1635 Place du Lycée Pl., Ottawa, Ontario, K1G 0E5, Canada
36 Baxter Street, Brantford, Ontario, N3R 2V8, Canada
1962
1996
980
123
Preschool to 12
Preschool to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Traditional, Montessori
20 to 24
Varies
Learning
In-class adaptations
$12,376 to $14,527
$15,328
No
No
0%
0%
None
None
$0
$0
61
10
0%
0%
75%
0%
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
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 8
No
No
information not available
information not available
In really any way you care to look at it, there is a lot going on at the Lycée Claudel. It was founded as the Cours Claudel in 1962 in order to provide a school for the children of Francophone diplomats wishing to have their children educated in French, and following the French national curriculum. When the first students graduated the program in 1974, the school became known as Lycée Claudel. The school continued to grow, and move, ultimately moving in 1988 into the buildings vacated by the University of Ottawa’s secondary school.
Lycée Claudel is an international school in two important ways, both of which are somewhat unique to the school. First, its student population includes students from nearly 50 different countries, which is surprising, at least initially, given that it’s a day school and doesn’t have a boarding program. Of course, the reason is because the school is in Ottawa, and therefore enrolls many children of diplomats. Second, the school continues to offer the French curriculum, as it has from day one. It’s also a member of AEFE, an accrediting body to assure that schools comply with the French curriculum, something of particular interest to French nationals living abroad who intend to return to France. There are only four schools that are fully accredited by the AEFE in Canada, and Lycée Claudel is one of just two that are located outside Quebec, and the only one in Ontario.
Many families choose the school because they are French nationals, while others choose it because the instructional language is French, rather than the model used in French immersion classrooms. Others choose the school because if the quality of instruction, and the international focus. Of course, the profile of the school is high, given the range of students that attend and the long list of notable alumni, which includes Justin Trudeau.
In all those ways, Lycée Claudel is remarkably unique. Again, there is a lot going on, and all of it impressive. The ideal student is one who thrives in a large, diverse, and challenging educational and social setting.
Braemar House was founded in 1996 by a group of parents looking for a school for their children centred around their shared values and beliefs. That’s great of course, as are the specific values that they had in mind: citizenship, stewardship, and community. When we think of education, we think of academics, though those initial families were aware that academics, while important, are only one part of the bigger picture. The school has grown and formalized since then, as with the creation of the Citizenship Program in 2005, as well as the creation of the Virtues Project, which contribute to the other character building initiatives within the delivery of the core curriculum. There is of course an abiding attention to delivering a strong academic program—there has been a significant attention to developing 21st century literacies—though it’s the attention to values that remains, rightly, an important draw. The ideal student is one operating at the top of his or her peer group, able to thrive in a vibrant educational atmosphere.
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"Teachers are knowledgeable, organized and take pride in their work."
Ksenia Yadav - Parent (Jul 08, 2021)
My children have had a great experience at Lycée Claudel over the past two years. The bar is set co...
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"There is a strong emphasis on the students being independent and autonomous."
Jen D - Parent (Jul 08, 2021)
Our three children are new to the school and all of them have really enjoyed the school. Our childre...
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"BHS was the best investment we could have made for our children."
Rebecca Rooney - Parent (Nov 06, 2018)
We have been lucky enough to have two children at BHS. Each value different aspects of the school. ...
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"...the academic level was much lower at his old school and at Braemar the educators are all on board and eager to help out our son achieve his best!"
Anna Nemeth - Parent (Nov 07, 2018)
Our son enrolled in Braemar House School in Sep 2018. We had considered Braemar for many years, but...
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"One of the things I love most about Braemar is how the students interact with one another and with other members of the school community."
Kate Rossiter - Parent (Feb 21, 2019)
Both my kids attend Braemar, and both started when they were three. In our first year, as the mothe...
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"At Lycée Claudel, we offer: * Dynamic teaching that encourages students to take on new challenges and develop their autonomy. *Attentive teachers and staff who provide exceptional guidance and implement innovative educational projects. *School visits, field trips, clubs, and extracurricular activities. *An enriched curriculum featuring a wide variety of courses while encouraging students to face new challenges and strive for excellence."
"Braemar House School is a not-for-profit, secular, independent elementary school offering children a supportive and enriched learning experience. Our strength is a strong academic program in a nurturing environment, complimented with a variety of extracurricular activities for all ages. Braemar offers highly committed teachers, a partnership between home and school, and small class sizes. We also provide a vibrant character education program and leadership opportunities."
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"Braemar House School offers an enriched education in a non-denominational community. This is realized through our delivery of the curriculum, educational resources (ex. Chromebooks, manipulatives, & other resources), citizenship programming and extracurricular activities like sports and clubs. We are more than a house, it’s a home. Our classrooms & school have a feeling of community; there is a real sense of school spirit. We deliver excellent educational programming in a caring environment."
