36 Scarsdale Road, Toronto, Ontario, M3B 2R7, Canada
159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada
2000
2022
180
10
Nursery/Toddler to 12
JK to 8
Coed
Coed
Day
Day
English, French
English
Academic
Arts
Liberal Arts, International Baccalaureate
Progressive
12 to 18
10
In-class adaptations
In-class adaptations
$20,700 to $26,150
$11,000
Yes
Yes
3%
0%
Nursery/Toddler to 12
None
$3,000
$0
11
1
0%
0%
80%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades K - 8
No
No
“At La Citadelle International Academy of Arts & Science, students experience academic rigour and high expectations alongside individualized support, warmth, and care.”
“Parents at La Citadelle told us they value the small class sizes, accessible faculty members, and frequent reporting on their children’s progress.”
“La Citadelle is a school that nurtures true bilingualism, meaning students learn both French and English as first languages—especially if children start their academic careers here.”
Read The Our Kids Review of La Citadelle International Academy of Arts & Science
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La Citadelle was established in 2000 with just 5 students and operating out of a church basement. The program has grown considerably since then, with an annual enrolment of 200 students spanning prep-K to Grade 12. Further, in 2015 the school moved into a new space, doubling the size of the physical plan and providing an opportunity to grow the student population and its programs significantly. Despite that growth, the approach to instruction remains true to the original intentions. Since its inception La Citadelle has been progressive, and while achievement is one of the six core values, so are compassion and harmony. There is a high level of individual support, in part a function of a low teacher/student ratio. The ideal student is one that is operating ahead of her peers, able to thrive within a challenging, varied, and multilingual teaching environment.
View full reportAurora Alternative Micro School (AAMS) is a small JK to Grade 12 school with a unique approach to education. AAMS boasts small class sizes and low student-to-teacher ratios, which promotes engagement and interaction, and which provides the opportunity for fun activities like cooking. Even for a small school, it has a remarkably close-knit and intimate community where all kids feel like they belong. AAMS also offers personalized learning, in combination with a traditional curriculum, to capitalize on children’s innate curiosity and love of learning. Finally, the school prioritizes the development of critical thinking, artistic expression, confidence, and leadership skills in all of its students, from kindergartners to older teenagers.
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"La Citadelle is a highly regarded private educational institution rooted in the fundamental concepts of Canadian bilingualism, holistic education, mastery learning, and excellence in both instruction and education. Founded in 2000, La Citadelle offers a highly academic reach-ahead IB and AP curriculum in Languages, Mathematics, Sciences, Technology, Humanities, and Fine Arts together with a panoply of co-curricular activities to an exceptional group of students, from PrepK (2 1/2 years old) to Grade 12, who excel academically, share an enthusiasm for knowledge, are outstanding world citizens and value ethics, personal achievement, and responsibility as fundamental traits of character. Inspired to learn and achieve by exceptionally competent and dedicated teachers, they are guided and encouraged to embrace challenges and reach their goals while being provided with extraordinary opportunities to develop individual interests and talents."
"Aurora Alternative Micro School ! A holistic educational experience in Toronto's East End catering to the Primary, Junior and Intermediate grades. We offer a direct, expansive and heartfelt learning opportunity. At Aurora, we combine traditional pedagogy with relational, outdoor and child centred philosophies."
"Navigating private school options can be overwhelming today. La Citadelle addresses this complexity with a focus on essential elements like studying, mastery learning, discipline, and genuine child success. Our conversations with parents are refreshingly candid, emphasizing commitment and hard work for the honest pursuit of success. La Citadelle is committed to providing an authentic and objective perspective on the efforts needed from both students and families for success."
"Our school is aimed at families es who are seeking a real and relational alternative to traditional and systemized education. At Aurora, we believe in creating community for our students and families. We have created an organic and alive curriculum weaving together parental and student voice with a host off teaching philosophies. Our motto 'where all is possible' really is the nucleus of the school's intention."
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"La Citadelle welcomes diverse families seeking unique educational experiences. Academic-focused families value our commitment to excellence. Families seeking a fresh start appreciate our supportive environment. Those desiring a rigorous setting find familiarity in our structured approach. We tailor our methods to meet individual needs, ensuring a comprehensive and enriching academic journey for all students. Our unwavering commitment is to foster success and flourishing in education."
"Families choose Aurora Alternative as they see their children thriving with other students of differing ages and feeling the joy of learning and living. Not only are students exploring traditional reading, writing and mathematical skills, they are given space to cook, create, play, and suggest avenues for their own learning. We also explore the city and visit all that Toronto has to offer."
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"Our school's smaller size, often overlooked, prioritizes interpersonal connections over opulence. In contrast to larger institutions, our close-knit environment fosters a deep understanding of each student's needs, strengths, and challenges, enabling a personalized educational approach. The essence of our school resides in the quality of instruction, a sense of community, and individualized attention, challenging prospective parents to value substance over size for their child's education."
