2201 Cliff Street S.W., Calgary, Alberta, T2S 2G4, Canada
130 Commercial Avenue, Ajax, Ontario, L1S 2H3, Canada
Indirect Support:
2201 Cliff Street S.W., Calgary, Alberta, T2S 2G4, Canada
130 Commercial Avenue, Ajax, Ontario, L1S 2H3, Canada
1,943.5 km
341.2 km
0
2010
85
Varies
Preschool to 6
7 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional
Varies
5 to 15
Learning
Dedicated class; in-class adaptations
In-class adaptations
$8,280 to $13,500
$10,650 to $12,650
No
No
0%
0%
None
None
$0
$0
9
0
0%
0%
0%
100%
Preschool, K, 1, 2, 3, 4, 5, 6
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades 7 - 12
No
No
information not available
information not available
information not available
information not available
Cambridge International Academy is positioned to address a diversity of learners, including those who arrive domestically and those arriving from overseas. Families are drawn to the small class sizes and the individual instruction they allow, as well as the international gaze afforded through working and learning with students from a range of cultural backgrounds and experiences. English language learning and homestay programs support international students. While the academic program is strong, families are also drawn to the focus on interpersonal, emotional, and social development. The ideal student is one able to thrive in a close-knit, challenging environment, and who is preparing for success at university.
information not available
information not available
The Montessori School of Calgary is committed to supporting the academic, emotional, social and physical development of each child so they may become self-directed learners, flexible thinkers and creative problem solvers. Offering a holistic approach to education, experienced teachers support each child with trust and respect, and proven academic success in pre-school, kindergarten and elementary streams.
Cambridge International Academy's primary objective is to assure students experience a safe and supportive school environment to ACHIEVE their academic best. We provide a high standard of education that is relevant & engaging so that students have opportunities to embrace collaboration, communication, creativity & critical thinking skills in their learning to keep up with the ever-changing landscape of education.
Montessori School of Calgary is committed to supporting your child’s academic, emotional, social and physical development. We consider the learning process and our Montessori journey a partnership between students, parents and educational professionals. Together, in the spirit of hard work, collaboration and search for excellence, our students engage as self-directed learners, flexible thinkers and creative problem solvers.
A Montessori experience gives children broad exposure to the world – its history, its formation, its life forms, its peoples past and present, its great discoveries, its cultures, its languages and its sciences. Students interact with adults from our community to research and gain new insights, and are encouraged to pursue their own interests. In carefully prepared Montessori environments, beginning with concrete material and using detailed steps, we bring a different awareness of the world to the mind of the child. In this way, we seek to appeal to each child’s imagination so that they can take an idea and form it in their mind – this is what Montessori calls passage to abstraction.
We so look forward to welcoming you to our community, and sharing with you in a holistic approach to education and proven academic success.
It is my pleasure to welcome you to Cambridge International Academy. Our primary objective is to assure your child experiences a positive, productive, and safe school environment in which he/she will self-actualize and grow academically, emotionally, and morally. The staff at Cambridge International Academy creates an atmosphere of cooperative learning, and encourages each student to develop critical judgment and to become an independent thinker, able to work effectively with others, and be inspired with a life-long curiosity and love of learning. We believe achieving success is beyond the walls of a school classroom or an acceptance from a prestigious University; it is the inner motivation, solid work ethic, personal responsibility, drive, and an active way of life that helps students to thrive beyond post-secondary education.
Recognizing that parents are the prime educators, Cambridge International Academy is committed to working with parents and host families to develop and promote a common philosophy. Together, we share the critically important enterprise of preparing our children for active and positive living.
In addition to offering reach 'ahead credits' to grades 7 & 8, and promoting social responsibility, our small class sizes develop nurturing and positive working relationships with students. We support a learning environment that encompasses personal development, community involvement, academic achievement and leadership to be part of their Cambridge experience. Our teaching staff is dedicated to meeting the ever-changing needs of our students.
On behalf of the entire staff at Cambridge International Academy, we look forward to inspire and challenge your child to excel in all facets of his/her learning and to attain his/her potential. Visit Cambridge International Academy and experience a difference in education and innovation. This may be one of the best decisions you will make in your life. We invite you to look at our information package and discover an enriching way of education.
Traditional
Information not available
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.
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.
Not applicable
The Montessori School of Calgary is a child-centered school with a holistic approach to education and proven high academic success. Within our nurturing environment, experienced teachers support each child with trust and respect, with the goal of developing confident, resilient and responsible character formation. In carefully prepared classrooms, children are grouped together in three-year age spans. They learn how to follow and then how to lead. Primary and elementary classes are multi-aged, multi-graded and are based on specific planes of development. The primary program is for children aged 3-6, and the elementary program is for children aged 6-12.
