92 Glancaster Road, Hamilton, Ontario, L9G 3K9, Canada
4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
Indirect Support:
92 Glancaster Road, Hamilton, Ontario, L9G 3K9, Canada
4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
1956
1985
510
325
9 to 12
4 to 12
Coed
Coed
Day, Homestay
Day, eSchool
English
English
Academic
Academic
Progressive
Traditional
18 to 22
6 to 12
Learning, Developmental, Behavioral
Learning
In-class adaptations
Dedicated gifted school
$19,350
$19,200 to $21,400
Yes
Yes
10%
0%
9 to 12
None
$5,000
$0
128
36
0%
0%
97%
0%
9, 10, 11, 12
4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Nov 01, 2021
Not available
Not available
No
Yes: grades 4 - 12
No
No
information not available
information not available
Founded in 1956, HDCH has been doing great and impressively consistent work ever since. It has a good breadth of curricular and extracurricular offerings. Instruction is connected with projects, encouraging students to work together toward completing meaningful tasks, which builds and supports a facility with the core curriculum. Families are also drawn by the values which undergird the academic program. The school reaches out to resources and organizations within the local community, using those interactions to build an empathetic worldview and a genuine appreciation of diversity. Certainly, there’s a lot to love.
View full reportRundle Academy and Rundle Studio are both sister programs of Rundle College, which was established in 1985 and has rightly gained a strong reputation for offering quality academics and co-curriculars ever since. It offers Kindergarten through Grade 12, though is divided across three campuses: one for each of the primary, elementary, and high school programs. The school is able to provide a very broad range of programming while, at the same time, delivering a close, intimate student experience.
The additional programs extend the offering in some key ways, though building on all the exising infrastructure, administration, staffing, and resources. Rundle Academy was created to support learners diagnosed with various learning disabilities, and provides student-centred instruction to meet their specific learning needs. Progressive classroom design is combined with a consistent, purpose-oriented architectural aesthetic.
Rundle Studio is the online offering which, again, may be somewhat new, but nevertheless has a decades-long history of development to draw on. Parents and students who turn to Rundle are looking for an engaging, personalized learning. And that’s precisely what they find.
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"The academics at HD are strong and an important aspect of the school environment."
Trixie Zimmerman - Parent (May 26, 2021)
High School can be challenging for any student and my son had his senior years even further challeng...
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"The school leadership was very caring."
Hannah Moerman - Alumnus (May 26, 2021)
For the first 13 years of my life, attending Hamilton District Christian High was what I most looked...
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"Their communication levels with the students around expectations and objectives are clear."
Anne van der Walt - Parent (May 26, 2021)
My son started in grade 10 as a newcomer to Canada and found a welcoming and caring school community...
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"At HDCH, our mission is to cultivate student character, through learning, for lives of service to God. Our vision is to see all HDCH graduates be a faithful presence in the communities that they serve."
"Rundle Academy and Rundle Studio take pride in supporting learners to flourish in outstanding academic and extracurricular programs, specifically designed for students who have been diagnosed with a learning disability. All of our students benefit from small class sizes with highly trained staff, utilizing Individual Program Plans (IPPs) to support their learning. Our Academy students learn in person while the Studio is an innovative virtual program. NOTE: no direct support for students on the Autism spectrum."
"At HDCH, every staff members seeks to know every student. Our students tell us that what they love most about the school is the strong sense of community, as well as the warm, dedicated and care exhibited by every teacher. Our building is located on 20 peaceful acres, set back from the road, providing a peaceful setting for our students. We have baseball, disc golf, beach volleyball and soccer facilities. Indoors, we have relevant technology including robotics and 3-D printers."
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"Families appreciate our relevant learning opportunities, the sense of community, the passion and caring from the teachers as well as our faith-based learning approach. They appreciate the breadth of extra-curricular opportunities, as well as the Project-Based Learning approach to classroom work. They also love the fact that our students are focused on service...taking curriculum and turning it into something that helps others."
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"Although families might see our technology in photos and when they visit, the degree to which we engage students in science, technology, engineer and mathematics is not always clear until the student is here. We go to great lengths in all our subject areas, and the STEM area is one at which we excel."
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"Families are often surprised to experience the degree to which our teachers commit to our students. As they witness the many ways our staff provide wrap around supports, guidance, opportunities and possibilities, they frequently note that it is one thing to read about it, and another to experience it. In a parent's words: It was so completely and wonderfully surprising for us that HD, along with a Christian education, also offered project based learning - something that really stood out to us"."
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Exceptional learning is for every student. Each student has unique gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for academic planning and development, learning, and individualized programs where appropriate.
