16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
4258 Bloor Street West, Etobicoke, Ontario, M9C 1Z7, Canada
1,942.9 km
334.8 km
1980
2020
1007
40
JK to 9
JK to 8
Coed
Coed
Day
Day
English
English, Polish
Academic
Academic
Traditional
Traditional
20 to 25
8 to 16
In-class adaptations
$3,210 to $7,595
$12,900
No
No
0%
0%
None
None
$0
$0
84
4
0%
0%
50%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades K - 9
No
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 reportWhen it opened in 2020, Quo Vadis at a stroke added a new dimension to the educational mosaic in Toronto, particularly around language instruction. It’s the first to offer an intensive bilingual Polish-English program at the elementary level. Bilingual, in their meaning, is as good as it gets, namely a Polish and an English teacher together, at all times, in every classroom. The language curriculum based on that used in schools in Poland. The cultural piece is here too, widening the students’ perspective on the Polish community in Toronto, Canada, and around the world. The school is itself an expression of that community, founded to meet the needs of parents who were looking for a student-oriented school, one that would start at the early grades and continue adding grades as they grow. Quo Vadis checks those boxes and then some. Academics are rigorous, and delivered through a Catholic lens.
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."
"Quo Vadis Elementary School is a one-of-a-kind independent Catholic day school offering a fully bilingual Polish-English academic program for Kindergarten through Grade 8. We are currently accepting students to JK through Grade 5. Quo Vadis provides a well-balanced education at a high academic level combined with the teaching of Polish language and culture, and Catholic values in an environment that will help and encourage each student to develop to his or her full potential."
"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."
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
"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
"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
"Our Mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love.
Only 50% of our families are from Canada originally: the rest are from Africa, Asia, Eastern Europe and Latin America.
Our annual Grade 9 Mission Trip to build homes has been happening for over 30 years.
In Kindergarten, our students learn the fundamentals of reading, writing and basic math facts.
GCA started out in the clubhouse of First Alliance Church just off Glenmore Trail: thus, our name."
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.
Information not available
Traditional Math
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.
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.
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
Zoology
Not applicable
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.
Not applicable
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
Not applicable
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.
Not applicable
Information not available
Information not available
Communicative
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.
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.
Information not available
Information not available
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
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Not applicable
In Elementary, Computers and Technology fit in the light integration category, but in Junior High, it is Heavy Integration.
Information not available
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.
Information not available
Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our Kindergarten program has a strong focus on literacy and numeracy with goals of having students able to read and write for grade one.
Information not available
Accelerated
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 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).
Students have a variety of options on how they can showcase their learning.
Information not available
Rigorous
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 “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”.
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.
Not applicable
Not applicable
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
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
0%
0%
$0
$0
50%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades K - 9
No
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.
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