261 Buena Vista Road, Ottawa, Ontario, K1M 0V9, Canada
65 Rue Saint-Pierre, Rigaud, Quebec, J0P 1P0, Canada
1915
1850
375
2010
Preschool to 12
Preschool to 12
Girls
Coed
Day
Day, Boarding
English, French
French, English
Academic
Academic
Progressive, International Baccalaureate
Traditional
15 to 17
Varies
Learning, Developmental
Accelerated curriculum
In-class adaptations
$15,540 to $29,700
$5,075 to $14,735
$15,335 to $34,860
Yes
Yes
24%
0%
6 to 12
None
$6,800
$0
23
126
0%
5%
70%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
8, 9, 10, 11
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - 12
Yes: grades 9 - 12
No
No
No
No
Elmwood was founded in 1915 by Theodora Philpot who, in addition to having a great name, was well ahead of her time in the world of education. Like Maria Montessori, Rudolf Steiner, and others, she felt that traditional education wasn’t meeting the needs of students, both academically and personally. She wanted to offer an alternative, one that was student-centric, and that would stimulate a love of learning rather than the rote memorization of facts. She felt that there should be a bit of poetry in the course of daily life, and a bit of joy, too. She began that first year with just four students, all of whom were boys. Despite the obvious differences—it’s now home to nearly 400 students, all of whom are girls—the spirit of the school nevertheless is reflective of Philpot’s vision. The school is one very much centred on possibility, creating opportunities for students to explore their world and to find their place within it. The ideal student is a girl looking for a vibrant, challenging, community-oriented academic environment.
Read The Our Kids Review of Elmwood School
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Elmwood was founded in 1915 by Theodora Philpot who, in addition to having a great name, was well ahead of her time in the world of education. Like Maria Montessori, Rudolf Steiner, and others, she felt that traditional education wasn’t meeting the needs of students, both academically and personally. She wanted to offer an alternative, one that was student-centric, and that would stimulate a love of learning rather than the rote memorization of facts. She felt that there should be a bit of poetry in the course of daily life, and a bit of joy, too. She began that first year with just four students, all of whom were boys. Despite the obvious differences—it’s now home to nearly 400 students, all of whom are girls—the spirit of the school nevertheless is reflective of Philpot’s vision. The school is one very much centred on possibility, creating opportunities for students to explore their world and to find their place within it. The ideal student is a girl looking for a vibrant, challenging, community-oriented academic environment.
View full reportSome schools really do have it all, and College Bourget is one of them. Located near major urban centres, it also has the benefit of a bit of distance from them, allowing opportunities for a robust program of outdoor education and much else. The facilities, true to the school's long history, are stunning. The physical education spaces—from ice rinks to playing fields, to fitness and recreation spaces—are as good as it gets. There is a sense that you are in an institution with a long life and indeed, it's approaching two centuries since its founding. That said, classrooms and common spaces are modern and well-appointed. It’s the largest French-language boarding school and, language aside, one of the larger schools in the country. Day students outnumber the boarders, though for all, when on campus, there is a feeling of participating within a complete community, one in which all needs are met on campus. The school was begun by the Clerics of Saint Viator, and takes its name from the bishop of Montreal who served in the 19th century. While the foundation in humanist values remains, as does the religious tradition, the student population is notably diverse, both culturally and in terms of religious observance. It’s simply one of the best schools of its type in the country.
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"Elmwood is one of the most innovative girls’ schools in North America, offering all three levels of the IB Programme. Acclaimed for its academic excellence, caring atmosphere and strong community spirit, Elmwood is a school where girls are encouraged to stretch themselves, try new things, create and explore. We strike a balance between traditional academic goals and innovative approaches to achieving those goals. We create inquiring lifelong learners, engaged global citizens, and confident, compassionate leaders."
"Founded in 1850 and situated on a magnificent site at the base of Mont Rigaud, the College is located between Montreal and Ottawa. This exceptional environment offers a safe haven encouraging an active lifestyle where sports and the arts are at the heart of our activities. At Collège Bourget, students can choose to study in French or English. We offer the French program from kindergarten to grade 11 and the English program from grades 9 to 12."
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"All students have access to an integrated study period or a passion program during the school day."
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"The enriched academic program for all students, the extracurricular activities and elite level sports programs."
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"The beautiful campus located on Mont Rigaud"
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"We offer both a French and English high school curriculum."
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When we talk to the girls about what makes their school special we get as many different answers as we have students. Not far from every girls answer though is family and confident young women. There is something here for each and every girl to love, to get involved in and to find inspiring.
Over 100 years ago, Theodora Philpot, an entrepreneurial and visionary woman, founded Elmwood School. Although the subjects we teach and the manner in which we teach have evolved dramatically since 1915, Mrs. Philpot would still recognize the essence of the school she created. Every girl here is known and valued-we see them as individual girls on individual journeys, and we inspire each girl to reach her full potential. That is the School's mission statement, and it is something every member of our community lives every day
Our holistic approach to girls' education combines superior academics with outstanding co-curricular activities and healthy lifestyle choices. The powerful and supportive all-girls environment here gives students the freedom to stretch themselves, take risks and learn from their mistakes. We are specialists in how girls learn, so we can tailor things to exactly what works best for them.