Our teachers acknowledge students learn at different times and in different ways therefore they use an interactive teaching strategy to best suit a student's learning profile. We offer continuous, varied and appropriate formative as well as summative assessments which provide evidence about every student's learning progress. This information helps teachers to immediately flag areas of concern to help a student in that subject. Triangulation assessments also help students, parents and teachers to select attainable learning goals. For students in high school, we administer Aptitude Tests to help each student plan their further education. We offer Early Childhood Education and Business Focus Career Pathways to students who thrive in a co-op learning environment.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematical concepts are introduced to the child using concrete sensorial materials, which were designed specifically for the Montessori environment. Initial explorations with sensorial materials within the primary classroom encourage children to understand basic math concepts such as learning number recognition, counting and sequencing of numbers. This Sensorial work prepares the child for a more formal introduction to mathematics, and the introduction of abstract mathematical concepts such as the decimal system and mathematical operations within the elementary program.
Students in grades 7 and 8, we offer accelerated or individualized math systems whereby students work at different levels individually in a classroom, at their own pace and our teachers use a variety of strategies such as re-looping so that learned material is being reinforced. Middle School Math teachers use games, manipulatives, math journals, and technology to help students who struggle with math. Students in high school, our teachers us a variety of teaching strategies to help students comprehend and retain complex math concepts. Teachers use direct instruction, guided practice, peer tutoring, manipulatives, and assessments.
Textbooks we use are from the Ontario Trillium List.
Calculators are used in the classroom for high school math courses which require the use of 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.
Not applicable
Through conversation, read alouds, and every new word that is taught, the Montessori student is learning language, and building literacy skills. In the Montessori environment, emphasis is placed on the process of acquiring language. Knowledge is constructed by mental and physical activity rather than on passive learning. Writing is taught before reading.
Information not available
Not applicable
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Not applicable
Writing is a process which requires intellectual processes, combined with manual dexterity. It allows the student the ability to express thoughts with graphic symbols. Activities have been developed, which realizes the great importance of indirect preparation. Montessori believed the child would prepare their hand and their mind and then would be able to write. When all of the components of language come together and the child realizes they can write is what Montessori called an “explosive phenomenon”.
Information not available
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.
Science is all around us within our world. Children have the opportunity to engage with science learning throughout the day, within many different activities. For example, investigating what flowers smell like, how a leaf feels, or what happens when you pull the cat’s tail. These opportunities allow students to learn how things work and how the world is interconnected. Maria Montessori recognized the young child’s need to observe and absorb information about the world around them. She believed that experience with real objects should always proceed before learning the names or looking at pictures of things.
Science is an exciting subject to teach students how things work in our world. Our teachers use a variety of teaching strategies such as lecturing with power point presentations, peer to peer teaching, current events, case studies, and hands on activities such as guided experiments and exploration.
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
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Children build the skill of reading by observing the people around them immersed in reading, and doing it with pleasure. Children enjoy being talked to and love to listen to stories. Reading aloud is a good strategy for children to help them explore new facts, acquire the right word pronunciation as well as get introduced to vocabulary that they are unfamiliar with. Storytelling is a good way to instill lifelong love of reading and literature.
Literature is authentic material that promotes interaction among students in a classroom. Our teachers carefully choose material that will suit the interests of their students to spark in-depth class discussions and share opinions. We have been successful to increase a student's reading interest by implementing Socratic Seminars, web-quests, current events, and reading journals. After completing a unit on literature, students feel a sense of achievement at understanding a piece of highly respected literature. In addition, teachers use the personal growth model which encourages students to draw on their own opinions, feelings and personal experiences.
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.
Not applicable
Cultural activities allow the child to experience music, stories, artwork and items from the child’s community, society and cultural background. Geography, science, zoology and botany are all included within this cultural learning. Specialized Montessori materials, such as globes, puzzle maps and folders containing pictures from different countries all help to build understanding. The culture area also encourages children to develop creativity and further develop their fine motor skills. Students have the opportunity to freely express themselves. These cultural activities allow the children to develop an awareness and appreciation of the world around them.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Humanities promote active listening, critical thinking skills as well as encouraging students to make connections to history, and the world in which they live in. Students learn to make decisions based on values. Our teachers uses a number of strategies such as direct instruction, visual strategies, reciprocal teaching to increase dialogue between teacher and students, inquiry teaching where students develop their own questions, collect and organize data and draw inferences and problem solving. Field trips and role play may also be incorporated as part of the teaching strategies to give students the opportunity to be motivated in their learning.
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
While the young child is learning his native or primary language, he also has a great aptitude for learning to speak and understand a second or even third language at the same time. At the Montessori School of Calgary, exploratory classes in which children are taught the rudiments of vocabulary and grammar while being introduced to a new culture. These classes meet for a short period of time (often 30 minutes) once or twice a week, and they are intended as a basis for further learning
We offer on-line credited Mandarin courses as well as non-credited Mandarin classes during the weekends commencing in October 2016. We also have the flexibility to incorporate French in the curriculum if requested by a parent. French Homework is available commencing October 2016.
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.
Art is one of the many ways children express themselves. Art is a way for children to communicate their feelings. It is through art that children develop their fine motor skills. In the Montessori environment, we provide open-ended art activities that help children explore and use their creativity. When it comes to art, it is the process not the product that is important to the child. As adults, our goal is to produce a product. The child interacts with the world differently. The child works to develop self. The focus is on the process not the product. Once a child creates something, he does not feel the need to keep the product. It is the process that gives him satisfaction and inner joy.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Contemporary approaches to technology integration in the Montessori environment occur as the student is ready to engage purposefully with the learning tools.
