45 Waterloo St S, Stratford, Ontario, N5A 4A8, Canada
36 Scarsdale Road, Toronto, Ontario, M3B 2R7, Canada
45 Waterloo St S, Stratford, Ontario, N5A 4A8, Canada
36 Scarsdale Road, Toronto, Ontario, M3B 2R7, Canada
1994
2000
425
180
7 to 12
Nursery/Toddler to 12
Coed
Coed
Boarding, Day
Day
English
English, French
Academic
Academic
Liberal Arts
Liberal Arts, International Baccalaureate
5 to 18
12 to 18
Dedicated class; in-class adaptations
In-class adaptations
$15,750
$20,700 to $26,150
$32,275 to $37,275
Yes
Yes
15%
3%
7 to 12
Nursery/Toddler to 12
$11,700
$3,000
71
11
29%
0%
80%
80%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades Nursery/Toddler - 12
No
No
information not available
“At La Citadelle International Academy of Arts & Science, students experience academic rigour and high expectations alongside individualized support, warmth, and care.”
“Parents at La Citadelle told us they value the small class sizes, accessible faculty members, and frequent reporting on their children’s progress.”
“La Citadelle is a school that nurtures true bilingualism, meaning students learn both French and English as first languages—especially if children start their academic careers here.”
Read The Our Kids Review of La Citadelle International Academy of Arts & Science
Founded in 1994, Nancy Campbell Academy is a preparatory school intending to provide a strong academic program, a foundation in character development, and to deliver students prepared to succeed in university. Gordon Naylor, the founder, remains as principal, giving valuable consistency to leadership. Over that time, curriculum was developed to address the overarching concepts of world citizenship, consistent with the provisions of the United Nations' Universal Declaration of Human Rights. It can risk sounding lofty, though the school works to ground those ideals within the day to day. “If we can create an environment that is based in an ethical way of doing things,” says Naylor, “then we can demonstrate what we’re about, rather than just posting something on the wall saying this is what we’d like to be.” Certainly, reports from students, parents, and alumni vouch for the success of the approach. Students are encouraged not just to consider the concepts of ethical citizenship, but to think about what they, personally, can bring to the world. Academic achievement is a source of social capital within the setting; this is a place where it’s very much cool to be smart, engaged, and curious. The student body is diverse, and the program is designed specifically to address the needs of international learners arriving from overseas. The program, in turn, is strengthened by the breadth of and diversity of perspectives that they bring with them. The size of the student population—enrolment averages 80 students across the secondary grades—ensures that every member is known to faculty and peers, and feels part of the school community.
View full reportLa Citadelle was established in 2000 with just 5 students and operating out of a church basement. The program has grown considerably since then, with an annual enrolment of 200 students spanning prep-K to Grade 12. Further, in 2015 the school moved into a new space, doubling the size of the physical plan and providing an opportunity to grow the student population and its programs significantly. Despite that growth, the approach to instruction remains true to the original intentions. Since its inception La Citadelle has been progressive, and while achievement is one of the six core values, so are compassion and harmony. There is a high level of individual support, in part a function of a low teacher/student ratio. The ideal student is one that is operating ahead of her peers, able to thrive within a challenging, varied, and multilingual teaching environment.
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"The school has a unique educational sense and a commitment to the development of our children's education..."
Walquiria Francato - Parent (Nov 06, 2019)
Nancy Campbell Academy for My Daughter and Family is the realization of a dream. The school has a u...
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"The school staff cares deeply about the student body's well-being. There are constant consultations and actions being put into place..."
Gabriel Quinn - Alumnus (Nov 06, 2019)
My experience attending Nancy Campbell spanned from age 15 to 18 and were the most formative years o...
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"My child used to be shy, reluctant to talk, but changed a lot after attending NCA."
Angela Zhang - Parent (Nov 19, 2019)
My child enjoyed and appreciated the warm, family-like atmosphere and a solid academic foundation at...
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"NCA invests in STUDENT ENGAGEMENT, our TEACHERS & TECHNOLOGY. Experience a superior education where youth address world issues using the ARTS. State of the art MEDIA Room / Robotics & STEM / Mentorship for capacity building."
