3300 Ninth Line, Oakville, Ontario, L6H 7A8, Canada
1677 93 Street SW, Calgary, Alberta, T3H 0R3, Canada
Indirect Support:
3300 Ninth Line, Oakville, Ontario, L6H 7A8, Canada
1677 93 Street SW, Calgary, Alberta, T3H 0R3, Canada
1982
1981
400
700
Preschool to 8
K to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
18 to 19
16 to 20
Learning, Behavioral
In-class adaptations
$11,177 to $24,550
$15,625 to $20,300
No
Yes
0%
0%
None
K to 12
$0
$0
33
54
0%
0%
0%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 8
Yes: grades K - 12
No
No
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At Fern Hill, academics are important, just as they should be at any school, but culture is important too, including a desire to capitalize on the individual strengths of the staff. Cross-curricular links are a focus, as is a desire to allow students to experience things that may, for the moment at any rate, seem to reside outside their immediate areas of interest. The program is focused on the development of confidence, skill, and social engagement.
View full reportEvery school is unique, supporting a unique set of learners, and Calgary Academy is an excellent example of the concept. The school addresses itself to students with learning difficulties and differences and who aren’t reaching their potential in a traditional learning environment. The Academy addresses learners who are struggling and need targeted academic support; the Collegiate addresses learners who are achieving at the top of their peer group, and who need a challenge and direction in order to reach their potentials. The program is designed in the awareness that students often arrive having had negative experiences elsewhere. As such, a core goal of the program is to build self-esteem and confidence in their skills and abilities. The values that inform the delivery of the curriculum are also, rightly, a draw for the families that enrol.
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"Since 1982, Fern Hill's mission has been to graduate students ages 3-14 who are dedicated to excellence, feel a sense of personal worth and have confidence in their talents and abilities. Fern Hill's enriched curriculum is taught in a rotary system by qualified, subject-specific teachers who are passionate about their subjects. For 40 years we have seen the success of this approach reflected in the high level of engagement in our classrooms and the success of our graduates."
"At Calgary Academy™, we design engaging, student-centred experiences that nurture a love of learning. For over 40 years we’ve refined our innovative Academy, Collegiate, and Blended+ programs, woven together by our four pillars and guiding principles, to empower unique learners to pursue lives of passion and purpose. Through extraordinarily small class sizes led by expert teachers, our students develop the independence, skills, and confidence to thrive."
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"Our growth-oriented, nurturing, and inclusive culture from Kindergarten-Grade 12 promises that each student will be empowered to exceed their own expectations and to believe in the boundless opportunities the future holds. Hope, belonging, and a palpable sense of optimism fill our school and our hearts."
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Each child that walks through our door is valued for whoever they are and they immediately feel comfortable. Fern Hill is a place where academics are very important, but so are music, art, drama and sports. We are a school where the whole child is developed. We achieve this through small class sizes and having engaging teachers, who have a passion for their subjects, teaching our classes. We give our students a myriad of activities and we challenge them. Each of our schools are set on many acres of land and every aspect creates an vibrant environment that inspires learning and creativity. Fern Hill prepares our students for life. It gives them the strength to know who they are and explore their own interests. It gives them a sense of community and teaches them the importance of giving back and being positive contributors. Our students are given confidence knowing their talents and abilities have been nurtured. Unless you do that, you never know how high they can soar.
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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.
Not applicable
Fern Hill School encourages independent thinking and cultivates individual talents in a supportive classroom environment. Students are encouraged to explore their unique interests while developing academic skills. We are dedicated to academic excellence and we nurture the development of self-confident and positive contributors. The enriched curriculum, taught by subject-specific teachers, stimulates and challenges students to demonstrate a sense of responsibility towards learning and to achieve their personal best. Fern Hill creates learning environments that are engaging and diverse; where talented, dedicated faculty and students are encouraged to interact in an atmosphere of mutual respect and trust. Students are well prepared for the future in a manner that enables them to discover the joys of learning and the importance of community.
