745 37th Street N.W., Calgary, Alberta, T2N 4T1, Canada
912 Vancouver Street, Victoria, British Columbia, V8V 3V7, Canada
Indirect Support:
745 37th Street N.W., Calgary, Alberta, T2N 4T1, Canada
912 Vancouver Street, Victoria, British Columbia, V8V 3V7, Canada
1979
1989
296
270
3 to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
12 to 14
Varies
Learning, Developmental
$15,900
$8,196 to $16,950
Yes
Yes
40%
6%
3 to 12
K to 8
$7,500
$3,925
30
25
0%
0%
50%
0%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 3 - 12
Yes: grades JK - 8
No
No
information not available
information not available
“Everybody is like me here.” That’s what one student said when asked why he liked going to Foothills. Indeed, while the academics are exceptional, as is the staff, it’s that relatability that is a draw for families, and which sits at the very core of the school’s success. We all do better in environments that we can relate to, and which in turn can relate to us. For the students that attend, Foothills is precisely that environment. If you have a chance, by all means, speak to a parent of a student, and remember to bring some tissues. The school rightly prides itself in making a difference in the lives of the children that attend, and they have, and they do, often in very moving ways. The students arrive having struggled in other settings, often lagging behind their peers in significant ways. That changes, often from the first day. It’s telling that at least one of the teachers—there may be more—is a graduate of the school. Not only has she achieved things that, perhaps, she at one point she may not have expected of herself, she also translates that experience to the students that she teaches today. In her, and in the school as a whole, students are encouraged to see the possibility within themselves. And, oftentimes, that makes all the difference.
View full reportLocated in the heart of Victoria, B.C., Christ Church Cathedral School (CCCS) provides a first-rate education for boys and girls from Junior Kindergarten to Grade 8. While it’s an Anglican school that promotes Christian values, it welcomes kids from all religious backgrounds. Many families choose CCCS for its tight-knit community and its supportive and welcoming environment. But it’s also known for having exceptional teachers, small class sizes, and a broad scope of curricular and extracurricular programs. A distinguishing feature of CCCS is that its students learn to make a difference in the world through various activities such as preparing food for the hungry, singing and reading to seniors, and organizing fundraising events for charities.
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"The teachers are all very passionate and engaged."
Michelle Housley - Parent (Jun 09, 2022)
I will admit that the first few months that our son attended Foothills, he was not that happy. He w...
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"The school is very blessed to have experienced, passionate teachers and educational assistants."
Lindsay Loomer - Parent (Apr 13, 2023)
We had a wonderful experience at Christ Church Cathedral School (CCCS). Despite starting in the midd...
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"There isn’t enough space here for me to sing the praises of the teachers both my children have encountered."
Philippa Carrie - Parent (Apr 13, 2023)
My children and I love the sense of community - the students in other grades and the teachers know t...
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"Foothills Academy is an independent school for students with diagnosed Learning Disabilities in grades 3 - 12. Small class sizes allow the experienced staff to create a positive learning environment that builds on the strengths and unique learning styles of each student while supporting their social and emotional needs. A wide variety of extra-curricular activities, sports and clubs are offered. With a graduation rate of close to 100%, our students successfully go on to post-secondary education and the workplace."
"Founded in 1989, Christ Church Cathedral School provides an outstanding and inspiring education to children JK-8. Ranking among the very top performing schools in our city and rooted in the Anglican ethos, we provide a well-rounded curriculum accessible to students of all beliefs, nurturing the spiritual, social, physical and intellectual growth of every child. We aspire to be the school of choice for families who seek an excellent education for their children in a vibrant, caring and inclusive community."
"Three core values that underpin the school program are based on Self-Determination Theory and are expressed as: Find Understanding. Build Confidence. Maximize Potential. Staff build strong relationships with students to really understand each individual's strengths and interests. Students feel a sense of competence which develops their confidence and self-belief. Students feel connected to their learning and have a voice that allows them the freedom to thrive and maximize their potential."
"Our low student-to-teacher/educational assistant ratio allows us to “know your child.” All our teachers support and challenge our students to effectively draw out their best efforts. The result is students who are ready to take on challenges and step into leadership roles. If you are not yet part of our school community, please get in touch with us to arrange your personal tour."
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"Foothills Academy focuses exclusively on students with Learning Disabilities (and associated disorders such as ADHD). The warm, welcoming environment and caring staff make students and families feel safe and supported for their individual strengths and challenges. Our 100% graduation rate and a high percentage of students that pursue post-secondary education are evidence of our success. A robust bursary program ensures no students are turned away due to financial circumstances."
"Our downtown Victoria location provides three unique campuses for JK-8 and after-school care for parents working downtown. Our small class sizes, low teacher-to-student ratio and access to nearby community facilities and outdoor spaces provide diverse opportunities for our programs and curriculum within and beyond the school."