"La Citadelle is a highly regarded private educational institution rooted in the fundamental concepts of Canadian bilingualism, holistic education, mastery learning, and excellence in both instruction and education. Founded in 2000, La Citadelle offers a highly academic reach-ahead IB and AP curriculum in Languages, Mathematics, Sciences, Technology, Humanities, and Fine Arts together with a panoply of co-curricular activities to an exceptional group of students, from PrepK (2 1/2 years old) to Grade 12, who excel academically, share an enthusiasm for knowledge, are outstanding world citizens and value ethics, personal achievement, and responsibility as fundamental traits of character. Inspired to learn and achieve by exceptionally competent and dedicated teachers, they are guided and encouraged to embrace challenges and reach their goals while being provided with extraordinary opportunities to develop individual interests and talents."
"By focusing on helping students find purpose and happiness in their lives, NCA is creating an educational experience that goes beyond just academics.
Research has shown that having a sense of purpose and happiness can have a positive impact on academic achievement, as well as overall well-being. By teaching students how to choose happiness as a lifestyle, NCA is equipping students with important life skills that can serve them well both in and outside of the classroom."
"Navigating private school options can be overwhelming today. La Citadelle addresses this complexity with a focus on essential elements like studying, mastery learning, discipline, and genuine child success. Our conversations with parents are refreshingly candid, emphasizing commitment and hard work for the honest pursuit of success. La Citadelle is committed to providing an authentic and objective perspective on the efforts needed from both students and families for success."
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"NCA values the whole student and is committed to promoting their personal growth and development, as well as their academic success. By providing an education that supports students' happiness and purpose, NCA may be helping to create a learning environment that is positive, engaging, and inspiring."
"La Citadelle welcomes diverse families seeking unique educational experiences. Academic-focused families value our commitment to excellence. Families seeking a fresh start appreciate our supportive environment. Those desiring a rigorous setting find familiarity in our structured approach. We tailor our methods to meet individual needs, ensuring a comprehensive and enriching academic journey for all students. Our unwavering commitment is to foster success and flourishing in education."
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"Having a high IQ is no longer sufficient for success in today's world. In addition to cognitive abilities, social and emotional intelligence are becoming increasingly important for leadership and success in many fields. This is why Nancy Campbell Academy's emphasis on developing well-rounded leaders with high EQ is so relevant and valuable by teaching students how to manage their emotions, communicate effectively, and build positive relationships."
"Our school's smaller size, often overlooked, prioritizes interpersonal connections over opulence. In contrast to larger institutions, our close-knit environment fosters a deep understanding of each student's needs, strengths, and challenges, enabling a personalized educational approach. The essence of our school resides in the quality of instruction, a sense of community, and individualized attention, challenging prospective parents to value substance over size for their child's education."
"By investing in state-of-the-art technology and providing opportunities for hands-on learning, NCA is creating an educational experience that is both relevant and exciting for students.
The use of technology like VR learning and robotics not only helps to keep students engaged in their learning, but it also provides them with valuable skills that they can use in their future careers. By partnering with leading robotic firms in Canada, NCA is also giving students access to real-world experiences"
"La Citadelle transcends academics, fostering a notable shift in student behaviour. Embracing values, discipline, and respect, diverse backgrounds undergo positive transformations, leaving parents astonished at improved conduct. Integrating academic excellence with a robust ethical foundation cultivates responsible, well-rounded individuals. Our unwavering commitment to education and character development redefines the educational experience, shaping promising futures for students and families al"
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From Shanghai to Paris, from the Canadian Arctic to Argentina, Nancy
Campbell Academy has welcomed students from all over the world to
experience authentic happiness. As they pursue their academic studies they are
morally strengthened by our capacity-building programme. By strengthening
their ethical capability they are well prepared to make a difference to their
families, their communities and the world!
It is through the experience of learning to be of service to others as an integral
centre of our curriculum that they build on their strengths. Giving creates
happiness and joy. On our foundation of ‘Nineteen Moral Capabilities’, students
develop positive qualities, attitudes and skills while gaining insight thus motivating them to
build their inner moral architecture, so necessary to be successful.