Our staff takes a vested interest in student learning, growth, and spiritual well-being. They develop a mentor relationship beginning in Grade 9 and foster these connections through to Grade 12, often going above and beyond to get to know each student as a unique person with diverse interests, strengths, and gifts.
We understand that ultimately God transforms the lives of our students at HDCH, and it is with this in mind that we trust in our mission to be clear and to be the directive of our school. We use the five habits of an HDCH graduate.They are:
Exceptional education at Hamilton District Christian High is imaginative, innovative and interwoven with our essential Biblical identity. An exceptional learning community looks to produce and engage with culture by turning our visions into actions, our ideas into products. One of the ways that we will accomplish this is through the essentials of Project-Based Learning (PBL). And it is our vision to have Project-Based Learning as an everyday learning experience for our students at Hamilton District Christian High.
At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. This learning is contextual, creative, and shared. Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically be creative and communicate in order for them to answer challenging questions or solve complex problems. By making learning relevant to them in this way, students see a purpose for mastering state-required skills and content concepts.
Hamilton District Christian High is registered as a private school with the Ontario Ministry of Education. It provides a curriculum that follows Ministry guidelines and standards and uses the credit system outlined in the Ontario Secondary School Document (1999). All the teachers have Ontario teacher’s certification. Graduating students will have completed the credits required for the Ontario Secondary School Diploma.
We believe HDCH is a place to dream dreams and see visions, a place to learn and grow and be cultivated, a place to live as a healthy community, a place for exceptional learning. The learning that happens here is a launching pad for our graduates’ futures; this is exciting stuff.
We’re always happy to welcome our friends and supporters to school. If you are in the neighbourhood, we hope you’ll drop by and experience exceptional learning first-hand.
Sincerely,
Duncan
If you have the opportunity to visit our schools or talk with a member of our community, you will invariably stumble upon the concept of R+. You may be wondering what R+ means, and in short, there is no definition, it is just, “The Rundle Way”.
As we further explore what “The Rundle Way” is, it is the living embodiment of our values, Pathways to Learning, and the rich fabric of our Rundle program.
At Rundle, our value statement is, “Together: Be Kind, Be Curious, Be Well”. We believe that these four values are the epitome of a fully realized, future-ready, person with passion and purpose. In our pursuit of these values, we are actively aiming for a pluralistic community who are committed to becoming a true culture of learning.
R+ follows our uniquely developed Pathways to Learning model. At Rundle, the three distinct, yet intertwined, Pathways to Learning are character, academics, and co-curricular. In our schools, we will always believe, “character comes first.” We believe we have not done our job if our students do not develop an altruistic mindset with a view to making their communities, locally and abroad, a better place. We know we want our students to pursue any post-secondary learning of their choice, and to this end, academics are at the core of our program. Our faculty work with students to help them reach their individual potential and celebrate with them when they do. Finally, co-curriculars are the balance of our program. Rundle offers hundreds of outside-of-the-classroom experiences that allow our students to explore their passions and share their talents.
Finally, the fabric of our Rundle program is steeped with a long history of school pride, engaged community members, and generosity. Over 2000 students have graduated from the Academy and College and our connected alumni network now extends around the world and across all industries. We often say, “Rundle is a K–Forever” program. The connections between our alumni, faculty, and staff remain strong and we continue to stay connected after graduation. We take great pleasure in celebrating our alumni’s success and we love to see where their journey takes them after Rundle. Our alumni’s contributions continue to enrich our school programs and our world!
Ultimately, R+ is a combination of all these factors. As much as we can aim to define it, it is when our values, Pathways to Learning, and fabric weave together as true excellence in each member of our school community, that we realize R+.
I invite you to further explore if R+ and Rundle is the right fit for your family and look forward to welcoming you to our Rundle community.
Sincerely,
Jason Rogers
Head of School
Rundle College Society
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Education at Hamilton District Christian High is imaginative, innovative and Christ-Centred. This is achieved through Project-Based Learning. At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically, be creative and communicate in order for them to answer challenging questions or solve complex problems.
Through our Pathways to Learning program, Rundle Studio encourages students to strive for success in academics, build solid character, and engage in co-curricular activities. Although we want students to achieve the highest level of academics, we believe that putting a focus on character development is paramount. Through social interactions, learning experiences, and co-curricular activities, students continuously develop their character. The Studio delivers curriculum from Alberta Education at grade level with no modifications.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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We use Project Based Learning and Discovery Problem Solving that both focus on the application of math and using the problem-solving process to discover and make sense of new content. We use PBL to connect math to life outside of school to help our students gain a deeper insight into the role of math in careers, personal financial literacy, in our local communities. We also look at how math is discovered in the created order, such as in nature. Students have access and use technology as they study math. Our teachers are intentional to incorporate mathematical tools. Students will find a balance of these approaches mixed with traditional instruction.
