36 Scarsdale Road, Toronto, Ontario, M3B 2R7, Canada
2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
2000
2006
180
750
Nursery/Toddler to 12
JK to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Liberal Arts, International Baccalaureate
Progressive, International Baccalaureate
12 to 18
Varies
Learning, Developmental
In-class adaptations
In-class adaptations
$20,700 to $26,150
$10,095 to $14,395
Yes
No
3%
0%
Nursery/Toddler to 12
None
$3,000
$0
11
50
0%
0%
80%
40%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades 1 - 12
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 reportSt. Jude’s is, notably, an IB world school which, as of September 2018, will be offering the entire continuum, from the primary years through the high school grades. That’s a draw for the families that enroll here, principally because of the strength of the academic program and the international focus that it allows. The IB was developed to educate toward a facility with the core curriculum—language and numeracy—as well as interpersonal communication, creative engagement with others, and an empathetic view toward the diversity within the global setting. St. Jude’s does all of that, including the values piece, which often isn’t perhaps stressed as much whenever people discuss the IB. The school promotes an understanding of our place in the world, as citizens, in the awareness that other people, of course, are citizens, too, just like us. The culture of the school is close-knit, with small class sizes and an very safe, family feeling throughout. It’s also a very vibrant, active school community--the entire school meets every day for a morning assembly, something that solidifies the sense of place and belonging, something further enhanced by the house system. There’s a lot going on, and every point within the school affords a front-row seat. The ideal student is one able to thrive in a diverse, challenging, socially engaged academic atmosphere.
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Kind and supportive
Andrew Gonzalez - Parent (Jan 23, 2018)
My child has told me that he really enjoys St. Jude’s Academy. I believe that what he likes the mo...
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"he has developed a good rapport with a few key teachers"
Jenny Chai - Parent (Jan 23, 2018)
Our son has just started in Junior Kindergarten at St. Jude’s Academy, and his favorite subjects a...
View full review
Values and education
Lyne El-Husseini - Student (Jan 23, 2018)
My time at St.Jude's Academy has been exceptional. I have been in the school for four months already...
View full review
"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."
"St. Jude’s Academy (JK-Grade 12) is the leading private university preparatory and IB World School (PYP, MYP, DP) in Mississauga/GTA. Our experienced faculty are world leaders in IB education. The focus on fundamentals and individualized approach ensures 100% of our graduates are accepted into their chosen university while our Phys. Ed, Arts and language specialists nurture the whole student. Supported by our community of faculty and parents, our students are inspired to confidently make their mark in the world."
"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."
"SJA was the first in Mississauga to offer a continuum of education for students aged 3 to 19. Our students’ experience, their stride and their goals will be helped by the care and expertise of faculty and staff. SJA offers a unique education experience that goes beyond academics and provides a careful balance of Student Life. This careful balance has proven to provide lasting, influential and significant changes in the lives of our students."
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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."
"In the caring and vibrant SJA community, students are motivated and guided to take ownership of their intellectual and moral growth and develop the self-esteem and courage. At St. Jude's Academy they will need to deal successfully with the challenges and opportunities that high school and university hold. It is the only school that has a n educational experience designed to inspire and challenge students."
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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."
"In the caring and vibrant SJA community, students are motivated and guided to take ownership of their intellectual and moral growth and develop the self-esteem and courage. At St. Jude's Academy they will need to deal successfully with the challenges and opportunities that high school and university hold. It is the only school that has a n educational experience designed to inspire and challenge students."
"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"
"SJA is different... their SJA commitment is to ensure that the student always comes first takes is evident in everything at SJA. The faculty/staff goes above and beyond every day to prioritize students’ development of academics, confidence, strong work ethic, independence and effective learning habits. This focus and delivering the recognized IB programs within a caring and vibrant community, motivates students and guides to them to take ownership of their intellectual and moral growth"
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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.
St. Jude's Academy is distinctive due to the weight we place on achieving fluency in language and effectiveness in numeracy; we instil in all our students a firm practical, cultural and artistic framework which reinforces all academic studies. Our students have confidence to express themselves effectively in both their public and private lives. I encourage parents to come check out our school and see the difference a caring atmosphere can make.
Progressive
International Baccalaureate
International Baccalaureate
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.
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.
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.
The aim of all International Baccalaureate Programmes is to develop "inquiring, knowledgeable and caring" internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
At SJA, we believe that the best learning in mathematics comes from creative exploration. However, we still see the value in some traditional approaches in math. We ensure that the most useful traditional methods are carried forward into our discovery model. With this blended model, we have seen the greatest increase in mathematical ability and retention. For our Lower School math curriculum, we use Math Makes Sense workbooks and textbooks. We effectively combine an inquiry approach with a practical approach. Our students memorize addition, subtraction, multiplication, and division facts as required by their grade-level specific math curriculum.