We have demonstrated our capacity to inspire leaders of the future. Our students do their
best to contribute meaningfully, while achieving excellence in their academics! In the spirit of
the pursuit of happiness through service to humankind we are confident students will be
inspired to learn, to grow and achieve their true potential!
Warm Regards
Gordon Naylor
Principal
Alfred Abouchar is the Headmaster and founder of La Citadelle International Academy of Arts & Science. With a rich and diverse educational background spanning 40 years in both Canada and internationally, Mr. Abouchar has created this unique educational institution to instill in children a profound value for education while offering them a curricular program of study that leads students to the highest standard of academic achievement. For the past 17 years, La Citadelle International Academy of Arts & Science has been the living testimony of his vision that All children can succeed!
Fluent in both English and French, Mr. Abouchar holds an Honours B.Sc. in Physics and Chemistry from the American University in Cairo, a B.Ed. from Althouse College of Education of the University of Western Ontario, a M.Sc. in Physics from the University of Western Ontario and a M.Ed. from the Ontario Institute for Studies in Education of the University of Toronto.
Beginning his extensive career in education by teaching Physics and sciences at the secondary level, Mr. Abouchar was recruited by the Ministry of Education as Education Officer, Provincial Consultant in Mathematics and Sciences and Secretary General of the Council for Franco-Ontarian Education. He has among his various academic contributions also occupied the positions of Principal Investigator & Coordinator of the Ontario Assessment Instrument Pool in Chemistry and Physics, Professor at the Faculty of Education of the University of Ottawa and Superintendent of Curriculum, Research and Continuing Education with the Ottawa-Carleton French Language School Board. Mr. Abouchar has also lead the Ontario delegation at the joint Canada-France Educational Workforce in Chad, founded the Multicultural Francophone Association of Ontario, and served for 9 years on the Ontario Advisory Council on Multiculturalism and Citizenship.
Mr. Abouchar has furthermore participated in the provincial overhauling of the Ontario Science Curriculum, written Physics and sciences textbooks, developed innovative educational software and related films, and lectured extensively on a variety of topics in Education.
A passionate musician and composer, Mr. Abouchar has successfully merged his musical talent with his expertise in computer technology and pedagogy to create a unique Computer Music Program of study which is offered exclusively to all elementary and secondary school students at La Citadelle. The annually produced albums of their collective compositions are but tokens of the authentication of the development of their creativity and their power of learning and achieving at La Citadelle.
“Since 'seeing is believing ', I gracefully extend an invitation to all parents of school children to visit La Citadelle and experience first-hand its harmonious and scholarly perspectives and to join us on our fascinating endeavor of distinctly shaping the lives of our children and leading them to success,” - Mr. Abouchar.
Liberal Arts
International Baccalaureate
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
By using the Ontario Ministry Curriculum, NCA is ensuring that students receive a high-quality education that is recognized and valued by universities and employers. Emphasizing academic integrity and the importance of studying the arts and sciences for the benefit of society can also help students develop a sense of purpose and meaning in their lives. The emphasis on happiness and well-being is also important for fostering academic success. When students are happy and feel supported, they are more likely to be motivated and engaged in their learning, which can lead to better academic outcomes.
La Citadelle International Academy of Arts & Science offers an exceptional well-rounded international education and a truly comprehensive advanced instructional program from PrepK to Grade 12 in a multilingual environment within the Canadian experience. Promoting good education and a balanced instructional program of study covering languages, the arts and sciences in its pedagogy of excellence, which is based on the Ontario and French Curriculum, the IB and the AP programs, La Citadelle strives to create a well-rounded learning process that is geared to establish a marked impact on the holistic development of the learner.
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.
Nancy Campbell Academy offers a blended Math program. Our advantage of small class sizes and mentorship allows teachers to build knowing relationships with your child. That strong rapport enables the teacher to differentiate instruction of the curriculum according to each student's needs. This enables your child to feel comfortable, engaged, and encourages continual learning in the mathematics classroom.