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"What we hear from parents: they are looking or small class sizes, strong academic programming, enrichment, citizenship and the feeling of a school community. They want their children to love school and have an overall positive and fulsome experience. This is what our student’s experience."
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"The school culture is something that is undervalued. At Braemar, we offer an enriched academic program in a nurturing environment. The culture is something that is unique, and it is important and something we work to cultivate. There is a community feeling at Braemar and it has a positive impact on learning. There is a sense of everyone pulling together and wanting the best for each other. This is really valuable for students for their learning and social-emotional development."
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"Once families join Braemar, and they have spent some time at the school, families experience how the school as a community is emphasized. Everyone takes care of everyone. They experience what small classes allow – a chance for students to have time with their teacher and their teacher to get to know them. Families also truly see the dedication of teachers and staff. Our staff work hard and offer wonderful programming, a well-rounded educational experience and a caring, nurturing environment."
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Choosing Lycée Claudel for you child aged 3 to 18 means giving him or her the benefit of:
- first-rate guidance provided by highly qualified professionals recruited in France or locally who participate in an ambitious annual training program;
- academic instruction that is meticulous and demanding, based on the programs and teaching methods followed in the French system;
- innovative teaching at the cutting edge of new technologies;
- everyday use of both official languages – French and English – beginning in kindergarten;
- the option of studying a culture in an ancient language: Latin
- an opportunity for certification in English (Advanced Placement), in French (DELF/DALF) and Spanish (DELE);
- sports, artistic, cultural and all activities promoting the development of a well-rounded personality;
- cultural diversity through contact with over 50 nationalities;
- a leading-edge film and audiovisual program;
- civic and social activities to encourage community engagement;
- the development of personal talents in every field;
- the development of a solid humanist and scientific culture validated by the Diplôme National du Brevet and the French Baccalauréat, which are recognized by North American and European universities;
- personal growth in a harmonious environment with a strong family feeling, in which diversity and universality are the key elements.
Do come and visit us. More powerful than mere words, the happy smiles of our students will persuade you to place your trust in us.
Braemar was founded by a small group of parents who wanted a different educational opportunity for their children. They wanted a good education with opportunities for their children to excel and to reach their full potential in an encouraging setting. In 2016 we celebrated our 20th anniversary, and we continue to work hard to meet the vision of the founding parents.
At Braemar we support our students in their academic journey and know that with personalized attention and individualized support, our students will thrive. We also nurture and develop their curiosity, love of learning and awareness of their role in the world.
At Braemar our children have a terrific learning environment. This is a result of our small class sizes, our comprehensive and innovative curriculum and the expertise of our qualified and dedicated teachers. We provide students with a strong academic foundation and enhanced programming in Music, Arts, French, Physical Education and Personal Well-being. Our school is enriched by the partnership we have created between home and school.
I invite you to visit our school, I would be pleased to take you on a personal tour. Come and explore and see why our students and families love the Braemar difference.
Sincerely,
Kristin Pass
Traditional
Montessori
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
In a caring and healthy environment, Lycée Claudel provides quality education and instruction that complies with the programs of Ministère de l'Éducation Nationale of France, and revolves around 3 major themes : - A French education with world-wide perspectives - A welcoming school dedicated on the students journey - A mastered digital culture that meets contemporary challenges
Braemar House School is a not-for-profit, secular, independent school offering children a supportive and enriched learning experience. Small class sizes offer the opportunity for individualized learning and enrichment. Our strength is a strong academic program in a nurturing environment complimented with a variety of extracurricular activities for all ages.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
L'approche consiste à faire découvrir les concepts mathématiques par des activités, formaliser ces concepts et les appliquer.
Braemar’s math curriculum is designed to give students opportunities to investigate ideas and concepts through problem solving and then be guided carefully into an understanding of the mathematical principles involved. The acquisition of operational skills remains an important focus of the curriculum. Braemar strives to offer a continuous, cohesive program through the grades. Five major areas of knowledge and skills have been identified and will be reported on: Number Sense and Numeration; Measurement; Geometry and Spatial Sense; Patterning and Algebra; Data Management and Probability. In addition, Braemar integrates the Ministry’s directive to present Financial Literacy across the five math strands and within other Subjects as appropriate. Teachers will, whenever possible, apply mathematics to real-life situations. Enrichment opportunities abound, like our Mathletics On-Line Program, for Prep One to Grade 8, and our Math Club, offered to interested students.
Usage des manuels français numériques et papier. Liste des manuels, visitez http://www.claudel.org/vi-lycee-claudel/manuels/
Information not available
Utilisation régulière de la calculatrice scientifique à partir de la 6ème (11 ans).