At the base of everything is our reputation for academic excellence. Elmwood is the only school in Ottawa accredited to deliver all three levels of the International Baccalaureate (IB) programme ranging from preschool right up to the senior grades. This is a fully transferable, world-class education, and the combination of the "gold standard" IB program and a strong Ontario curriculum is the best preparation for university and beyond
When girls graduate from Elmwood they are ready to move on to the next phase of their education with confidence. They have become inquiring, lifelong learners with an exceptional education, confident, caring leaders and compassionate, engaged global citizens.
I hope you will come visit us soon. We all look forward to sharing our school with you.
Best regards,
James Whitehouse, Head of School
Collège Bourget stands out by its true desire to provide a comprehensive education to every child welcomed under its roof.
Building on a history rich in success stories, the College asserts its convictions with values that give meaning to life, such as respect, solidarity, surpassing one’s self and care. It is how, every day, we renew our commitment to do everything we can to develop the children to their full potential and according to every aspect of their personality.
Joining Bourget is entering a big family, where capability and joie de vivre go hand in hand. Come see us and you will be convinced of the power of our academic community.
Have a pleasant visit on our website and subscribe to our Facebook page!
We hope to welcome you into the Bourget family.
Traditional
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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.
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.
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.
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We believe that the best kind of education is one that combines a world-class curriculum, passionate teachers, innovative teaching methods and small class sizes, so every student gets individual attention. Elmwood exceeds the expectations of the provincial curriculum and is more rigorously evaluated than any other school in Ottawa. At Elmwood, we encourage and challenge our students to strive for academic excellence and inspire them to develop a lifelong love of learning, knowing that this strong foundation of knowledge and skills is crucial for success in the 21st century. Our outstanding faculty draws on best practices in girls’ education as they inspire students to be principled, knowledgeable, and reflective learners. From the early years to graduation day, Elmwood students benefit from a program of study that is student-directed, inquiry-based, rigorous, relevant and specifically designed to prepare students for life and work beyond the classroom.
At Collège Bourget, every student, from kindergarten onward, grows through different spheres: arts, sports, community service and science. Our extended schedule and double transportation service allow us to provide a rich and diversified academic and athletic experience. Students at Collège Bourget can enjoy a plethora of options to fill their academic curriculum, while practicing a high-level sport or take part in an artistic program. Our team of outstanding teachers are supported by a dynamic group of educators, animators, counsellors, coaches, and professionals. They work on a dally basis to guide our students to success. Within the class schedule, specific periods are dedicated to enrichment and remediation to ensure students achieve their potential. All College Bourget students benefit from academic enrichment and innovative pedagogical practices. The pedagogical vision is based on a collaboration between parents, teachers and administration with: - Clear and continuous lines of communication - Clear expectations - Provision of support - Evaluation based upon a judgement at the end of each term supported by varied evaluation throughout each term.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
In Secondary 4 and 5 (Grade 10 and 11) students follow one of two Math pathways: Mathematics - Cultural, Social, and Technical Option (CST) This option, or profile, prepares students for further studies in social sciences, communications, or the arts. Mathematics – Natural Sciences (SN) This profile is specifically aimed at students wishing to get into the fields of pure or natural science and research This profile is a prerequisite for Physics and Chemistry courses in Secondary 5 (Grade 11).
Various government approved textbooks are used to support the program, the English sector (Bourget College) also uses an online platform called Math Help Services which provides video instruction and practice problems and quizzes for students.
Students are permitted to use scientific calculators, when considered appropriate by the teacher.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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The Collège Bourget pedagogical committee has developed a literacy program and strategies to develop literacy skills from kindergarten to Grade 12.
No
Collège Bourget does not use DIBELS testing to assess reading progress.
Writing
Not applicable
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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Collège Bourget expects our students to be able to produce texts and various forms of media that demonstrate their creative writing skills. Students use their own personal device in the class.
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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.
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In Secondary 4 (Grade 10) all students complete the Science and Technology Course; most students also complete the Environmental Science and Technology course which provides enrichment and is a pre-requisite for the Secondary 5 (Grade 11) Physics and Chemistry courses. All students at the high school level are evaluated in two competencies: theory and practical (labs). A “parcours passion” program is offered to students who are interested in robotics.
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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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The Collège Bourget pedagogical committee has developed a literacy program and strategies to develop literacy skills from kindergarten to Grade 12. Collège Bourget offers various forms of literature to its students.
