1635 Place du Lycée Pl., Ottawa, Ontario, K1G 0E5, Canada
92 Glancaster Road, Hamilton, Ontario, L9G 3K9, Canada
1962
1956
980
510
Preschool to 12
9 to 12
Coed
Coed
Day
Day, Homestay
English, French
English
Academic
Academic
Traditional
Progressive
20 to 24
18 to 22
Learning, Developmental, Behavioral
In-class adaptations
$12,376 to $14,527
$19,350
No
Yes
0%
10%
None
9 to 12
$0
$5,000
61
128
0%
0%
75%
97%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
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.
Founded in 1956, HDCH has been doing great and impressively consistent work ever since. It has a good breadth of curricular and extracurricular offerings. Instruction is connected with projects, encouraging students to work together toward completing meaningful tasks, which builds and supports a facility with the core curriculum. Families are also drawn by the values which undergird the academic program. The school reaches out to resources and organizations within the local community, using those interactions to build an empathetic worldview and a genuine appreciation of diversity. Certainly, there’s a lot to love.
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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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"The academics at HD are strong and an important aspect of the school environment."
Trixie Zimmerman - Parent (May 26, 2021)
High School can be challenging for any student and my son had his senior years even further challeng...
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"The school leadership was very caring."
Hannah Moerman - Alumnus (May 26, 2021)
For the first 13 years of my life, attending Hamilton District Christian High was what I most looked...
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"Their communication levels with the students around expectations and objectives are clear."
Anne van der Walt - Parent (May 26, 2021)
My son started in grade 10 as a newcomer to Canada and found a welcoming and caring school community...
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"At 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."
"At HDCH, our mission is to cultivate student character, through learning, for lives of service to God. Our vision is to see all HDCH graduates be a faithful presence in the communities that they serve."
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"At HDCH, every staff members seeks to know every student. Our students tell us that what they love most about the school is the strong sense of community, as well as the warm, dedicated and care exhibited by every teacher. Our building is located on 20 peaceful acres, set back from the road, providing a peaceful setting for our students. We have baseball, disc golf, beach volleyball and soccer facilities. Indoors, we have relevant technology including robotics and 3-D printers."
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"Families appreciate our relevant learning opportunities, the sense of community, the passion and caring from the teachers as well as our faith-based learning approach. They appreciate the breadth of extra-curricular opportunities, as well as the Project-Based Learning approach to classroom work. They also love the fact that our students are focused on service...taking curriculum and turning it into something that helps others."
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"Although families might see our technology in photos and when they visit, the degree to which we engage students in science, technology, engineer and mathematics is not always clear until the student is here. We go to great lengths in all our subject areas, and the STEM area is one at which we excel."
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"Families are often surprised to experience the degree to which our teachers commit to our students. As they witness the many ways our staff provide wrap around supports, guidance, opportunities and possibilities, they frequently note that it is one thing to read about it, and another to experience it. In a parent's words: It was so completely and wonderfully surprising for us that HD, along with a Christian education, also offered project based learning - something that really stood out to us"."
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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.
Exceptional learning is for every student. Each student has unique gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for academic planning and development, learning, and individualized programs where appropriate.
Our staff takes a vested interest in student learning, growth, and spiritual well-being. They develop a mentor relationship beginning in Grade 9 and foster these connections through to Grade 12, often going above and beyond to get to know each student as a unique person with diverse interests, strengths, and gifts.
We understand that ultimately God transforms the lives of our students at HDCH, and it is with this in mind that we trust in our mission to be clear and to be the directive of our school. We use the five habits of an HDCH graduate.They are:
Exceptional education at Hamilton District Christian High is imaginative, innovative and interwoven with our essential Biblical identity. An exceptional learning community looks to produce and engage with culture by turning our visions into actions, our ideas into products. One of the ways that we will accomplish this is through the essentials of Project-Based Learning (PBL). And it is our vision to have Project-Based Learning as an everyday learning experience for our students at Hamilton District Christian High.
At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. This learning is contextual, creative, and shared. Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically be creative and communicate in order for them to answer challenging questions or solve complex problems. By making learning relevant to them in this way, students see a purpose for mastering state-required skills and content concepts.
Hamilton District Christian High is registered as a private school with the Ontario Ministry of Education. It provides a curriculum that follows Ministry guidelines and standards and uses the credit system outlined in the Ontario Secondary School Document (1999). All the teachers have Ontario teacher’s certification. Graduating students will have completed the credits required for the Ontario Secondary School Diploma.