At La Citadelle, we believe that one can more effectively teach a subject if they have a passion for it. As such, specialized teachers are designated for specific subjects, and mathematics is no exception. Guided by the textbook, the approach to teach mathematics combines both the traditional and the discovery math approaches in an effort to equip the student with an array of skill sets relevant to the assimilation of mathematical concepts.
In the delivery of the Ontario Ministry of Education, curriculum NCA uses the textbooks approved by the Ministry. A complete list can be found on their website by clicking on the Ontario Trillium list. This list is continuously updated.
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It is important that students have mathematical literacy and fluency so they are not dependent on calculators for simple mathematics. However, learning to use calculators quickly and effectively is important to be successful in many university math courses.
Calculators may be used in an upper elementary class at the request of and under the supervision of the mathematics teachers. Secondary School students will possess a scientific calculator to use at their discretion, primarily outside of the classroom.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Reading beginnings are phonics-centred and will evolve into sound blends and word formation. Students begin this early reading practice in French in Junior Kindergarden and are relatively fluid readers in this language by the end of Grade 1. English as an academic subject begins in Grade 1, with a phonics-based system as well, but given their initial proficiency in the language overall, their reading skills are at par with their French ones by the end of this same year.
Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Beginner writing is systematic in both mechanics and content. As of Grade 1, there is a balanced approach to teaching a student the proper techniques to write cursive (how to hold a pencil, how to respect a line, forming letters, letter sizing, etc.) and what it is that they are writing. It begins with the ability to write sight words and to reproduce words containing sound blends seen in reading. From there, there is a gradual progression towards sentences, paragraphs and longer pieces of written works, all with a strong emphasis on correct sentence structure, and proper spelling.
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
At Nancy Campbell Academy, students are exposed to an equal balance of inquiry and expository based sciences, in all streams (Biology, Chemistry, Physics, Earth and Space). In all streams, students are asked to explore the unknown with an inquisitive mind and are encouraged to ask questions and search for answers.
Based on the textbooks, we cover all strands required by the Ministry of Education at the elementary levels: Life Systems, Matter and Energy, Earth and Space systems and finally, Structures and Mechanisms. In grades 11 and 12, Science subjects are divided into the respective disciplines of Biology, Chemistry and Physics which are offered as University Preparation courses.
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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Using the Ontario Curriculum, our teachers help Grades 9-12 students become adept in four strands of communication, including oral speaking and listening, reading, wring, and media. We expose students to a range of literary forms from various time periods and nations and encourage them to think critically about these texts' relationships to historical context, social justice issues, and to the students' own understanding of the world. Every grade builds upon the knowledge and skills acquired in the preceding grade. We review and add to a list of literary devices required for conducting literary analysis in oral discussion and writing. With each successive grade, students also engage in a more rigorous process of essay planning and writing. Finally, students acquire increasingly sophisticated skills in processing, research, and presenting that are needed in post-secondary and in the workplace.
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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
Core Knowledge
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).
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The Ministry of Education conglomerates History, Geography and Civics into one big umbrella called Social Sciences. At la Citadelle, we believe, in preparation for the upper grades, that, though interconnected, each facet of the Social Sciences is a subject to be treated independently. Grades 1 & 2, are given a generalized Social Science course using an Expanding Communities approach. From Grades 3 to 6, History, Geography and Civics are treated as distinct units. We further divide the curriculum in the following manner. History is taught more with regards to world history, and Geography is taught with a heavy Canada slant. Civics remains a course with an Expanding Communities approach. At the secondary levels, each facet is considered a different subject in which separate credits are obtained.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
At Nancy Campbell Academy, Grade 9 Core French is offered. The course follows the Ontario French as a Second Language curriculum. The four areas emphasized are Listening, Speaking, Reading and Writing. These skills are developed in order to use them for understanding, interacting and to promote intercultural understanding. The ESL program teaches Listening and Speaking, Reading, Writing, and Socio-Cultural Competence and Media Literacy. Furthermore the 19 Moral Principles that serve as the foundation to Nancy Campbell are included throughout these four traditional strands. Students enjoy the benefits of small group instruction, which include frequent opportunities to speak and one on one attention from the teacher. ESL is offered grade 9 to 12 in addition to our summer camp ESL credit program and our after school tutor program aimed at assisting ESL students with any of there current courses at all levels.