"Aurora Alternative focus is to create relational, critical thinking, and emotionally articulate individuals. Through drama, play and group building activities student are given opportunities to think about themselves as learners and as vulnerable human beings. Students learn their strengths and also where they are meet challenges, frustration and disappointment within themselves and in relation to other. Aurora Alternative also really focusses on the joy of learning."
"La Citadelle transcends academics, fostering a notable shift in student behaviour. Embracing values, discipline, and respect, diverse backgrounds undergo positive transformations, leaving parents astonished at improved conduct. Integrating academic excellence with a robust ethical foundation cultivates responsible, well-rounded individuals. Our unwavering commitment to education and character development redefines the educational experience, shaping promising futures for students and families al"
"Aurora is a vibrant learning experience where parents can drop off their kids and know that they are happy, nurtured and growing. We believe in creating leaders and we have many Grade 9- Grade 12 students who volunteer and teach activities based on their passions. We encourage Aurora students to share their passions with the belief that students are teachers."
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Alfred Abouchar is the Headmaster and founder of La Citadelle International Academy of Arts & Science. With a rich and diverse educational background spanning 40 years in both Canada and internationally, Mr. Abouchar has created this unique educational institution to instill in children a profound value for education while offering them a curricular program of study that leads students to the highest standard of academic achievement. For the past 17 years, La Citadelle International Academy of Arts & Science has been the living testimony of his vision that All children can succeed!
Fluent in both English and French, Mr. Abouchar holds an Honours B.Sc. in Physics and Chemistry from the American University in Cairo, a B.Ed. from Althouse College of Education of the University of Western Ontario, a M.Sc. in Physics from the University of Western Ontario and a M.Ed. from the Ontario Institute for Studies in Education of the University of Toronto.
Beginning his extensive career in education by teaching Physics and sciences at the secondary level, Mr. Abouchar was recruited by the Ministry of Education as Education Officer, Provincial Consultant in Mathematics and Sciences and Secretary General of the Council for Franco-Ontarian Education. He has among his various academic contributions also occupied the positions of Principal Investigator & Coordinator of the Ontario Assessment Instrument Pool in Chemistry and Physics, Professor at the Faculty of Education of the University of Ottawa and Superintendent of Curriculum, Research and Continuing Education with the Ottawa-Carleton French Language School Board. Mr. Abouchar has also lead the Ontario delegation at the joint Canada-France Educational Workforce in Chad, founded the Multicultural Francophone Association of Ontario, and served for 9 years on the Ontario Advisory Council on Multiculturalism and Citizenship.
Mr. Abouchar has furthermore participated in the provincial overhauling of the Ontario Science Curriculum, written Physics and sciences textbooks, developed innovative educational software and related films, and lectured extensively on a variety of topics in Education.
A passionate musician and composer, Mr. Abouchar has successfully merged his musical talent with his expertise in computer technology and pedagogy to create a unique Computer Music Program of study which is offered exclusively to all elementary and secondary school students at La Citadelle. The annually produced albums of their collective compositions are but tokens of the authentication of the development of their creativity and their power of learning and achieving at La Citadelle.
“Since 'seeing is believing ', I gracefully extend an invitation to all parents of school children to visit La Citadelle and experience first-hand its harmonious and scholarly perspectives and to join us on our fascinating endeavor of distinctly shaping the lives of our children and leading them to success,” - Mr. Abouchar.
As a passionate educator of 30 years, I have been inspired by the many countries I have lived in and visited. Having taught in London, England for 15 years as a French/Spanish and Comparative Religions High School teacher, I thrived in the multiculturalism of a city bustling with immigrants and refugees. The students I met, filled my heart with their courage, determination and joy. I was inspired by their desire to improve their life circumstances through the gift of education. In those classrooms, student respect was earned as many of the systems that they had relied on had failed them. Finding ways to engage them was a challenge, but what a delight when their curiosity was tweaked and their trust was gained. It was here that I began to understand the power of learning and the importance of relationship. I learnt that there is no end to the possibility and potential here.
I also had grown up hearing stories and reading articles about Summerhill school, revolutionary in their mission to impassion and engage young minds and hearts. I wanted to bring this energy and philosophy to the urban classroom. I was fortunate enough to teach in Paris for several years, complimenting my understanding of teaching in a diverse and inner city environment , but with a fresh twist. Added to this mix, my travels to Israel and life on Kibbutz opened my eyes to the importance of nature as an inherent teacher and impressed on me the value of community and camaraderie. This was accentuated in New Zealand where I furthered my understanding of ecological literacy and the interconnectedness of life and learning. As a parent of a child in TDSB’s alternative outdoor education Equinox Holistic Alternative school, the years of accompanying school trips to the Evergreen Brickworks and the Pine Project helped me see, first hand, the deep rooted impact of this type of enrichment.
