741 Main Street East, Milton, Ontario, L9T 3Z3, Canada
4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
Indirect Support:
741 Main Street East, Milton, Ontario, L9T 3Z3, Canada
4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
1984
1985
65
325
JK to 8
4 to 12
Coed
Coed
Day
Day, eSchool
English
English
Academic
Academic
Traditional
Traditional
10 to 12
6 to 12
Learning, Developmental, Behavioral
Learning
In-class adaptations
Dedicated gifted school
$9,500 to $16,100
$19,200 to $21,400
No
Yes
0%
0%
None
None
$0
$0
6
36
0%
0%
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Nov 01, 2021
Not available
Not available
Yes: grades 1 - 8
Yes: grades 4 - 12
No
No
information not available
information not available
Oxford Learning Academy was established in 1984 to provide supplemental tutoring, and while it still offers part-time learning, it has also developed a full-time program. Instruction is student-centred, student-paced, and requires more of individual learners than typical classroom instruction. Oxford, of course, has long lead the charge in this regard, and continues to provide an alternative that, for many learners, is transformational, allowing them to achieve their potentials in ways that other instructional approaches simply don’t.
View full reportRundle Academy and Rundle Studio are both sister programs of Rundle College, which was established in 1985 and has rightly gained a strong reputation for offering quality academics and co-curriculars ever since. It offers Kindergarten through Grade 12, though is divided across three campuses: one for each of the primary, elementary, and high school programs. The school is able to provide a very broad range of programming while, at the same time, delivering a close, intimate student experience.
The additional programs extend the offering in some key ways, though building on all the exising infrastructure, administration, staffing, and resources. Rundle Academy was created to support learners diagnosed with various learning disabilities, and provides student-centred instruction to meet their specific learning needs. Progressive classroom design is combined with a consistent, purpose-oriented architectural aesthetic.
Rundle Studio is the online offering which, again, may be somewhat new, but nevertheless has a decades-long history of development to draw on. Parents and students who turn to Rundle are looking for an engaging, personalized learning. And that’s precisely what they find.
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"The teachers at Oxford have been nothing short of amazing."
Pamela Murdoch - Parent (Mar 07, 2024)
My child very much enjoys his new school. He loves learning music, the hands-on art and science expe...
View full review
"The teaching methods are very clear and well-defined."
Sean Wright - Parent (Mar 07, 2024)
We enrolled our son because he required extra help and attention in the classroom that he was not ge...
View full review
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"Oxford Learning Academy is a learning community with one goal–student success. Oxford Learning is the only education provider that teaches students using the science of cognitive development and has both after-school supplemental education (all grade levels) and a full-day private school (K to grade 8). Students learn how to learn, which boosts their confidence, drive, and enjoyment of learning. Your child will be inspired, supported, and will reach their full potential at Oxford Learning Academy private school."
"Rundle Academy and Rundle Studio take pride in supporting learners to flourish in outstanding academic and extracurricular programs, specifically designed for students who have been diagnosed with a learning disability. All of our students benefit from small class sizes with highly trained staff, utilizing Individual Program Plans (IPPs) to support their learning. Our Academy students learn in person while the Studio is an innovative virtual program. NOTE: no direct support for students on the Autism spectrum."
"At Oxford Learning Academy, our students will use the proven scientific approach of Cognitive Development to learn new ways of thinking and understand what they are learning and how they are learning. Our students build strong academic skills and develop new ways of thinking, concentrating, listening, and remembering: lifelong skills they can rely on. Our students attain their greatest potential because our skilled team educates them to think critically, confidently, and with intrinsic drive."
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"Our small class sizes allows teachers to ensure that students recieve the attention and support they need to be successful. We differentiate our learning so that we are focusing on the strengths of each learner to enhance their learning. Our arts programs are second to none, especially providing the opportunity for students to preform each year at a festival in a professional theatre.
Each year students participate in projects such as Science Fair, Social Studies Projects and Speeches."