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"We are a smaller, specialized school but we provide a rich, whole-school experience. There are many opportunities for students to participate in areas of interest through clubs and extracurricular activities. Many activities are determined by the student interests providing opportunities for students to engage in an area of strength or interest and share that interest with other students. For students who struggle academically, this opportunity to identify and develop areas of strength is vital."
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"When a child attends Foothills Academy, they immediately become part of a large family. All staff - whether they directly teach a student or not - get to know them and are invested in their success and well-being. There is no way to slip through the cracks. The staff are continually engaged in professional development to stay on top of evidence-based best practices."
"One consistently praised aspect of CCCS is the strong sense of community fostered among students, parents, and staff. Families joining our school are warmly welcomed into a close-knit community characterized by a supportive and inclusive atmosphere. Our inviting environment makes it easy for families to acclimate to the unique culture of our school quickly, and we take great pride in creating a welcoming and engaging space for all who are a part of our community."
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Founded in 1979, Foothills Academy has grown into a leading day school program (grades 3 - 12) for individuals with Learning Disabilities with average to above-average cognitive ability. Despite having faced challenges with learning in the past, we have high expectations of all students. What sets us apart is our focus is upon the whole child. While students strive to reach their academic potential and progress to University, College or the workplace, we ensure their social, emotional, and organizational skills are met too. We provide students with a safe and caring environment and the individualized teaching and supports they need to feel secure and confident to learn and achieve success in Alberta’s demanding curriculum. To round out their education, the demanding academic schedule is complemented by a wide variety of option classes and sporting activities. Every individual at Foothills Academy has great potential, and it is our role to realize this in every student and help them to discover the strengths that lie within them. At Foothills Academy, families will find a supportive, close-knit community working together to ensure everyone’s success.
To further support the whole child, Foothills Academy Society also operates Estelle Siebens Community Services within our centre. Year-round programs and services are available to both the school families and the wider community. They are a crucial resource for families affected by LD/ADHD in Calgary and beyond. These programs and services include Camp Amicus, Amicus Recreation, social skills programs parent and teacher workshops, psychological assessments, counselling, tutoring and research. Foothills Academy Society is a school and so much more!
Welcome to Christ Church Cathedral School. When I ask parents why they chose to send their children to our School, their answers are unique, of course, but there are common threads in their responses. Most choose Christ Church Cathedral School for its strong sense of community, an appreciation for the Christian values of the school, our outstanding teachers that always go that extra mile, small classes, and the variety of extra- and co-curricular programming one would expect only at a much larger school.
When I ask the teachers and support staff what it is about our school that they are most proud of, they too speak of a supportive and connected community, the values we live by, and the wonderful programming we offer. But they are most proud of our students.
With one class at each grade level, every student becomes part of a close-knit cohort that feels like family—a family that offers support and encouragement and celebrates the success of each individual. This is summed up by our school motto, “Let your light shine!”
Upon graduating from CCCS in grade 8, our students stand out in Victoria’s high schools as mature and confident learners, ready to get involved in the positive opportunities available to them. They are ready to make a real difference in their high school and in the community beyond. I would be pleased to show you around so you can learn how we can help your child shine.
I look forward to meeting you,
Stuart Hall
Head of School
Progressive
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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.
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.
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Foothills Academy is an independent school for students with diagnosed Learning Disabilities in grades 3 - 12. Small class sizes allow the experienced staff to create a positive learning environment that builds on the strengths and unique learning styles of each student while supporting their social and emotional needs.
The school provides a well-rounded curriculum designed to encourage the development of character, imagination, creativity, critical thinking, physical fitness, an open and receptive mind and a spirit of responsibility and service. Classroom work is supplemented by field trips, regular use of the library, and the development of research skills using texts, computers, and the latest technology. Teachers give as much individual attention as possible, which is made easier by the small class sizes. They take into account the children’s different learning styles, and students needing some extra assistance are able to work with our Learning Support Team. The School is continuously working on curriculum development and the teachers keep abreast of best practices by attending regular professional development sessions.
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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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We never take for granted pre-rerequisite skills. Our staff constantly review pre-requisites before they move on to new concepts while following all requirements set out by Alberta Education.
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Grade 3 - 9 we use Nelson Grade 10 - 12 we use different publishers for each academic stream
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Our goal is to minimize the reliance on a calculator but calculators are provided as an accommodation on an individual basis depending on need.
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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.
Not applicable
We use a variety of resources to help students develop phonemic awareness, improve reading fluency and comprehension.
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No
We do pre and post-testing throughout the year and standardized assessments.
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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We provide a balance between structured approaches to narrative and expository writing but recognize the value of prose and encourage creative expression through various forms of media.
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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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We approach teaching science in a traditional method because our students benefit from explicit instruction. Extra instructional time provides opportunities for inquiry based activities that reinforce concepts learned and increase a personal connection to the topic.