Information not available
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.
Étude phonologique avancée dès la Maternelle permettant d'avoir une approche syllabique de l'apprentissage de la lecture au cours de la première année. À cela s'ajoute l'étude de livres de littérature de jeunesse dès la 1ère année (6 ans).
Our primary students begin with the Jolly Phonics program that is supported by reading and writing activities as well as a handwriting program. This program runs throughout our entire primary division. In addition we have a strong home reading program that is supported by books as well as online resources. We track the progress of our students reading levels monitoring their decoding skills, oral fluency, comprehension and their ability to inference.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Students are assessed using the Developmental Reading Assessment (DRA). Intermediate students are assessed on their oral fluency.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Dès la Maternelle, les enfants sont confrontés à la trace écrite réelle. A partir de la 1ère année, l'aprentissage de l'écriture se fait de manière systématique, structurée en prenant également en compte des situations réelles de communication. L'étude de la langue par l'analyse de la phrase permet aux enfants de structurer la langue écrite. Étude avancée de la grammaire, la conjugaison, le vocabulaire et l'orthographe. Dès l'âge de 11 ans, l'étude d'oeuvres littéraires classiques est systématique.
Our students are given a variety of writing experiences across all grade levels. In our early grades there is substantial creative writing as well as writing informational pieces. The students are taught how to edit, revise and rewrite their work. Self- evaluation of their work is also a large part of their programming. In our intermediate grades the students are taught to be critical writers with a specific goal in mind. They learn how to develop a thesis statement, research and write to support their statement, and then defend it.
Equal Balance
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.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Dès l'école élémentaire, la démarche d'investigation scientifique est abordée. Enseignements basés fortement sur les pratiques expérimentales en laboratoires à partir de 11 ans.
Braemar’s Science program involves exploration, experimentation, observation, measurement, and analysis - specific skills necessary to effective learning. The program is organized into four areas of knowledge and skills: Understanding Life Systems; Understanding Structures and Mechanisms; Understanding Matter and Energy and Understanding Earth and Space Systems. Our focus is on interaction, structure, function, sustainability, continuity, and change. The program is enriched through our School Food Garden and our Science Fair which is held every other year. Through both experiences, students have the opportunity to apply their knowledge and interests in practical, relevant, and concrete activities. Science enrichment experiences, like our First Lego League Robotics Team, are actively sought out and offered to interested students at both the intramural and varsity levels.
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
Meteorology
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.
L'enseignement français offre une grande place à la littérature. Dès le jeune âge, les élèves sont invités à lire plusieurs livres par année, d'auteurs, de styles littéraires et de thèmes variés. La fréquentation hebdomadaire de notre bibliothèque contribue à donner le goût à la lecture aux élèves.
Novels selected for study are culturally diverse, communicate global issues and connect across various curricula.
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
Core Knowledge
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.
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).
Dans les premières années, le programme est axé sur la découverte du monde en se basant sur l'environnement proche de l'enfant. Dès l'âge de 8 ans, l'enfant est exposé à travers un enseignement riche d'histoire et de géographie à la compréhension du monde plus global qui l'entoure.
The focus of teaching and learning in the social studies, history and geography curriculums is to have students learn to evaluate different points of view and examine information critically. Social studies seek to examine and understand communities, from the local to the global, their various heritages, physical systems, and the nature of citizenship within them, and to acquire a knowledge of concepts like change, culture, environment, power, and the dynamics of the marketplace. The Grade 1 to 6 programs focus on Heritage, Citizenship, and Canada and its world connections.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Une des grandes forces du Lycée Claudel est de donner aux élèves une culture générale importante avec des apports en histoire et géographie mondiales à partir de la 6ème (11 ans), puis en sciences sociales et économiques à partir de la Seconde (15 ans).
The Grade 7 and 8 history program focuses on Canadian history and students learn how lessons from the past can be used to make wise decisions for the present and the future. The study of history in Grades 7 and 8 builds on the skills, attitudes, and knowledge developed in Grades 1 to 6. The Geography program examines the earth's physical systems and the people in them, and investigates how people and environments affect each other.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Tous les jours, les élèves de la Maternelle (4 ans) jusqu'à la Terminale (18 ans) ont une pratique régulière de l'anglais en parallèle de celle quotidienne du français (langue d'apprentissage). Possibilité de certifications en français (DELF), en anglais (Advanced Placement) et en espagnol (DELE).
