16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
1677 93 Street SW, Calgary, Alberta, T3H 0R3, Canada
Indirect Support:
16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
1677 93 Street SW, Calgary, Alberta, T3H 0R3, Canada
1980
1981
1007
700
JK to 9
K to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
20 to 25
16 to 20
Learning, Behavioral
$3,210 to $7,595
$15,625 to $20,300
No
Yes
0%
0%
None
K to 12
$0
$0
84
54
0%
0%
50%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades K - 9
Yes: grades K - 12
No
No
information not available
information not available
The initial draw for families considering Glenmore is the values piece: a full curriculum taught through the Christian lens. Certainly, that’s something which distinguishes the school within the region, and often is the first point of contact. What families find in the school, however, is both that and whole lot more. Given the size of the school, Glenmore is also able to offer a very rich, diverse range of programming, something that understandably is also very attractive. There is a full program of intramurals, and the breadth of the music program—including options for individual lessons—is something that also distinguishes the school. A mission program at the grade 9 level offers an international experience earlier than in a majority of programs, and can provide a very nice punctuation to a student's experience at Glenmore. The ideal student is one who will thrive within a vibrant, challenging, community-centered learning environment.
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.
View full reportinformation not available
information not available
"Glenmore Christian Academy’s mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love. Through a Biblical worldview, students learn liberal arts, sciences, fine arts, languages and Phys Ed from specialist educators in our state-of-the-art facility. Extra-curricular options include performing arts, band, intramural and competitive sports. In Junior High, students partake in outdoor leadership programs including an international Mission Trip in Grade 9."
"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."
"GCA is more than just a school: it is a community. It is our priority to work in partnership with parents to help our students discover their God-given talents. At GCA, Bible is more than just a subject. Our enriched academic program is infused with a Biblical perspective, even in the core subjects. Christ is in everything that we do. These two elements working together allow us to provide students the tools they need to continue to thrive academically and spiritually when they graduate."
"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."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Those that apply to Glenmore Christian Academy are looking for an educational program where their child will be taught how to become a life-long learner, be encouraged to grow in their faith as they learn about Jesus Christ and be given opportunities to put that faith into practice."
Information not available
Information not available
Information not available
"At GCA, we are truly blessed to have a wonderful facility for our students and staff. Our facilities team are all dedicated Christ followers and completely committed to what they do, and are an incredible example to the rest of our staff. The work that goes into keeping our school clean and safe is a huge endeavour, and our facilities team members are truly inspirational."
Information not available
"The culture at GCA is incredibly diverse. Our community is comprised of students whose families are from all over the world, and from more than one sect of Christianity. At GCA, we come together and celebrate our differences all under the banner of Christ."
Information not available
Information not available
Information not available
Information not available
Information not available
Stanford Hielema is passionate about education and nurturing an environment where all children have an outstanding learning experience. Previously, as Associate Superintendent for Palliser Regional Schools, he oversaw student learning, fiscal management, policy and administrative procedures, and community relations for the faith-based alternative schools. Before that, Stanford spent over 20 years building Trinity Christian School from 45 students to more than 400. With a strong focus on community, the school thrived in academics and athletics. He built capacity with teachers through instructional best practices to improve student learning. He acted as a Designated Signing Authority for the province during this time, and evaluated 60+ teachers for their Alberta Permanent Teaching Certificate.
information not available
Traditional
Information not available
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
In partnership with supportive, involved parents, the goal of our educational team is to develop well-educated, faith-filled youth in a creative, active and nurturing environment. With a focus on high academic standards and using an enriched, balanced academic curriculum, our two dedicated principals work alongside our team of specialist educators to ensure your children are receiving the highest quality education.
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.
Basic facts are still emphasized.
Information not available
Information not available
Information not available
Phonics-intensive
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.
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 are assessed twice a year in Elementary using a standardized reading assessment to measure growth.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Fountas and Pinnell
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.
Information not available
Information not available
Equal Balance
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.
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.
Information not available
Information not available
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.
Information not available
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
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.
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.
Information not available
Information not available
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
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
Information not available
Creative
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.
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.
Information not available
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
In Elementary, Computers and Technology fit in the light integration category, but in Junior High, it is Heavy Integration.
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
From K-Grade 5, students are engaged in physical activity on a daily basis. We have specialized phys ed teachers from Kindergarten to Grade 9.
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 Kindergarten program has a strong focus on literacy and numeracy with goals of having students able to read and write for grade one.
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
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum 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 have a variety of options on how they can showcase their learning.
Information not available
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.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We desire to be recognized as a Christian school that maintains high academic standards with graduates who become responsible citizens, worldview thinkers, and have a commitment to Christian service. We value “arts” and “athletics” each as a medium to build within our students a sense of self-worth, supporting each one to discover his/her God-given gifts.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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.
| ||||
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
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. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
50%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades K - 9
Yes: grades K - 12
No
No
No
No
Yes: grades K - 9
No
No
No
No
No
The student should be curious and interested in learning, dedicated to achieving success in a range of areas including academics, athletics and arts. As we are a faith-based school, it is important that parents support the Biblical component infused into all of our curriculum.
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.
Our Facility Fee is a one-time, NON-REFUNDABLE fee that applies to all NEW Kindergarten to Grade 9 students.
- First child: $2000
- Subsequent children: $500
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.