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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
Not applicable
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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In the younger grades, a more traditional approach is used. At the junior and senior high levels, traditional and social justice approaches are amalgamated.
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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
Not applicable
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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We follow Alberta Education curriculum that is based on Expanding Communities. Also, because of our specific population, we also address issues focused on developing active citizenship and fostering advocacy.
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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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We use a balanced approach to help students to personally connect to global and historical issues.
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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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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.
We follow the Alberta Education curriculum of studies. Fine arts are seem as an important component of developing the whole child. We emphasize the development of personal strengths and help students recognize their areas of passion. A wide variety of fine arts activities are provided as extracurricular activities in addition to classes.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Technology is embedded throughout the school program. Our school uses Google Apps for Education and every student has access to a personal device (Chromebook, iPad or laptop depending on grade). We have an Assistive Technology Specialist provides support for students' specific needs.
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Web design
Robotics
Computer science
Our physical education program is based on personal levels of success and promoting healthy, active lifestyle choices. We have lots of opportunities for students to get involved in a variety of intramural and extra-curricular activities.
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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.
Faith: All children participate in daily grace at lunchtime. We attend chapel once a month, and we participate in bi-weekly faith classes. Kindergarten Readiness: Our kindergarten readiness program was developed with our Kindergarten teacher at Christ Church Cathedral School. The program focuses on five key components. They are Literacy and Numeracy, Fine / Gross motor, Social Emotional, and Independence Skills. Our program exposes your child to a deeper level of these concepts so they will be prepared for their next journey. Literacy: Educators read daily with the children. We teach the children name and letter recognition using the Jolly Phonics program for pre-literacy.
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.
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Supportive
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.
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.
Many students who come to us have experienced feelings of failure and not fitting it in their current schools. We need to make students feel valued for who they are - individual strengths and challenges. When students feel safe and cared for, they are more willing to engage with learning again. All our staff and administration work together for the same goals for our students. Students are surrounded by staff throughout the school who truly care about them. Being a school of under 300 students allows strong relationships to form and students cannot go unnoticed and slip through the cracks.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Foothills Academy Society believes in the rights, abilities, and the unique strengths of each individual with Learning Disabilities and associated disorders. Across our School Program, the goal of Self-Determination is at the forefront. The three pillars of Self-Determination theory (relatedness; competence; and autonomy) are interwoven throughout all our efforts and provide direction for our work. It is summed up in our slogan: Find Understanding, Build Confidence, Maximize Potential
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
In addition to the expert teaching staff we have in the classrooms, students have access to extra supports to enhance and maximize their learning potential. Educational Assistants, Assistive Technology and IPPs are available to and benefit all students. For those who require more, specialized support, we have additional Assistive Technology, Psychologists and Occupational Therapy and Speech-Language Therapy.
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All students are diagnosed with a Learning Disability before they are able to attend Foothills Academy.
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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
3 - 12
K - 8
40%
6%
$7,500
$3,925
50%
0%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 3 - 12
Yes: grades JK - 8
No
No
No
No
No
No
No
No
No
No
In order to be considered for admission to the School Program, a child must be diagnosed with a Learning Disability. The child must have average or above average intellectual capacity, have no primary emotional problems, and be functioning below his/her expected grade level in various academic subjects. No child is refused admission based on their families’ financial circumstances due to generous donors and an active fundraising program for bursaries.
Applicants for the school program must complete and submit the Application for Admission form, complete with necessary documentation. A non-refundable processing fee of $50 must accompany the application.
For your ease and convenience, we have created and included a checklist of items that we require. This information must be supplied before we can proceed with your child’s application. Upon receipt of the documentation and completed application form, and after reviewing the information, we will contact you concerning your child’s application to attend Foothills Academy. If there is any further information you require, please do not hesitate to call. We look forward to hearing from you.
Application Check List
Psychological Assessment
Support Documents
Application Form
The completed School Application form and $50.00 non-refundable process fee.
Consent Forms
Separate Consent to Release Forms should be sent by you, with a covering request letter, to the School Board, Doctor, Psychologist, etc. that tested your child so they will release their test information to Foothills Academy.
We are thrilled you are considering our school for your child’s education and childcare needs!
Come to the school or our JK for a personal tour and a consultation regarding your child’s education. Contact the school office at 250-383-5125 or email [email protected] to set up a time.
Contact our JK Director, Caitlin Wynne [email protected] for Junior Kindergarten.
The next step is to submit an application. After we receive your application and all required documents, your child will be considered for placement. If we determine your child is well-suited for a Cathedral School education and we have a spot for your child, we will then invite your child into the school for a visit as part of a group (Kindergarten entrance) or individually.
Our admissions team will contact you with our decision and guide you through the rest of the registration process.
If you have any questions about enrolling your child at any time, please reach out to speak with us. We accept children throughout the year if space is available and give priority to siblings so they can attend together. Other, consideration for admission is on a first-come, first-serve basis.