My travels brought me to Toronto which is where I now call Home. I have been working for the TDSB initially as a Grade 5 /6 French Immersion and Core teacher and also a Grade 7 and 8 Core Homeroom teacher.
In addition, I graduated from the Transpersonal Therapy Centre in 2008 and have a small practice where I work with individuals and families. As well, I have facilitated many groups for adults working with personal growth, movement and meditation.
All these experiences, the places and the people, are integrated into the fabric of who I am as a human being and who I am as a teacher.
Progressive
International Baccalaureate
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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La Citadelle International Academy of Arts & Science offers an exceptional well-rounded international education and a truly comprehensive advanced instructional program from PrepK to Grade 12 in a multilingual environment within the Canadian experience. Promoting good education and a balanced instructional program of study covering languages, the arts and sciences in its pedagogy of excellence, which is based on the Ontario and French Curriculum, the IB and the AP programs, La Citadelle strives to create a well-rounded learning process that is geared to establish a marked impact on the holistic development of the learner.
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Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
At La Citadelle, we believe that one can more effectively teach a subject if they have a passion for it. As such, specialized teachers are designated for specific subjects, and mathematics is no exception. Guided by the textbook, the approach to teach mathematics combines both the traditional and the discovery math approaches in an effort to equip the student with an array of skill sets relevant to the assimilation of mathematical concepts.
Students will develop their confidence with math skills and explore the magical world of numbers. We will start with an introduction to the abacus and the origins of counting. As students grow, the math curriculum will focus on the principles of addition, subtraction, multiplication and division. At Aurora, we will make math learning as experiential as possible and create opportunities to integrate math skills into real world situations. All students will be given in a workbook for their particular age level which they can use at home. Students will also have access to computers and are able to learn coding through programs such as Scratch and Scratch Junior.
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Jump Math
Calculators may be used in an upper elementary class at the request of and under the supervision of the mathematics teachers. Secondary School students will possess a scientific calculator to use at their discretion, primarily outside of the classroom.
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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.
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Reading beginnings are phonics-centred and will evolve into sound blends and word formation. Students begin this early reading practice in French in Junior Kindergarden and are relatively fluid readers in this language by the end of Grade 1. English as an academic subject begins in Grade 1, with a phonics-based system as well, but given their initial proficiency in the language overall, their reading skills are at par with their French ones by the end of this same year.
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Process approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Beginner writing is systematic in both mechanics and content. As of Grade 1, there is a balanced approach to teaching a student the proper techniques to write cursive (how to hold a pencil, how to respect a line, forming letters, letter sizing, etc.) and what it is that they are writing. It begins with the ability to write sight words and to reproduce words containing sound blends seen in reading. From there, there is a gradual progression towards sentences, paragraphs and longer pieces of written works, all with a strong emphasis on correct sentence structure, and proper spelling.
progress developmentally, the curriculum transforms to meet their changing inner requirements. Literacy and Languages At Aurora, we aim to nurture the love of reading and writing. Students will develop their ability to express their ideas; we start with letters, continue to forming words and sentences and then by the end of the primary years, students will be able to see their work grow in sophistication as their vocabulary and grammatical understanding develops. The school offers a broad and vibrant Library cultivating creativity, curiosity and imagination. Each year students will write their own stories and will have them formatted and printed into a bound book. Students will also have spacious time to play, as it is our experience that students love of storytelling starts and is integrated through this sacred time. Basic French and Spanish will be introduced during these years. Be prepared for a trip to the local French bakery!
Inquiry
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Based on the textbooks, we cover all strands required by the Ministry of Education at the elementary levels: Life Systems, Matter and Energy, Earth and Space systems and finally, Structures and Mechanisms. In grades 11 and 12, Science subjects are divided into the respective disciplines of Biology, Chemistry and Physics which are offered as University Preparation courses.
Science is all around and within us! With this in mind, the science curriculum will focus around these units. Animals and their habitat Food and Health Compounds and experiments Making structures The science curriculum will be supported by Scientists in the School and the Toronto Wildlife Association visits.
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
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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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Ministry of Education conglomerates History, Geography and Civics into one big umbrella called Social Sciences. At la Citadelle, we believe, in preparation for the upper grades, that, though interconnected, each facet of the Social Sciences is a subject to be treated independently. Grades 1 & 2, are given a generalized Social Science course using an Expanding Communities approach. From Grades 3 to 6, History, Geography and Civics are treated as distinct units. We further divide the curriculum in the following manner. History is taught more with regards to world history, and Geography is taught with a heavy Canada slant. Civics remains a course with an Expanding Communities approach. At the secondary levels, each facet is considered a different subject in which separate credits are obtained.
