7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
6700 Kootenay Street SW, Calgary, Alberta, T2V1P7, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
6700 Kootenay Street SW, Calgary, Alberta, T2V1P7, Canada
5,430.9 km
7,246.7 km
1944
1987
125
300
5 to 12
Preschool to 9
Coed
Coed
Day
Day
English
English, Hebrew
Science and technology
Academic
Traditional
Traditional
12 to 18
12 to 22
In-class adaptations
$13,000 to $16,000
$8,550 to $13,925
No
Yes
0%
0%
None
Preschool to 9
$0
$0
16
23
0%
0%
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
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Rolling
Not available
Not available
Not available
Yes: grades 5 - 12
No
No
No
No
No
information not available
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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 reportThe Calgary Jewish Academy (CJA) is a central part of Calgary’s Jewish community. It offers an exceptional foundation in both academic excellence and Jewish identity. Guided by its purpose to help students grow into capable, caring citizens, CJA blends rigorous academics with deep-rooted values such as courage, justice, gratitude, respect, community, and loving kindness. Established in 1987 through the merger of the city’s earliest Jewish schools, dating back to 1912, the CJA continues a proud century-long tradition of Jewish education and leadership. Students experience a vibrant school life enriched by athletics, creative exploration, and meaningful engagement with Jewish traditions. Daily routines, such as singing Hatikvah and celebrating Kabbalat Shabbat, nurture a shared sense of belonging. Through local and travel-based learning experiences, students develop curiosity, empathy, and a lifelong connection to their faith, heritage, and broader community—living out the school’s vision to educate both the mind and the heart.
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"The teachers and staff clearly work together and genuinely care about each student’s well-being."
Lee Liberman - Parent (Mar 19, 2026)
Our son recently joined CJA, and our experience so far has been incredibly positive. Our child was r... 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."
"Calgary Jewish Academy is a modern Jewish day school offering both the Alberta curriculum and Judaic studies. Rooted in Calgary’s Jewish community, CJA combines purposeful learning and academic growth with a close-knit, welcoming culture where students are known, supported, and challenged through clear expectations and strong relationships. From Nursery to Grade 9, students develop skills and understanding with increasing depth across the grades, while growing in confidence, responsibility, and Jewish identity."
"We are a family oriented School. Small classes, individual attention."
"CJA differentiates itself through the intentional integration of academic learning, Jewish identity, and student support. Our dual curriculum is designed so students engage deeply with both Alberta academics and Jewish learning without compromise, building skills and understanding progressively over time. Small class sizes allow teachers to maintain clear academic expectations while tailoring instruction to how students learn. Dedicated educational assistants, counselling support, and social-emotional learning structures are embedded to help students meet expectations with confidence. Jewish identity is not taught in isolation, but lived through curriculum, community, and daily school life. The outcome is capable, confident students who know who they are and how to navigate complexity with clarity and purpose."
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"CJA has made deliberate choices about what kind of school it aims to be. Rather than expanding program offerings, the school prioritizes depth of learning, continuity of relationships, and coherence across the grades. This means investing time and resources in curriculum alignment, Jewish identity, student well-being, and support systems, even when those investments are less immediately visible than facilities or extensive programming. CJA balances tradition and innovation thoughtfully, choosing integration and meaning over rapid change. In an uncertain world, the school has placed particular emphasis on safety, preparedness, and emotional security as foundational to learning. These choices shape a school experience focused on academic growth, confidence, character, and belonging."
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"Calgary Jewish Academy was founded in 1987 through the amalgamation of Calgary’s first Jewish day schools: the Calgary Hebrew School (1912) and the I.L. Peretz School (1927). This unification brought together strong academic traditions and a shared commitment to Jewish learning, identity, and community. These roots established a foundation of educational excellence and communal responsibility that continues to shape CJA today. Over time, the school has evolved to meet the changing needs of families while remaining grounded in its values and purpose."
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"Students who thrive at CJA are curious, engaged learners who respond well to clear expectations, structure, and strong relationships. Families who value both academic growth and Jewish identity find strong alignment with our approach. CJA is well suited for students who want to learn, grow, and connect to Jewish values, traditions, and Hebrew language alongside peers in a close-knit community. Families seeking personalized attention, inclusive support for diverse learners, and an environment that fosters confidence, responsibility, belonging, and shared identity will find CJA a strong fit."
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"CJA may not be the best fit for families seeking a highly competitive or anonymous school environment, or those who prefer a single-focus academic model without integrated values or identity-based learning. Families looking for large class sizes, minimal structure, or limited community engagement may find CJA’s close-knit, values-driven approach less aligned with their expectations. Our emphasis on clear expectations, shared responsibility, and Jewish life shapes the learning experience at CJA."
"Our multicultural family oriented environment is appealing to most families"
"Families choose CJA for its ability to combine purposeful academics with Jewish identity in a deeply supportive and caring community. Parents value small classes, personalized attention, and a school culture where students are known, protected, and supported from the Early Years onward. Families also appreciate the clarity and consistency of CJA’s academic program, where skills and understanding build intentionally from year to year. Many families point to the confidence, character, and sense of belonging their children develop, as well as CJA’s emphasis on community participation and preparing students to navigate real-world complexity with resilience and purpose."