We believe HDCH is a place to dream dreams and see visions, a place to learn and grow and be cultivated, a place to live as a healthy community, a place for exceptional learning. The learning that happens here is a launching pad for our graduates’ futures; this is exciting stuff.
We’re always happy to welcome our friends and supporters to school. If you are in the neighbourhood, we hope you’ll drop by and experience exceptional learning first-hand.
Sincerely,
Duncan
Progressive
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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.
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.
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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
Education at Hamilton District Christian High is imaginative, innovative and Christ-Centred. This is achieved through Project-Based Learning. At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically, be creative and communicate in order for them to answer challenging questions or solve complex problems.
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.
L'approche consiste à faire découvrir les concepts mathématiques par des activités, formaliser ces concepts et les appliquer.
We use Project Based Learning and Discovery Problem Solving that both focus on the application of math and using the problem-solving process to discover and make sense of new content. We use PBL to connect math to life outside of school to help our students gain a deeper insight into the role of math in careers, personal financial literacy, in our local communities. We also look at how math is discovered in the created order, such as in nature. Students have access and use technology as they study math. Our teachers are intentional to incorporate mathematical tools. Students will find a balance of these approaches mixed with traditional instruction.
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).
Students may be permitted to use a calculator based on teacher permission. Students will need a scientific calculator.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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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).
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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.
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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.
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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.
HDCH uses project based learning, laboratory experiments, sustained inquiry and other more traditional pedagogical practices in the science program. Students acquire the skills necessary to design and carry out scientific inquiries. Labs are equipped with modern technology and equipment. Students are encouraged to engage with the curriculum from a Christian worldview which results in a call to stewardship of all areas of creation.
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
Physiology
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.
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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
Not applicable
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.
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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.
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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).
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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).
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Usage quotidien et raisonné des outils technologiques (ordinateurs, tablettes, tableaux interactifs, robots...). Usage généralisé de la tablette numérique à partir de 10 ans.
Students have free access to 250 computers and chromebooks throughout the school. We have 5 3-D printers, a laser cutter, and a suite of virtual reality and robotics options. Once students learn how to use these learning tools, they are encouraged to use them as they wish, for both school and other projects.
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.
In the Physical Education Department at Hamilton District Christian High, we focus on each student’s Total Health as a child of God. We recognize that each area of a person’s health affects the others, that taking care of Physical Health is a great way to help manage all other areas of health, and that our Spiritual Health is the foundation for the rest of our health. We teach the concepts of Physical Literacy to encourage students to be confident and competent in all types of movement. Our students experience a variety of activities in different settings, including traditional and non-traditional sports, low organization and creative games, and fitness activities. We encourage our students to make goals for the present and goals for the future. Through all this, we hope to meet the goal of our Physical Education program which is to help our students live healthy and active lifestyles.
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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.
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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.
Information not available
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Supportive
A school with a “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 intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our Mission - to cultivate character through learning for a life of service to God. Our Vision - to see all HDCH graduates become a faithful presence in the community that they serve.
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
HDCH welcomes learners of all kinds, with the caveat that we are a small school with some limitations of resources. For example, we offer a Lifeskills Pathway for student with severe cognitive ability, however we have a low capacity of 5 students for that class due to its high resource needs. Our older school building is undergoing on-going accessibility upgrades, but these may not always serve students with complex physical needs. We undergo a careful and kind process to determine what the students needs are, matching these with our resources, to ensure a wonderful fit.
Information not available
We would not advise a family against de-enrolling their child at our school if they had a clinically diagnosed learning disability that became apparent while studying at HDCH, so long as we were able to accomodate their needs.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
0%
10%
$0
$5,000
75%
97%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
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.
The best way to get the most out of your high school experience is to get involved. Student life is rich at Hamilton District Christian High. We offer much more than academics and have very active extracurricular programs. Whether you’re into sports, inclined towards the arts, or serving in your community (or all), there are plenty of activities to help you stay active and connected. Our campus thrives on the involvement of the entire school community. Exceptional learning is for every student. Each student has unique God given gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for faith development, academic planning and development, learning, and individualized programs where appropriate.
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 !
Application Form needs to be filled out entirely and is found here: https://hdch.org/prospective-students/admissions/