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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The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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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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Collège Bourget teaches World History and Geography at the Junior High School level. In Secondary 4 (Grade 10) students focus on Quebec and Canadian History and must write a final government exam in History, this is a mandatory course for graduation. Humanities and Social Sciences In Secondary 5 (Grade 11) students can choose to study 20th Century History and Politics as an elective course.
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The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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Collège Bourget High School students can select their language of instruction. In Secondary 1 to 5 (Collège Bourget) students can take all academic subjects in French, there are two levels of English offered in the French program; regular and enriched. In Grade 9 to 11 (Bourget College) students can take all subjects in English, there are two levels of French offered in the English Program; regular and enriched. The Grade 12 course in Bourget College is taught entirely in English and follows the Ontario curriculum. Students wishing to learn a third language can take a “parcours passion” program in Spanish.
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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Visual Arts
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Students can select their preference of a fine arts course, they can choose from visual art, drama or music. The college also offers a “parcours passion” for dance where students can participate in competitive dance competitions. The college also offers a “parcours passion” in fashion design.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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.
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Collège Bourget is developing a computer literacy program for students from kindergarten to grade 12. Students at the high school level use their own personal device in the classroom. A “parcours passion” program is offered to students who are interested in robotics, they participate in robotics competitions.
Web design
Robotics
Computer science
At Elmwood, we believe that competitive sports help our students develop into determined, well rounded global citizens and teach them the grit and determination that gives them the stamina to see things through. We also believe that every girl can find an activity she can become passionate about. Elmwood is a place where the beginner can dip her toe and try new sports or national competitors can develop further and receive focused academic support. The girls regularly take on new sports and quickly learn the skills needed to not only progress but to excel in their chosen activity. In the middle school, our aim is to give the opportunity to play on a competitive team for whichever sport they choose.
Physical Education is an integral part of the curriculum at Collège Bourget, physical literacy is an important part of our curriculum. Students will have the opportunity to learn various different individual and team sports, we also take advantage of our amazing campus location to participate in outdoor education and winter sports.
Academic
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.
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.
Our nurturing environment encourages our youngest students to feel secure and helps them start to build their independence. We balance a rich, academic environment with creative and purposeful play, helping students construct a solid base of knowledge of the world around them. A skilled, dedicated educator who is an expert in early childhood education and inquiry-based learning leads each classroom. In our purpose-built Junior School, the Kindergarten classrooms are designed to meet the needs of our youngest students. Through experiential and imaginative play, Elmwood students engage in early literacy activities and tackle mathematical problems using a variety of strategies, helping them establish a strong foundation for their future studies.
The educational mission describes College Bourget as an environment designed for student growth. We ensure students achieve their full potential and succeed academically whilst helping them to be respectful citizens who contribute to their community. The quality of our programs, services and infrastructure provide opportunities for students to find their passion and achieve their personal objectives.
Standard-enriched
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).
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.
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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.
Elmwood offers an enriched programme combining the Ontario Ministry of Education curriculum and the International Baccalaureate Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). The IB promotes an internationally recognized, inquiry-based curriculum, which focuses on skill development and brings together learners and teachers from around the globe. Girls thrive in our nurturing community where they are challenged by highly engaged teachers who are experts in personalizing the learning of each girl. Elmwood graduates exemplify the school motto: Summa Summarum—the highest of the high. They are academically strong, socially adept, confident and resilient young women.
Collège Bourget offers a challenging academic program in a supportive environment.
"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."
Elmwood’s curriculum focuses on developing the whole girl – we want students to develop intellectually, emotionally, socially and physically during their years with us. Here they feel free to take risks, stretch themselves, and by doing so learn the true extent of their abilities. Our graduates are inquiring, life-long learners, compassionate, engaged global citizens, and confident, caring leaders.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Students who develop learning difficulties while at Elmwood meet with our Director of Student Success, and she administers an in-house standardized educational assessment, the Wechsler Individual Achievement Test (WIAT). This helps to give us a better picture so we can apply accommodations in classes right away. We will also make recommendations to parents for adapting at home as well. In general, we approach prospective students with clinically diagnosed learning disabilities on a case-by-case basis.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
6 - 12
24%
0%
$6,800
$0
70%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
8, 9, 10, 11
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - 12
Yes: grades 9 - 12
No
No
Yes: grades 6 - 12
No
No
No
Yes: grades 6 - 12
No
No
No
No
No
At Elmwood, we’re looking for motivated and enthusiastic girls who will contribute positively to the life of the school through their motivation, intellectual curiosity and willingness to try new things.
Interested families should fill out our online application form: http://www.elmwood.ca/application-form/
Kindly note that the admission requirements vary according to the Franchophone and Anglophone sectors. Please refer to the admission pages for the different levels.
FRENCH SECTOR - Secondary 1-5
Video information/content:
ENGLISH SECTOR - Grades 9-12
Step 1: Complete an online application by clicking FORM.
Step 2: Upload the following supporting documents:
Video information/content:
Step 3: Some applicants may be invited to an interview with the Director of Bourget College.