628, chemin de la Côte-Sainte-Catherine, Montreal, Quebec, H2V 2C5, Canada
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
Indirect Support:
628, chemin de la Côte-Sainte-Catherine, Montreal, Quebec, H2V 2C5, Canada
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
1905
1993
1210
360
7 to 11
1 to 12
Girls
Coed
Day, Boarding
Day
French
English
Arts
Academic
Liberal Arts, International Baccalaureate
Traditional
33
15
Learning, Behavioral
Dedicated class; in-class adaptations
Dedicated gifted school
$4,950
$14,000
$11,350
Yes
No
0%
0%
7 to 11
None
$0
$0
242
30
5%
0%
50%
75%
7, 8, 9, 10, 11
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Oct 01, 2019
Rolling
Oct 01, 2019
Not available
No
Yes: grades 1 - 12
No
No
information not available
information not available
information not available
information not available
The PACE program was developed with gifted students in mind, based in an understanding of what they share—overall ability—as well as what they don't, such as specific talents, interests, and curiosities. The term of art is differentiated programming, though it's a term that can easily lend itself to misunderstanding. It doesn't mean that different students proceed through the curricula at different rates or are each given separate tasks based on their individual abilities. Rather, within a differentiated program all students proceed at the same pace through the material, while instructors provide multiple entry points that address the needs of individual students within the class. The ideal student is one who has been identified as gifted, and who requires challenge in order to succeed in academic work.
information not available
information not available
École secondaire francophone privée, le Pensionnat du Saint-Nom-de-Marie vise à offrir une éducation de haut niveau afin de développer le plein potentiel des citoyennes de demain, dans le respect de leur personnalité. Grâce à un encadrement humain et rigoureux, l'école encourage l'expérimentation et la réflexion dans ses profils Éducation internationale, Formule FLEX, Musique-études et Danse-études. En plus de ses 30 équipes sportives, elle offre des cours d'anglais langue maternelle et des séjours linguistiques.
P.A.C.E. provides a differentiated curriculum built on greater depth and breadth of instruction. Our primary goal is to find and enhance the abilities of our students, while simultaneously addressing their social and emotional needs. P.A.C.E. is based on the premise that gifted children need high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. A fully balanced program including The Arts and Athletics complements this specialized academic program.
Situé en plein cœur de Montréal, au pied du Mont-Royal, le Pensionnat du Saint-Nom-de-Marie cumule plus de 100 ans d’expérience heureuse avec des jeunes filles heureuses. Comme institution de haut niveau, nous visons plus que l’excellence académique, plus que la performance, nous travaillons à former des citoyennes du monde !
Ce n’est pas un hasard si le Pensionnat du Saint-Nom-de-Marie s’impose comme l’une des meilleures écoles de la province. Tout est mis en œuvre pour que nos élèves bénéficient de la meilleure éducation qui soit, tout en demeurant équilibrées. Il faut lire l’expression du bonheur sur leur visage lorsque nous voyons nos élèves s’investir dans l’une de nos 25 équipes sportives, jouer de la clarinette dans l’harmonie scolaire, utiliser la technologie pour trouver des solutions originales, exercer leur esprit critique en participant à des débats, produire leur propre film d’animation, etc. De plus, toutes les élèves ont l’occasion de se développer personnellement et de faire une différence dans la vie des autres, notamment grâce au service communautaire.
Nos enseignants sont des experts dans leurs domaines et ils ont à cœur d’offrir un accompagnement humain et rigoureux. Ils sont dévoués à aider nos élèves à atteindre leur plein potentiel, à mesure qu'elles grandissent et qu’elles acquièrent les qualités qui leur permettront d’être les leaders de demain.
Les élèves bénéficient d'un milieu de vie enchanteur comprenant un large éventail d’installations sportives, artistiques, scientifiques et technologiques. Nous nous efforçons de maintenir tous nos locaux accueillants et fonctionnels pour permettre une vie étudiante dynamique et des apprentissages significatifs.
En tant que directeur du Pensionnat du Saint-Nom-de-Marie, j'ai vu plusieurs cohortes d’élèves terminer leurs études secondaires et être accueillies à bras ouverts par les cégeps, collèges et universités, et constituer un réseau actif d’anciennes élèves. Joignez-vous à elles !