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"At OLA we provide students with a rich arts program. All students at OLA have classes in visual arts, drama, and music. Families may not fully see the importance of these programs in supporting their students' success in school. Each year our art, drama, and music programs culminate with a Festival of the Arts, where the students showcase their skills. OLA has done musicals such as Aladdin, Beauty and the Beast and the Lion King. Samples of their art is displayed for families to enjoy."
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"Parents are often surprised by the growth they see in their child's confidense in themselves. Our unique approach that teaches students to learn how to learn, helps the students gain this confidence. They are able to tackle new and previously difficult tasks with a new found sense of pride. Parents may also be surprised by the importance placed on student's mental wellbeing, ensuring that students feel safe and secure in their school helps to support their academic preformance."
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Here at OLA, we work hard every year to achieve excellence in academics and in student activities. The dedication of our teachers and students helps us to reach this goal. Our students and teachers are constantly trying to improve themselves and reach higher standards. It has been a privilege to be the principal of Oxford Learning Academy and to see our students grow and become successful.
Over the years, I have seen students, teachers, parents, and school faculty give time and energy to make our school successful. The strength of our OLA community has contributed to our students’ academic and extra-curricular achievement. Any successful school has a strong community of parents and staff who are involved and supportive, and we therefore expect nothing but the best from our students, inside of the classroom and outside. High expectations and accountability continue to be top priorities for all of us at OLA. We must settle for nothing less than the BEST in our school! Success in anything has one fundamental aspect - EFFORT. The sky is the limit for students at OLA!
If you have the opportunity to visit our schools or talk with a member of our community, you will invariably stumble upon the concept of R+. You may be wondering what R+ means, and in short, there is no definition, it is just, “The Rundle Way”.
As we further explore what “The Rundle Way” is, it is the living embodiment of our values, Pathways to Learning, and the rich fabric of our Rundle program.
At Rundle, our value statement is, “Together: Be Kind, Be Curious, Be Well”. We believe that these four values are the epitome of a fully realized, future-ready, person with passion and purpose. In our pursuit of these values, we are actively aiming for a pluralistic community who are committed to becoming a true culture of learning.
R+ follows our uniquely developed Pathways to Learning model. At Rundle, the three distinct, yet intertwined, Pathways to Learning are character, academics, and co-curricular. In our schools, we will always believe, “character comes first.” We believe we have not done our job if our students do not develop an altruistic mindset with a view to making their communities, locally and abroad, a better place. We know we want our students to pursue any post-secondary learning of their choice, and to this end, academics are at the core of our program. Our faculty work with students to help them reach their individual potential and celebrate with them when they do. Finally, co-curriculars are the balance of our program. Rundle offers hundreds of outside-of-the-classroom experiences that allow our students to explore their passions and share their talents.
Finally, the fabric of our Rundle program is steeped with a long history of school pride, engaged community members, and generosity. Over 2000 students have graduated from the Academy and College and our connected alumni network now extends around the world and across all industries. We often say, “Rundle is a K–Forever” program. The connections between our alumni, faculty, and staff remain strong and we continue to stay connected after graduation. We take great pleasure in celebrating our alumni’s success and we love to see where their journey takes them after Rundle. Our alumni’s contributions continue to enrich our school programs and our world!
Ultimately, R+ is a combination of all these factors. As much as we can aim to define it, it is when our values, Pathways to Learning, and fabric weave together as true excellence in each member of our school community, that we realize R+.
I invite you to further explore if R+ and Rundle is the right fit for your family and look forward to welcoming you to our Rundle community.
Sincerely,
Jason Rogers
Head of School
Rundle College Society
Traditional
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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.
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.
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It is our goal at OLA to inspire, support, and nurture learning in a safe and engaging environment. Our teachers and administration staff will motivate and inspire their students by being passionate learners themselves. Our programs encourage questions and self discovery allowing each student to develop unique personal growth. Our teaching will be relevant to everyday life, issues, and topics. Students are taught baseline knowledge and theoretical knowledge first, and then challenged to apply this to real world problems. At OLA, French is taught from Kindergarten as a language as well as Social Studies in French.