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We use Math Makes Sense workbooks and textbooks for Lower School (JK to Grade 6) students.
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.
Specific to each grade level, as per IB policies.
Balanced Literacy
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.
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.
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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Equal balance
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.
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.
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.
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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.
Our teaching approach to Science follows the IB approach, specific to each grade level.
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
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Expanding Communities
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 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 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.
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Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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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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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.
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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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
Learn about our Physical Education program for Lower School (JK-6) students by copying and pasting this link: https://stjudesacademy.com/student-life/lower-school-jk-6/athletics/ and learn about Physical Education for Upper School students (Grades 7-12) by copying and pasting this link: https://stjudesacademy.com/student-life/upper-school-7-12/athletics/
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.
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.
The SJA Kindergarten Program provides a solid academic foundation of reading, writing and math. Our students are introduced to French daily for 30 minutes. JK and SK students also enjoy daily Music and Art. Our Kindergarten students also benefit from: reciting poems an in-school science fair & contest in-school spelling bee an oral competition Show n' Share presentations From an early age, SJA students begin to discover that the world is a fascinating place. Field trips, performances, and community service are creatively integrated into the academic curriculum at every level.
Standard-enriched
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).
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.
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.
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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.
We believe that all students can learn and thrive within the IB model. The focus on fundamentals and individualized approach ensures student success.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.The focus on fundamentals and individualized approach ensures student success while our Phys. Ed, Arts, and language specialists nurture the whole student.
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
SJA has partnered with Oakwood Academy, an individualized education school, to offer private school for students who have learning difficulties. Please see Oakwood Academy for further information.
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
Nursery/Toddler - 12
3%
0%
$3,000
$0
80%
40%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades 1 - 12
No
No
No
No
Yes: grades 3 - 12
Yes: grades 1 - 12
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.
Welcome! We are delighted that you are considering St. Jude’s Academy. This application package is an integral part of our admissions process. Please be assured that none of the questions are intended to prevent students from being invited to attend our school. We are trying to gain as much information about students and their families as possible so that all parties involved have a solid foundation for a rich and engaging personal interview. We admit students for the following September on a continuous basis throughout the year. Admission to St. Jude’s Academy is competitive; thus, to avoid disappointment, we encourage you to apply as soon as possible.
STEP 1: THE TOUR
We begin with a personalized information session, offering an in-depth understanding of our IB Programme and Student Life. Subsequent to this session, we extend an invitation for you to embark on a personalized tour of our St. Jude’s Academy campus – you will be able to experience our classrooms in session, engage with our dedicated teachers, and ask questions.
We eagerly anticipate the opportunity to welcome you to the St. Jude’s Academy family!
STEP 2: THE ASSESSMENT
For students in Grades 1 to 8, applicants complete one day of assessments in reading, writing and math, to give us a better understanding of their strengths and opportunities.
We also ask for the following:
1. For Upper School students (Grades 9 to 12): English, Science or Social Studies teacher reference
THIS FORM is to be completed by the student’s current English, Science or Social Studies teacher.
2. For Upper School students (Grades 9 to 12): Math teacher reference
THIS FORM is to be completed by the student’s current Math teacher.
3. Report Cards for SK – Grade 8
Please scan (or take clear pictures with your phone) the two most recent Report Cards for your child.
During the summer, as schools are closed, Teacher References are not required for new registrations for the September 2024 start date. We will be reviewing report cards to assess suitability for our academic program
Upper School (Grades 9 to 12) students’ Teacher Reference forms must be submitted from the teachers to the Admissions Office email ([email protected]) directly. Please submit supporting documents by emailing them to our Admissions Team at [email protected].
STEP 3: THE DECISION
Admission decisions are made based on a careful review of the applicant’s report cards, academic potential, extracurricular accomplishments, character and overall suitability for the IB St. Jude’s Academy experience.
Please let us know if your child has any academic, social or behavioural concerns. Learning support is available. Our Guidance Counsellor continues to assess student cases as needed.
STEP 4: THE FINAL STEP - REGISTRATION FORMS
Once your Report Cards are assessed, and we believe that your child would be a good fit for St. Jude’s Academy, we will invite you to complete and submit our Registration Package electronically. This package is available on our website by grade on our Tuition and Fees page, linked below, and or will be sent to you on completion of the Information Session.
Detailed payment options are in the Registration Package.
Welcome to St. Jude’s Academy! We look forward to meeting you soon!
Tuition and Fees