All Braemar students, from Montessori to Grade 8, receive instruction in French, and each passing year gives them the opportunity to build and develop their skills. Students easily meet Ministry curriculum expectations and many work well beyond their grade level. Various enrichment activities complement work in class and every effort is made to connect the French program with other areas of the curriculum. Activities include puppet show presentations, a celebration of Le Carnival du Mardi-Gras, maple sugar season, an introduction to Cajun cuisine and culture, a glimpse of Francophone culture around the world, and a fashion show. In addition a school-wide Enhanced Learning Experience in French is planned each year that integrates grades, ages, and abilities through the student clans.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
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.
Chant chorale, danse, arts plastiques pour les élèves de 3 à 10 ans Musique et arts plastiques pour les élèves de 11 à 14 ans. Ouverture culturelle dès le primaire par la découverte d'oeuvres majeures en musique, peinture et littérature (histoire des arts) Théâtre proposé à partir de 14 ans. Cinéma, arts audio-visuels proposé à partir de 15 ans.
The Arts programming at Braemar provides for one Arts focus each term. This allows for greater depth, more effective resource allocation, and a shared concentration on each of the three Art subjects; Visual Arts, Music and Drama. We actively encourage the presence of the Arts in all subjects at any time and the Arts are integrated into ALL learning experiences; science, math, language, social studies, and technology. Braemar students sing, draw, paint and perform throughout the year, even though they are not being formally assessed outside of the terms identified.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Usage quotidien et raisonné des outils technologiques (ordinateurs, tablettes, tableaux interactifs, robots...). Usage généralisé de la tablette numérique à partir de 10 ans.
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Web design
Robotics
Computer science
En Maternelle, salle dédiée à la motricité, utilisation quotidienne. Au Primaire, 2 séances obligatoires par semaine en plus d'activités sportives à l'extérieur de manière ponctuelle Au Secondaire, 2 séances obligatoires par semaine avec des spécialistes de la discipline en plus de participations à des compétitions régulièrement.
Physical Education starts with our youngest children and encourages active participation with skill development. As students mature they are introduced to both individual activities and team sports in class and through extracurricular involvement. New sports or activities are introduced in each grade, followed up in subsequent years with further skill development through drill work and game play. There is a strong focus on teamwork, sportsmanship and cooperation. Active recesses are encouraged with the provision of equipment for play, the use of wide open spaces, and mentoring by our older students.
Montessori
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.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
In Pre-School, the children begin their full-time learning at age 3 around five basic areas: acquiring language, discovering writing, becoming a student, moving and self-expressing with one's body and discovering the world. The main learning methods promote hands-on projects to develop independence and physical and intellectual abilities, all tailored to the pace of each student. Arts and physical activities are also among the development areas in pre-school: a different set of motor skills addressed every week, and a weekly choir practice culminating with two performances per year for an audience of parents.
Our youngest Braemar students are enrolled in our Montessori programs for 3 and 4 year olds and our unique "Prep One" program for 5 year olds. Taking full advantage of the hands-on inspired learning, concept building and critical thinking skills that come with a Montessori introduction to school, the Montessori programs in followed by our unique and innovative Prep One program. Students in these pre-Grade 1 programs make an effective transition to the more traditional learning environments found in our Grade 1-8 elementary school programs.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
La rigueur et l'excellence du programme d'étude au Lycée Claudel, fournissent aux élèves, encadrés par des professeurs qualifiés et engagés, une éducation exceptionnelle, un haut niveau de connaissances et de compétences dans un esprit d'ouverture au monde. Des élèves de 60 nationalités différentes se côtoient et se rassemblent autour de la culture française dans le respect de leur propre culture. L'innovation pédagogique est au cœur de la pratique enseignante.
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"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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
Accommodations
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
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
0%
0%
$0
$0
75%
0%
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
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 8
No
No
No
No
Yes: grades JK - 12
No
No
No
No
No
Meticulous and curious students who are open to learn about other cultures while broaden their perspectives to the world.
Given the school’s high academic expectations, children must be willing learners who are able to meet the demands of the school’s academic programming, with behaviours and attitudes that won’t disrupt the learning of others, and will influence the classroom and school community in a positive and virtuous manner.
All applications for admission to Lycée Claudel require the following procedures:
1. Complete a pre-registration application (online) (in French only)
2. Forward us the following documentation:
3. Write and pass an entrance exam (students coming from schools belonging to the AEFE network or from France are exempted from the exam)
4. Headmaster and the registration team will then evaluate if the student can be admitted, depending on the number of places available in the requested grade.
5. Complete the personalized registration form, which will be forwarded by e-mail to the new families !
The Admission Policy of Braemar House School is based on a desire to successfully deliver an enriched academic experience for our students.
Admission Steps:
Note- for those students accepted during the summer months without a classroom observation, the letter of acceptance accompanying the contract shall clearly state the policy regarding a defined probationary period in September at Braemar House School.