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Students may be permitted to use a calculator based on teacher permission. Students will need a scientific calculator.
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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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HDCH uses project based learning, laboratory experiments, sustained inquiry and other more traditional pedagogical practices in the science program. Students acquire the skills necessary to design and carry out scientific inquiries. Labs are equipped with modern technology and equipment. Students are encouraged to engage with the curriculum from a Christian worldview which results in a call to stewardship of all areas of creation.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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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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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Not applicable
These programs have an equal emphasis on receptive and creative learning.
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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.
Students have free access to 250 computers and chromebooks throughout the school. We have 5 3-D printers, a laser cutter, and a suite of virtual reality and robotics options. Once students learn how to use these learning tools, they are encouraged to use them as they wish, for both school and other projects.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
In the Physical Education Department at Hamilton District Christian High, we focus on each student’s Total Health as a child of God. We recognize that each area of a person’s health affects the others, that taking care of Physical Health is a great way to help manage all other areas of health, and that our Spiritual Health is the foundation for the rest of our health. We teach the concepts of Physical Literacy to encourage students to be confident and competent in all types of movement. Our students experience a variety of activities in different settings, including traditional and non-traditional sports, low organization and creative games, and fitness activities. We encourage our students to make goals for the present and goals for the future. Through all this, we hope to meet the goal of our Physical Education program which is to help our students live healthy and active lifestyles.
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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.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Our Mission - to cultivate character through learning for a life of service to God. Our Vision - to see all HDCH graduates become a faithful presence in the community that they serve.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
HDCH welcomes learners of all kinds, with the caveat that we are a small school with some limitations of resources. For example, we offer a Lifeskills Pathway for student with severe cognitive ability, however we have a low capacity of 5 students for that class due to its high resource needs. Our older school building is undergoing on-going accessibility upgrades, but these may not always serve students with complex physical needs. We undergo a careful and kind process to determine what the students needs are, matching these with our resources, to ensure a wonderful fit.
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We would not advise a family against de-enrolling their child at our school if they had a clinically diagnosed learning disability that became apparent while studying at HDCH, so long as we were able to accomodate their needs.
Rundle Academy is one of the premier learning disability programs in Alberta, and provides exceptional educational opportunities for our students. Our individualized academic program encourages intellectual, social and personal growth of our students and is balanced by a variety of experiences in music, languages, technology and physical education. Our dedicated teachers utilize a variety of instructional approaches including assistive technology, differentiated instruction and assessment, and an intensive writing and reading program.
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
9 - 12
10%
0%
$5,000
$0
97%
0%
9, 10, 11, 12
4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Nov 01, 2021
Not available
Not available
No
Yes: grades 4 - 12
No
No
No
No
No
No
No
No
No
No
The best way to get the most out of your high school experience is to get involved. Student life is rich at Hamilton District Christian High. We offer much more than academics and have very active extracurricular programs. Whether you’re into sports, inclined towards the arts, or serving in your community (or all), there are plenty of activities to help you stay active and connected. Our campus thrives on the involvement of the entire school community. Exceptional learning is for every student. Each student has unique God given gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for faith development, academic planning and development, learning, and individualized programs where appropriate.
Application Form needs to be filled out entirely and is found here: https://hdch.org/prospective-students/admissions/
Visit the Admissions Portal, after you have attended a virtual information session and received an application code.
Attach supporting documents including:
Application Deadlines:
Applicants are accepted on an ongoing basis, but it is strongly suggested that applications be made in the fall as spaces are limited. Applications open each September for consideration for the following academic year.
Rundle Academy has both university-track and non-university-track courses in its Senior High division. Therefore, SSAT scores are not required to ensure that students entering the Academy can complete a university-track program.
We have two, one-time fees that are due upon initial acceptance. These fees help fund ongoing faculty training and facility improvements, program support, and enhancements which allow our faculty and staff to remain ahead of the curve on educational practices and trends. The chart below should help give further clarity around fee payments.
Family Membership Fee
A one-time, per family fee of $2,000 is paid upon acceptance for all new families joining Rundle. This fee is non-refundable, non-transferable and is separate from tuition payments.
Student Facility Fee
A one-time, per student fee of $2,000 is paid upon acceptance and applies to all new students of new families joining Rundle. All new families are required to pay this fee for each student joining Rundle. This fee is non-refundable, non-transferable, and is separate from tuition payments.