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"CJA is widely recognized as a welcoming, values-driven Jewish day school with a strong sense of community. It is known for offering a structured learning environment that balances academic expectations with care for student well-being, and for providing a safe, supportive setting where Jewish identity is affirmed. The school’s long-standing presence in Calgary’s Jewish community contributes to its reputation for stability, trust, and educational quality."
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"Families sometimes underestimate how intentionally CJA’s culture of care supports learning. Beyond small classes, students benefit from counsellors, educational assistants, and social-emotional learning supports embedded throughout the school. Clear expectations, consistent relationships, and proactive safety practices create the conditions for focus, engagement, and academic growth. This foundation allows students to build character, resilience, and trust in themselves and their learning over time."
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"Many families are surprised by how early students begin developing confidence and self-advocacy at CJA. Starting in Nursery, children are encouraged to express themselves, build independence, and understand expectations within a supportive environment. Over time, parents notice strong communication skills, self-awareness, and a growing sense of responsibility that continues to develop through the grades. This continuity, supported by consistent relationships and emotional care, often results in students who are more resilient and self-assured than families initially expect."
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"In recent years, CJA has focused on strengthening leadership, clarity, and consistency across the school. This has included refining the dual curriculum, strengthening curriculum alignment, expanding social-emotional learning and counselling supports, and deepening inclusive teaching practices. A renewed emphasis on collaboration, communication, and shared expectations has helped create greater stability and coherence, ensuring students are well supported academically, emotionally, and socially."
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"Over the next five years, CJA will continue strengthening the coherence of its academic program while deepening its integrated approach to Jewish learning and student well-being. Curriculum alignment and instructional practices will further support learning that builds with increasing depth across the grades. Students will have more opportunities for experiential learning, leadership, and meaningful community engagement. Continued investment in student support services and inclusive teaching practices will ensure students are prepared to navigate academic challenges and real-world complexity with confidence, identity, and purpose."
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.
Welcome to Calgary Jewish Academy. Choosing the right school is an important decision, and I’m glad you’re learning more about a community where learning, identity, and care are intentionally connected.
At CJA, students experience a dual curriculum that integrates the Alberta curriculum with Jewish studies, Hebrew language, and values-based learning. From the Early Years onward, students learn in small, supportive environments where relationships matter, curiosity is encouraged, and learning is both academic and experiential. We support students not only to achieve academically, but to build confidence, character, and a strong sense of self.
CJA has deep roots in Calgary’s Jewish community, shaped by the legacy of the Calgary Hebrew School and the I.L. Peretz School. Today, that foundation continues through strong alumni connections and an active, engaged school community. I invite you to explore CJA and consider whether this is the right place for your child and family.
Traditional
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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.
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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.
Calgary Jewish Academy offers a fully integrated dual curriculum that combines the Alberta curriculum with Jewish studies, Hebrew language, and values-based learning. Academics are rigorous, developmentally appropriate, and designed to build skills progressively over time. Teachers emphasize critical thinking, inquiry, and real-world application, supported by experiential learning opportunities that deepen understanding and relevance. Jewish learning is woven throughout the school day and connects classroom learning to identity, ethics, and community life. Hebrew is taught as a living language, supporting cultural connection and communication. Small classes allow for personalized instruction and strong relationships, while educational assistants, counselling support, and social-emotional learning ensure students with diverse needs are supported. The academic approach balances structure with flexibility, helping students grow academically while developing confidence, responsibility, and resilience in an increasingly complex world.
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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.
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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.
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Calculators and computers are permitted in all math classes.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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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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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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These programs have an equal emphasis on receptive and creative learning.
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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
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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.
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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.
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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.
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Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
Teachers use differentiated instruction and flexible in-class grouping to meet students where they are. Instruction is adjusted through varied tasks, supports, and expectations, allowing students to be appropriately challenged while maintaining shared learning goals and classroom community.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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.
CJA’s academic culture is supportive and growth-oriented, with an emphasis on effort, progress, and confidence rather than pressure or competition. Teachers set clear expectations and support students in meeting them through guidance, feedback, and individualized support. Learning is designed to be engaging, meaningful, and developmentally appropriate, helping students build skills and curiosity at their own pace. Academic success is encouraged within a caring environment where students feel safe to take risks, ask questions, and learn from mistakes. This approach nurtures capable, motivated learners with a positive relationship to school.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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
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.
Information not available
Information not available
Information not available
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
Preschool - 9
1%
0%
$0
$0
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 5 - 12
No
No
No
No
No
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
CJA looks for students who are curious, open to learning, and ready to engage in a close-knit school community. Successful students are those who benefit from structure, supportive relationships, and clear expectations, while being encouraged to ask questions, take risks, and grow at their own pace. An openness to Jewish learning, Hebrew language, and participation in community life is important, as is a willingness to collaborate with peers and teachers. Most of all, we seek students who want to learn in an environment where effort, kindness, responsibility, and personal growth are valued alongside academic progress.
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
Families submit an application form along with the application fee. Once an offer of admission is made, registration is confirmed with a signed agreement, the required deposit, and finalized payment arrangements. Applications are reviewed on a rolling basis, subject to space availability. Financial assistance is available through the Integrated Bursary Program administered by the Calgary Jewish Federation.
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