding of content, teach students to work hard and make practical connections between subjects and the real world, preparing them for post-secondary education.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
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.
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."
The Acadecap student is unlike any other. He or she not only develops the ability to think and to question critically, ethically, and divergently, but also the ability to create design and build. It is our aim to develop academically successful students, who also have the gumption to take risks, to innovate, and to tackle the unknown.
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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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
Acadecap International School offers support on a case-by-case basis upon meeting with parents and assessing the child's needs.
Information not available
At Acadecap International School, differentiation is acknowledged as a sound teaching practice applicable to all students. Our small classes and open-concept space allow for a great deal of flexibility, opportunity and time to differentiate, giving every student the varying levels of support needed. Tutoring and one-on-one instruction can also be provided, such as Orton-Gillingham-based multisensory teaching. Specialists are also called in to provide additional support, if required. Before admission, all potential students are required to spend a visit day with a class, where he or she will be evaluated.
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
5 - 11
1 - 12
1%
2%
$0
$6,500
100%
85%
5, 6, 7, 8, 9, 10, 11, 12
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades JK - 12
No
No
No
No
No
No
No
Yes: grades 4 - 12
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
At AcadeCap, students who thrive are curious, engaged, and open to challenge. They seek learning not just for achievement, but for understanding. They take initiative, solve complex problems collaboratively, and are motivated by purpose. They ask questions, make connections, think critically, and gain confidence by taking meaningful action—whether through academics, community service, or global engagement. AcadeCap is best suited for students and families excited by a student-centered journey. This is why, in addition to all the admission requirements, the day students spend at AcadeCap helps the students and parents decide whether or not they feel our community is the ideal setting for them to continue their education. It also helps us take note of their ability to contribute and to excel both independently and cooperatively.
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
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