At Aurora, students will develop an understanding of the world around them through an understanding of countries and continents and stories of people’s culture sand experiences. Students at each age will be invited to create a family tree and share stories of their own personal family history and the geographical paths that have brought them to the present day.
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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.
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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.
Students are required to take a 3rd language (either Mandarin or Spanish), in addition to their bilingual (French, English) core education. This 3rd language is taken from Grade 2 all the way up to Grade 9. Guided by textbooks which are divided into units pertaining to everyday life, students are given the tools to actively communicate in every-day situations using the target language. Writing, though a key component, is not the primary focus of our 3rd language programme.
We offer French and Spanish.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative
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.
At La Citadelle, our main goal is to bring out the artist in every student. Through Fine Arts, Music, Drama, Dance, Computer Music, Graphic Design and other forms of creative courses our students receive an in-depth hands-on experience from specialized teachers who are passionate in what they do and bring to each student and the classroom curriculum.
At Aurora, we see the arts as an evocative and powerful gateway for self expression. Students will delve through the realms of their imagination using as many mediums as possible; (clay, acrylics, baking, play dough, sand sculptures, water colours, wooden and magnetic tiles. In fact, there is no end to the kaleidoscope of possibilities here!) Students will each be given a sketch book to harness and explore their creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computer literacy is an increasingly important skill in today's society, and it is a very valuable teaching and learning tool. We do not however believe that it should replace traditional teaching and learning skills as these too remain valuable assets. To maintain our students' level of computer proficiency, without it deterring teaching of other subjects, students from Kindergarten to Grade 10 take a mandatory computer technology course, in which they progress from learning basic computer and keyboarding skills to more advanced programmes and web design.
All students have access to a laptop and explore graphic design and Scratch.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Across all grades, the physical education programme combines both Health and Physical Education where students learn to make healthy active living a part of everyday life by participating in the classroom and gymnasium, out of doors, in schoolyards and school gardens, and in the community. Beginning with Kindergartens, students gradually develop their kinesthetic awareness and understanding of movement concepts as well as acquire an extensive subject-specific vocabulary. As students become adolescents, and are beginning to face important life decisions more advanced knowledge and skills are developed to help them better understand and cope with the changes they are experiencing and to make responsible decisions about the health of their adult bodies. In this programme, they have the opportunity to learn and establish patterns of healthy, active living
This will be an integral part of the school day and students will be encouraged to move their body, play together and learn new skills. We offer volleyball and tennis lessons. We have many parks in the area with a range of green spaces, beach, creek and woodland areas.
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.
At the four levels of the Kindergarten Panel, La Citadelle aims to instill in children a curiosity and a love of learning as they develop their own skills and talents. Offered exclusively in French through a concrete based pedagogy, the curriculum program at the Kindergarten Panel is structured in such a manner as to integrate a variety of subject matters such as play and learn, cursive writing, mathematics, sciences, computer studies, music and arts and to foster accelerated mastery learning and a high level of achievement by all children.
At Aurora, we focus on a play based approach for our young learners. We provide a range of learning centres revolving around imagination and creativity that helps our students develop healthy relationships with their peers. We also encourage outdoor play and inquiry.
Student-paced
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Starting from Grade 1, all subjects are taught by specialized teachers who teach across grade levels and who provide students with the flexible academic support needed to make them achieve mastery learning.
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.
La Citadelle provides a rigorous curriculum in a holistic and supportive environment whereby our students excel academically, share an enthusiasm for knowledge, are outstanding world citizens, and value ethics and personal responsibility.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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La Citadelle offers a comprehensive, balanced and academically advanced program in languages, arts and sciences, enabling its students to acquire the fundamental intellectual, emotional, social and physical foundations to live a full and enriching life in an ever-changing global and technological world.
At Aurora, we aim to nurture your child academically, emotionally, spiritually cultivating a capacity to develop secure and healthy relationships. We believe in this way, that as students come to understand themselves holistically that they can forge a healthy and happy life in the world.
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Fencing |
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Field Hockey |
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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 |
||||
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 |
||||
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
Nursery/Toddler - 12
3%
0%
$3,000
$0
80%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades K - 8
No
No
No
No
Yes: grades 3 - 12
No
Yes: grades 8 - 12
No
No
No
At La Citadelle, we believe that every child is unique in their own way, and that it is our duty to help each student shine and thrive through the grades and life itself. A Positive attitude and a willingness to learn always helps.
We accept families and students who are looking for an alternative to mainstream and traditional education. Students will be looking to share their interests and curiosities and develop their critical and creative skills. Families will be looking for a more scared and holistic educational experience.
There will be a yearly $200 fee for supplies.