Bienvenue au Pensionnat du Saint-Nom-de-Marie !
Yves Petit
Directeur général
My journey at P.A.C.E. began in 1999 and in 2019 I was delighted to assume the role of Director/Principal. The most rewarding part of my job is interacting with the students. They are fun loving, witty and demonstrate an intellectual curiosity that is any educator's dream. The energy level in the building is very high, the questioning by the students is incessant, and there are a lot of laughs. The skills for succeeding at P.A.C.E., whether in the role of teacher or student, are the same: a love of learning, high motivation, an excellent work ethic and a sense of humour. I am so fortunate to be surrounded by excellent teachers and a strong administrative staff: Liana, the Assistant to the Director; our Vice Principals, Caroline Corbit and Joanne Abela; and our Administrative Assistant, Irina. Every September we look forward to yet another passionate and exciting year for all.
Traditional
Information not available
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.
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 uni?ed 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.
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.
Not applicable
Nous offrons un programme d'Éducation internationale menant à une certification IB (filles), un profil Danse-études en partenariat avec l'École supérieure de ballet du Québec (garçons et filles) et un profil Musique-études en partenariat avec l'École de musique Vincent-d'Indy (garçons et filles). La technologie prend sa juste place dans un contexte qui préserve avant tout la qualité des interactions, la collaboration ainsi que l’aspect humain et personnalisé de l’enseignement. Parallèlement au cursus régulier, une Formule FLEX permet à certains élèves, inscrits dans l’un des trois profils, d’évoluer dans une formule plus souple que celle que l’on retrouve dans l’organisation scolaire régulière. Les contenus notionnels demeurent les mêmes, mais la manière d’apprendre et de démontrer ses apprentissages est différente, entre autres grâce à un horaire flexible, à un petit groupe, à un apprentissage par projet au rythme de l’élève et à un suivi personnalisé par un tuteur et une équipe multidisciplinaire d’enseignants spécialisés.
P.A.C.E. is a magnet school for students who have been identified as intellectually gifted by means of a psycho-educational assessment. The curriculum is differentiated through various methodologies and strategies i.e. compacting, identifying learning styles, creative problem solving, acceleration, inquiry-based learning, addressing the critical thinking skills, sophisticated field studies, greater depth and breadth of instruction, etc. in order to meet the special needs and characteristics of gifted kids. Our courses reflect high powered learning experiences for our gifted learners with the inclusion of the Advanced Placement designation as well, i.e. Gifted/ Advanced Placement, in grade 11 (Biology, French and Computer Science) and in grade 12 (English, Calculus), recognizing that the foundation begins in the younger years, starting with our Reach Ahead program in grade 8. To address the needs of the whole child, wonderful Fine Arts, Athletic, and Co-Instructional Programs complement our strong academic program. There is something truly special about being surrounded by people passionate about everything they do.
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.
Séquences offertes : Mathématiques Sciences naturelles Mathématiques Culture, société et technique Cours Extra en mathématiques Concours mathématiques
P.A.C.E. is a blend of old and new, allowing for the mastery of basic skills while creating exciting new initiatives in how to learn mathematics. It's not all about numerical operations but the understanding of mathematical concepts and the application of mathematics to real world experiences.
A number of different textbooks are used at the high school level. But, most importantly, we create Resources Booklets for our students which allows us to draw from many different sources.
To foster the development of mental math students in grades 1-6 do not use calculators. Starting in grade 7 calculators are used for basic computational skills. Graphing calculators are taught and used in grades 8- 12, but only scientific calculators (without graphing capabilities) are used for evaluations.
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.
Information not available
Children entering in to grade 1 are reading at various levels; from one or two sentences with pictures, to chapter books. Therefore, often there are 2 or 3 reading groups each with different reading assignments. Typically, by January, all of the children have reached a comparable level in their reading fluency but not necessarily in their reading comprehension. By the end of grade one all of the children are reading the same novels.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
Our children love to write, and we begin to introduce analytical writing as well as creative writing in grade one; the sophistication of which increases as writing assignments are introduced into writing categories: poetry, short stories, essays, and dialogues/monologues.