Through our Pathways to Learning program, Rundle Studio encourages students to strive for success in academics, build solid character, and engage in co-curricular activities. Although we want students to achieve the highest level of academics, we believe that putting a focus on character development is paramount. Through social interactions, learning experiences, and co-curricular activities, students continuously develop their character. The Studio delivers curriculum from Alberta Education at grade level with no modifications.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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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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.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
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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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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Not applicable
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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Oxford Learning Academy believes in the power of education and that every child deserves an education that speaks to their individualized needs. At OLA, every student will receive a personalized education program that speaks to his/her individual needs and talents. Students will be provided the opportunity to work at a pace that best suits their learning capabilities. Oxford Learning Academy has a hands-on learning environment that provides individualized instruction to keep each child academically active and challenged. We offer a flexible learning environment that blends cutting-edge technology with face-to-face coaching.
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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.
At Oxford Learning Academy, students are able to skip grades in order to remain challenged. Some students can also skip grade levels in a certain subject such as math.
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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.
Each student has an individual style of learning. Not all students in a classroom learn a subject in the same way or share the same level of ability. Differentiated instruction is a method of designing and delivering instruction to best reach each student. Oxford Learning Academy teachers spend many hours outside of school to develop lesson plans that are engaging, using differentiated instruction. As we support our students in their learning journey, OLA also demands high academic expectations from our students.
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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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At Oxford Learning Academy, we put strong emphasis on preparing our students to become future leaders. We need every single one of our students to develop their talents, skills and intellect in order to help solve our most difficult problems in the future. We work hard to develop, leadership skills, intellectually strong, emotionally confident, socially aware and a physically healthy student.
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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
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Rundle Academy is one of the premier learning disability programs in Alberta, and provides exceptional educational opportunities for our students. Our individualized academic program encourages intellectual, social and personal growth of our students and is balanced by a variety of experiences in music, languages, technology and physical education. Our dedicated teachers utilize a variety of instructional approaches including assistive technology, differentiated instruction and assessment, and an intensive writing and reading program.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Nov 01, 2021
Not available
Not available
Yes: grades 1 - 8
Yes: grades 4 - 12
No
No
No
No
No
No
No
No
No
No
We look for families that are commited to a higher education for their children. Students should be ready and willing to learn. A thirst for knowledge, willingness to take risks, try new approaches and an overall desire to excell is something we see in many of our learners.
There are two seperate Registration Fee Streems at Oxford learning Academy:
Little Reader Program (Kindergarten): $500 for full day or $400 for half day
OLA (grades 1-8): $1000
Please note that registration fees are paid annually.
Visit the Admissions Portal, after you have attended a virtual information session and received an application code.
Attach supporting documents including:
Application Deadlines:
Applicants are accepted on an ongoing basis, but it is strongly suggested that applications be made in the fall as spaces are limited. Applications open each September for consideration for the following academic year.
Rundle Academy has both university-track and non-university-track courses in its Senior High division. Therefore, SSAT scores are not required to ensure that students entering the Academy can complete a university-track program.
We have two, one-time fees that are due upon initial acceptance. These fees help fund ongoing faculty training and facility improvements, program support, and enhancements which allow our faculty and staff to remain ahead of the curve on educational practices and trends. The chart below should help give further clarity around fee payments.
Family Membership Fee
A one-time, per family fee of $2,000 is paid upon acceptance for all new families joining Rundle. This fee is non-refundable, non-transferable and is separate from tuition payments.
Student Facility Fee
A one-time, per student fee of $2,000 is paid upon acceptance and applies to all new students of new families joining Rundle. All new families are required to pay this fee for each student joining Rundle. This fee is non-refundable, non-transferable, and is separate from tuition payments.