Students are required to take a 3rd language (either Mandarin or Spanish), in addition to their bilingual (French, English) core education. This 3rd language is taken from Grade 2 all the way up to Grade 9. Guided by textbooks which are divided into units pertaining to everyday life, students are given the tools to actively communicate in every-day situations using the target language. Writing, though a key component, is not the primary focus of our 3rd language programme.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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.
Art connects us across barriers of time, space, and language. It celebrates our diversity, brings beauty into the world, and can promote the noblest ideals of humanity. The arts come to life and fulfill their highest purpose when they contribute to the advancement of society and the betterment of the world. Arts Programs at Nancy Campbell Academy provides students with opportunities to develop their skills and capacities in various branches of the arts, cultivate their aesthetic sensibilities, and explore their own creativity. Emphasis is placed on positive personal transformation through the practice of focus, self-discipline, collaboration, and courage to push beyond personal boundaries. Our goal is to cultivate responsible young artists with a desire to use their artistic talents and capacities to enrich their lives and contribute to the lives of others.
At La Citadelle, our main goal is to bring out the artist in every student. Through Fine Arts, Music, Drama, Dance, Computer Music, Graphic Design and other forms of creative courses our students receive an in-depth hands-on experience from specialized teachers who are passionate in what they do and bring to each student and the classroom curriculum.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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.
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.
All of our teachers are integrating technology into the classroom across every subject. A few courses revolve heavily around technology including "Introduction to Computer Studies" and "Communications Technology". Hardware and software are both used and learned in this courses to achieve a variety of goals including taking apart a computer and putting it back together, coding a game from scratch, recording and editing video, audio, and pictures, 3D design, and website implementation.
Computer literacy is an increasingly important skill in today's society, and it is a very valuable teaching and learning tool. We do not however believe that it should replace traditional teaching and learning skills as these too remain valuable assets. To maintain our students' level of computer proficiency, without it deterring teaching of other subjects, students from Kindergarten to Grade 10 take a mandatory computer technology course, in which they progress from learning basic computer and keyboarding skills to more advanced programmes and web design.
Web design
Robotics
Computer science
At Nancy Campbell Academy, students are encouraged to live a well-balanced life. As part of this, students are required to take one physical education course. This course allows students to participate in a wide variety of activities, allowing them to work individually and as part of a group to expand their capacity and understanding of the importance of being physically healthy. This course also exposes the students to the requirements of a healthy balanced life.
Across all grades, the physical education programme combines both Health and Physical Education where students learn to make healthy active living a part of everyday life by participating in the classroom and gymnasium, out of doors, in schoolyards and school gardens, and in the community. Beginning with Kindergartens, students gradually develop their kinesthetic awareness and understanding of movement concepts as well as acquire an extensive subject-specific vocabulary. As students become adolescents, and are beginning to face important life decisions more advanced knowledge and skills are developed to help them better understand and cope with the changes they are experiencing and to make responsible decisions about the health of their adult bodies. In this programme, they have the opportunity to learn and establish patterns of healthy, active living
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
At the four levels of the Kindergarten Panel, La Citadelle aims to instill in children a curiosity and a love of learning as they develop their own skills and talents. Offered exclusively in French through a concrete based pedagogy, the curriculum program at the Kindergarten Panel is structured in such a manner as to integrate a variety of subject matters such as play and learn, cursive writing, mathematics, sciences, computer studies, music and arts and to foster accelerated mastery learning and a high level of achievement by all children.
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.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Students are given the opportunity to take courses online, pursue co-ops, and engage in internships in keeping with their unique interests, schedules, and goals. Those pursuing independent learning are paired with mentor teachers who are experienced in the subject matter and oversee the successful completion of the course.