Equal Balance
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 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.
Options offertes : Science et technologie de l'environnement Chimie Physique Biologie Environnement et biosphère Option Sciences plus (Chimie, physique, biologie) Cours Extra en sciences Expo-sciences Participation au projet Students on the Beamlines Technovation Challenge Conférences scientifiques Participation à des projets offerts en collaboration avec des universités
A variety of methodologies work best with our students. It is very important for our students to be exposed to the expert, to work effectively with their peers, and to creatively design their own scientific experiments.
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
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.
Voies différenciées (Intermédiaire, enrichie) Cours Français Extra Cercle de lecture Club littéraire Participation à des concours (Art oratoire, poésie, slam) Sorties au théâtre
Literature comes alive through multiple interpretations and rich performance tasks that include choral speaking, debates, trials, videos, music and drama.
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
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information. It is through these theme based assignments that our younger students learn to hone their research skills - both through written report and oral presentation.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Cours Monde Extra | Cours Philosophie Extra | Droit Extra Colloque en philosophie Génies en herbe SimONU (simulation d'une Assemblée des Nations Unies) Jeunes Démocrates Rencontres du Canada Visite d'Ottawa et de Upper Canada Village Éducation financière et entrepreneuriat Cours de psychologie Jeunes Entreprises Comité Amnistie internationale Magasin du Monde (projet communautaire)
Through our life skills course, civics, history, law, philosophy and classical civilization students develop their critical thinking skills through discussion, debate and analytical essay writing. Students enjoy discussing BIG IDEAS while respecting the opinions of their peers in a safe and open learning environment. Application to real life experiences remains an important aspect of any social science or humanities course.
English lit
Espagnol Séjour d'immersion linguistique de 3 mois en Espagne (Séville) Échange linguistique de 10 semaines en Australie (Brisbane) Échange linguistique à Toronto (Branksome Hall) Cours de mandarin (Parascolaire) Voies différenciées en anglais (Core Program, Enriched, English Language Arts) Book Club Drama Club Possibilité d'obtention du DÉLÉ (Diplôme d'études hispanophones) Voyages dans des contrées anglophones
The acquisition of French as a second language includes the concrete sequential mode of learning as well as interactive group work. Our French Language program addresses the four components: Listening Comprehension, Reading Comprehension, Written and Oral Expression. Students study French cultural and language heritage as well as the constructs of formal grammar.
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.
Nous offrons un équilibre entre l'interprétation, la création et l'appréciation. Les profils Danse-études et Musique-études, offerts respectivement avec l'École supérieure de ballet du Québec et l'École de musique Vincent-d'Indy, sont très rigoureux. Possibilité de suivre le profil en formule FLEX. Cours théâtre Extra Cours graphisme Extra Cours arts plastiques Extra Équipe d'improvisation Orchestre élite Jazz Band Musique de chambre (activité parascolaire) Cours individuels d'instrument à l'École de musique Vincent-d'Indy (activité parascolaire ou à l'horaire) Arts et multimédias
Students engage in making art come alive using a collaborative approach to learning. Taking risks, emoting and developing the aesthetic sensibilities create the ultimate performance in both drama and music.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Grâce à l'espace créatif Alt-o-tech, les élèves disposent d’un environnement collaboratif où elles sont encouragées à innover, que ce soit en robotique, dans un contexte de partage numérique ou encore grâce à des outils spécialisés tels que des imprimantes 3D. Programme d'Éducation à la citoyenneté numérique Intégration de l'iPad en classe «La technologie prend sa juste place au Pensionnat. La tablette numérique est utilisée en classe, dans un contexte qui préserve avant toute chose la qualité de la relation maître-élève. L'innovation est omniprésente, mais sans jamais rien sacrifier aux relations humaines ou aux méthodes éprouvées qui ont bâti la réputation de l'institution au cours des cent dernières années.» Cours de création de jeux vidéo (activité parascolaire) Robotique Extra | Programmation Extra
All students use personally owned devices to enhance learning experiences and opportunities in various disciplines throughout the regular school day. Robotics plays a very large role in our technology program and the instruction of coding begins in grade four.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Nous visons l'initiation à une panoplie de sports (Volleyball, Basketball, Golf, Course, Athlétisme, Acrogym, Cirque, Handball, etc.) Option Mise en forme Certification RCR Projet Fillactive en 3e secondaire Une multitude d'activités sportives, compétitives et récréatives, est offerte le midi et en soirée (Cheerleading, natation, soccer, badminton, cross-country, Kin-Ball, Yoga, flag-football, hockey, Ultimate, etc.) Comité sportif Promotion de saines habitudes de vie Salle d'entraînement ouverte durant l'heure du dîner Entraînement en salle pour skieuses
The development of a healthy mind and body is critical to success.