CCIA accommodates students who require the use of a computer during the class to help them thrive academically. Students may use a computer to take tests which will aid to capture the best reflection of their knowledge and abilities. To help students with reading comprehension, reading fluency, eye tracking, building vocabulary, and improving writing skills, Cambridge International Academy has the renowned brain based programs of Reading Plus and MyLexia. Reading Plus caters to students from 4th grade to post secondary education. MyLexia is appropriate for struggling readers. This brain based program caters to students with reading skills from 1st grade to 4th grade.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Montessori teachers shift the focus of sports and physical activities toward an approach that is non-competitive and collaborative.When we teach sports such as volleyball, soccer, and basketball, we emphasize the goals of collaboration and working with a team instead of on scoring points and winning.
CCIA emphasizes the science behind why we need to be physically active in our lives and to help students develop and maintain a high level of fitness. High school students at CCIA have the option to attend Lifetime Fitness Club in Ajax to improve their cardio-respiratory fitness, gain muscular strength and endurance, as well as increase their flexibility. Our intention for the middle school and high school students is to promote a healthy lifestyle and positively shift their behaviors to include physical fitness throughout their lives.
Not applicable
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.
Not applicable
During the first years of our Montessori primary program, children are adapting to a new environment and discover self-discipline, independence and a joy of learning. They enjoy many language activities and focus on enrichment of vocabulary and phonemic awareness. Music, art and nature are an integral part of our program. In their second year, children begin to recognize many letters of the alphabet and start to build words using the Moveable Alphabet. The third year, extended day, is the capstone year of the primary program. As they grow socially and emotionally, taking on leadership roles and supporting the younger children.
Information not available
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
At CCIA, we offer on-line courses to students who are motivated to propel their academic studies to enter post-secondary education sooner. In addition, we offer School-Work Transition Career Pathways such as Early Childhood Education and a Business Focus. Co-op Classes are offered to gain work experience and OSSD.
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.
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”.
In our Montessori community, students have a say in what they’re going to learn and the circumstances through which they’ll learn it. This is done through small group lessons with students of various ages and one-on-one meetings with the elementary guide. The children are assessed in a variety of ways that support assessment as learning, an Alberta Education mandate. Students gain a strong sense of self, high levels of self-confidence and awareness, and understand their roles as engaged, ethical citizens with an entrepreneurial spirit. They are often ‘above grade level’ when assessed by traditional methods.
Cambridge International Academy keeps student-to-teacher ratio low so that we may focus on the individual needs of the student and support each student on his or her individual path to success. At Cambridge International Academy, we recognize that students have different learning styles. Our learning environment is set up to meet the needs of students .We use a complete approach, which reinforces verbal instruction with visual and written support, allowing the students to engage on many levels regarding the material being presented.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
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."
The Montessori School of Calgary is committed to supporting the academic, emotional, social and physical development of each child so they may become self-directed learners, flexible thinkers and creative problem solvers.
Cambridge International Academy pays equal attention to the emotional, social, and physical aspects of our students with emphasis on intellectual ability to inspire students to become critical thinkers.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Montessori School of Calgary |
Cambridge International Academy |
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
CCIA has the flexibility to cater to students who have mild learning disabilities and ADHD. We work closely with parents to set up an academic regime which includes training on the Reading Plus or MyLexia brain based programs, and one-to-one tutoring for additional support may be implemented if need be. Accommodations are offered in class to help capture the best assessment of a student. High School students wanting an Early Childhood Education or Business focus may have the opportunity to receive modifications in some of the high school courses.
We endeavour to support the learning needs of all students however in some cases, students may be better accommodated in other schools or programs that specifically assist with diagnosed learning disabilities. For students with mild to moderate diagnoses, teachers work closely with the Head of School to implement an IPP and develop a consultative plan that includes support with the Montessori material.
When a student develops learning difficulties while attending CCIA, our dedicated teaching staff investigate another way of teaching that may help a student to grasp the content. Extra help in homework is offered. planning with long term projects is monitored to ensure a student is meeting specific deadlines, accommodations such as extra time to write a test, use of a computer, notes from the lecture are provided to help a student get back on track. When difficulties persist, a parent is notified and a parent- teacher meeting is arranged to brainstorm ideas to support a student.
Montessori School of Calgary |
Cambridge International Academy |
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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 |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
0%
100%
Preschool, K, 1, 2, 3, 4, 5, 6
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades 7 - 12
No
No
No
No
No
No
No
No
No
Yes
We are seeking families who are interested in partnering with our staff to support their children towards independent learning and development.
Cambridge International Academy promotes a school environment where students are self-motivated, have a positive disposition toward learning and have aspirations to contribute to the school and the community in a meaningful way.
Applications are accepted to Montessori School of Calgary on an ongoing basis.
Future students will be required to attend a scheduled interview as well as provide their written responses to two questions. Cambridge International Academy will request a confidential school report from a current homeroom teacher or guidance counselor.