Starting from Grade 1, all subjects are taught by specialized teachers who teach across grade levels and who provide students with the flexible academic support needed to make them achieve mastery learning.
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 “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”.
At NCA it is expected that all students strive for academic excellence, cultivate discipline, and achieve high standards. In today's overly competitive environments that consider discouragement and criticism to be the norm, we stand apart by fostering encouragement combined with high standards. NCA students achieve distinction because they are motivated and happy. They seek out opportunities to support one another, realizing that the fulfillment of the unique potential of their friends and class-mates is important too. Our school prides itself in fostering a supportive and distinct learning environment, which promotes academic excellence within a framework of happiness and moral leadership.
La Citadelle provides a rigorous curriculum in a holistic and supportive environment whereby our students excel academically, share an enthusiasm for knowledge, are outstanding world citizens, and value ethics and personal responsibility.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our unique educational model and school environment transform students. We consider intellectual, emotional, social, and physical development as synergistic and inter-related. The discipline required for athletic sports, artistic pursuits, and moral leadership enable students to build capacity in multiple areas of their lives including academics. Every NCA student has the right to be one of tomorrow's leaders, and our program helps shape them into thoughtful, empowered, and high achieving young people.
La Citadelle offers a comprehensive, balanced and academically advanced program in languages, arts and sciences, enabling its students to acquire the fundamental intellectual, emotional, social and physical foundations to live a full and enriching life in an ever-changing global and technological world.
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Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
7 - 12
Nursery/Toddler - 12
15%
3%
$11,700
$3,000
80%
80%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades Nursery/Toddler - 12
No
No
No
No
No
Yes: grades 3 - 12
No
Yes: grades 8 - 12
No
No
It sounds like NCA values community, encouragement, and finding purpose in one's pursuits. NCA is looking for students who are interested in academic excellence, promoting good citizenship, and social justice. NCA also values creativity and innovation in the arts, sciences, and technology. Students who are interested in being part of a supportive and collaborative community of learners, and who are eager to make a positive impact on the world around them, may be a good fit for NCA.
At La Citadelle, we believe that every child is unique in their own way, and that it is our duty to help each student shine and thrive through the grades and life itself. A Positive attitude and a willingness to learn always helps.
Admission Requirements
Student admission is based on a three part process.
Assessment of documents that include transcripts or report cards, I.E.P. (if applicable), psychological assessments (if applicable), the student’s letter of intent (stating why they might like to attend Nancy Campbell Academy and what they might contribute to our student body), certificates and proof of accomplishments and letters of reference.
Interview between student and vice principal or head of school. Approximately 30 minutes (can be done in person, by telephone or on Zoom). This is not a pass or fail situation - it is set up to get to know the student and to see how we can best meet the student’s needs and determine if it is a good school-student match. Students willing to learn is paramount.
The information gleaned about the student from parents or agents and any other professionals involved in the student’s life (health professionals, psychologists, etc.).
Students that are accepted receive an acceptance letter and students that are not accepted receive a denial letter with steps outlining what they could do better to reapply in the future.
Admission Process
Step 1: Complete the application and return it to the school with a copy of the applicant’s most
recent transcript or report cards from the previous school (previous 2 years) and a photocopy of
passport (photo page only) and immunization record.
Step 2: Documents are reviewed and the interview is scheduled for the student.
Step 3: An Invoice for the deposit is issued to the student with instructions on how to pay.
Step 4: Applicant is interviewed by the Principal or Vice-Principal (personal, telephone or skype).
Step 5: A Letter Of Invitation is issued to the successful candidate with the final invoice.
Unsuccessful candidates will receive a letter outlining the reasons and the deposit will be refunded.
Step 6: Upon acceptance of the invitation and receipt of the payment in full, a Letter of Acceptance, Custodianship, and an account
statement is e-mailed to the International students. The Letter of Acceptance and Custodianship
declaration can be used as evidence to support an application for a Canadian study visa.
Step 7: International students arrive at the school with an original copy of the following documents: Study
Permit and Visa; School records of the previous study; Immunization Record.
*If documents are not in English, they must have an official notarized translation.