Calgary Academy offers three programs: Academy, Collegiate, and Blended+. The Academy Program is specifically designed for children who have a gap between their potential and performance. While these students have average to above-average intelligence, they may have not benefited from typical classroom instruction and may be struggling academically. The class sizes are small with a population of sixteen students with two instructors in the class. The Collegiate Program is for students who are working independently at grade level in each core academic area. The program offers a learning community dedicated to the pursuit of excellence and the success of each student. In this program, students are in a small class environment led by one teacher. Our Blended+ program is the best of online and in-person learning and empowers students with the flexibility to learn at home or in school. The + references robust off-campus excursions and experiential learning opportunities.
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.
Fern Hill students develop a love of numbers at an early age. Our individualized program allows each student to be challenged at an an appropriate level to master fundamental skills before moving on to the next concept. Students develop not only computational skills but also critical thinking abilities and reasoning techniques. Those with a passion for mathematics work beyond the grade expectation and in Grade 8, these young mathematicians have the opportunity to graduate with an accredited high school credit in the Grade 9 Principles of Mathematics course.. Math contest preparation for Grade 3 to 8 students equips them for the challenges of the Math Centrum Canada-wide competitions.
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Fern Hill students practice mental math techniques for addition, subtraction, multiplication and division, making calculators unnecessary as a regular tool. In Grade 7 and 8, our laptop program provides access to calculating tools that complement the advanced concepts being studied.
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Students in Preschool are introduced to letters and numbers using fun, engaging materials. Pre-printing exercises are also introduced and fine motor skills are developed, Junior Kindergarten students improve competency with the printing process. They begin blending letter sounds and reading begins. Reading really begins to take flight in Senior Kindergarten with students working on individualized programs based on their progress with phonetic decoding and vocabulary strength.
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No
Assessments are completed by the teachers on an ongoing basis.
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.
Subject-specific Language teachers work with students to develop their abilities to express themselves through creative writing, poetry and journal writing. This enables them to present their experiences, emotions and imaginative minds through properly structured written pieces. Concepts of sentence structure, punctuation, spelling and paragraphing are continually improved upon in preparation for essay writing in later grades.
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Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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.
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Equal Balance
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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The primary focus of the Calgary Academy Spanish program is to provide students with communicative competence in the target language. Students are taught vocabulary and grammar thematically, using a multi-modal format. A plethora of interactive activities enables students to develop their linguistic and cultural literacies in Spanish in engaging ways. Various aspects of Hispanic culture are integrated throughout the curriculum and technology is used to enhance students’ acquisition of Spanish. Differentiated instruction and assessment create customized learning opportunities for students that afford them academic success.
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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Creative
These programs have an equal emphasis on receptive and creative learning.
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.
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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.
While regular computer classes in our technology lab are scheduled for all grades, it is Grade 6 before students begin integrating laptops into their daily routines. Even then, we still embrace traditional routines of spelling tests, cursive writing, grammar lessons and even the value of a well crafted hand written note.
To have students gain confidence in their technology skills so they can navigate and interact in the digital world with confidence. Students experience technology as a creative tool which they are able to generate content with, program, and ultimately shape to reflect their personal vision.
Web design
Robotics
Computer science
Our Phys-Ed program teaches drills and skills needed to become adept with a rotation of sports throughout the school year. In Grade 4, students may begin representing the school in a variety of PSAA ( Private Schools Athletic Association) tournaments that include soccer, cross country running, basketball, floor hockey, softball, flag football, ultimate frisbee, and track and field.
Students participate in individual and team activities designed to kick-start a lifelong interest in health and physical activity. In our engaging classes, students maximize their participation and confidence, while developing sportsmanship and leadership skills.
Play-based
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.
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.
Our Preschool class provides a safe and welcoming learning space for children who turn 3 by December 31st. Their busy and interactive days are filled with our early reading and numeracy program, along with an introduction to Mandarin, French, Music, Drama, and Phys.Ed. JK and SK build on this foundation, introducing writing and blending sounds so that reading blossoms and number sense becomes second nature. Very much a part of our school, our youngest students are active participants in school events and performances which creates anticipation and excitement about coming to school each day.
The earliest years in a child’s education are the most impactful. The program features three themes: exploration, connection, and motivation. Our full-day Kindergarten program will provide students with a strong foundation in literacy and numeracy and a head start on the skills, knowledge, and strategies they require to enjoy school and engage successfully in Grade 1.
Student-paced
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).
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Students work at their individual level with subject-specific teachers supplementing and enriching the program to meet the needs of each student.
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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.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
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Our Academy program is designed to help students with diagnosed learning disabilities prior to coming to our school. We understand each student is unique and try to understand them where they're at. With the help of our teachers and learning supports, we ensure students feel like they're never alone.
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
K - 12
0%
0%
$0
$0
0%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 8
Yes: grades K - 12
No
No
No
No
Yes: grades Preschool - 8
No
No
No
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Calgary Academy is a school for children that may benefit from a different kind of learning environment. The criteria for our students is average to above-average intelligence and no primary social/emotional issues or history of. We have a school population of over 600 students and more than 160 staff. We offer two types of programs, the Academy Program , the Collegiate Program, and Blended+. The Academy Program started in 1981 and was specifically designed for children who have a gap between their potential and performance. While these students have average to above-average intelligence, they may have not benefited from typical classroom instruction and may be struggling academically. Typically, these students are often diagnosed with learning differences or disabilities and require additional support in their academic environment. The class sizes are small with classes of sixteen students with two instructors in a class. Students do not need to be struggling in every academic area to benefit from our Academy Program. With more than one teacher in the room, students can be challenged in their areas of strength while receiving help with identified areas of need. Our Academy Program starts at Grade 2 and continues through to Grade 12. Our Collegiate Program started in 1996 and is for students who are working independently at grade level in all core academic areas. The program offers a learning community dedicated to the pursuit of excellence and the success of each student. In this program, students are in a small class of eighteen students led by one teacher. They also benefit from the teaching and practice of specific learning strategies and critical thinking skills. A positive, safe environment fostering personal growth, academic achievement, character development and independence is provided. Our Collegiate Program starts in Kindergarten and continues through Grade 12. Both programs we offer have the same goals. These goals are in place because the vast majority of our student population intend to pursue post-secondary education and we recognize that students may take different routes to achieve them. In a world that was forced to go digital in 2020, Blended+ is the best of online and in-person learning and empowers students with the flexibility to learn at home or in school. The + references robust off-campus excursions and experiential learning opportunities.
Completed Application Form
Photocopy of your child’s birth certificate / passport
Non refundable $250 ($300 international) application fee
Most recent school reports (if applicable)
PR Card (if applicable)
Immunization Record
Early Years Observation Report PS to Gr 1 (if applicable)
Confidential School Report Grades 2-8 (if applicable)
Entrance Assessment
Interview
1. Visit us. We hold tours every few weeks and would love to meet you. Schedule your parent tour here. Our tours include an overview of our programs and the chance to see our work in action. You’ll meet some our students, a variety of staff, and get to peek in some active classrooms.
2. Complete your application online. Click here to apply online. Academy program candidates must submit the results of a psycho-educational assessment that is not more than 18 months old. A non-refundable admissions deposit must also be made to secure your child’s name on the placement list. The deposit does not guarantee placement at the school.
3. Let us review your child’s history. Following completion of the online application and receipt of the admissions deposit, the Admissions Department will review your child’s educational history and other relevant documents to determine eligibility to the Academy or Collegiate program. If we believe our school is the best option for your child’s success, a student-needs assessment is conducted. This informal interview occurs between your child and an admissions team member, to get to gain a deeper understanding of their learning needs. At the end of the interview, your child will be given a tour of our facilities.
4. We’ll be in touch. The Admissions Department will take all of your child’s learning needs and history into consideration to decide on an appropriate program placement. You will receive a notification from us upon completion of our review.