Not applicable
Not applicable
Information not available
Accelerated
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).
Mesures d'appui pour les élèves ayant des besoins particuliers et cours Extra pour les élèves motivées souhaitant approfondir un sujet particulier. Possibilité d'accélérer le programme en formule FLEX.
Information not available
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”.
Offrir le plus haut niveau d’éducation et développer le plein potentiel des jeunes filles qui façonneront le monde de demain. La visée du Saint-Nom-de-Marie est d'amener l'élève à être curieuse, autonome, créatrice de son développement et prête à s'engager dans un monde en mutation. Le succès du Pensionnat du Saint-Nom-de-Marie s'enracine dans une relation éducative entre maître et élèves, relation faite de respect, d'écoute et de saine rigueur. L'encadrement et le soutien des élèves est une priorité.
The students at P.A.C.E. have high aspirations, 100% of which attend university. Their chosen fields of interest are science, law, business and accounting, computer engineering, architecture and actuarial science.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Notre projet éducatif vise le développement intégral de l'élève sur les plans intellectuel, social, personnel et spirituel. Le sens du partage, le souci des autres, la conscience des inégalités sociales, tout cela fait partie du bagage que nous transmettons à nos élèves. Nous insistons pour qu'elles développent leur sens des responsabilités. Et si à cet âge, elles ont besoin de balises claires, nous savons que c'est par l'expérimentation qu'elles apprennent à se connaître et à prendre confiance en elles. Nous sommes exigeants, mais cohérents dans nos demandes auprès des élèves. Elles apprennent l'importance de l'effort et de la rigueur intellectuelle.
Addressing the needs of gifted children through a well balanced education that attends to the cognitive as well as social emotional needs of the children allows for us to groom good people who will be productive citizens in society.
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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Pensionnat du Saint-Nom-de-Marie |
Academy for Gifted Children - P.A.C.E. |
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Les élèves peuvent profiter des services d'une intervenante jeunesse et d'une conseillère d'orientation. Moyennant certains frais, les élèves peuvent bénéficier d'un service d'orthopédagogie et de psychologie.
Information not available
Information not available
P.A.C.E. is able to provide limited accommodations for students with learning disabilities i.e. extra time on tests and exams.
Pensionnat du Saint-Nom-de-Marie |
Academy for Gifted Children - P.A.C.E. |
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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 |
||||
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 |
||||
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 - 11
0%
0%
$0
$0
50%
75%
7, 8, 9, 10, 11
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Oct 01, 2019
Rolling
Oct 01, 2019
Not available
No
Yes: grades 1 - 12
No
No
No
No
Yes: grades 7 - 11
No
No
No
No
No
Veuillez consulter le site Internet au www.psnm.qc.ca.
The first critierion for P.A.C.E. is that the student is identified as intellectual gifted. We are looking for bright individuals who are passionate about learning and are good productive citizens in the school.
Pour plus de renseignements au sujet de l'admission, veuillez consulter le site Internet à l'adresse :
www.psnm.qc.ca/comment-inscrire/
Pour une demande d'admission après le 1 octobre 2019, veuillez communiquer avec Mme Deguire, au 514 735-5261, poste 3045.
All students are required to have a psycho-educational assessment (WISC V). If the student scores in the 95th percentile or higher in verbal reasoning and visual perception, on paper, that child would qualify for P.A.C.E. The next step would be to have a meeting with the family and for the student to visit for the day. Feedback regarding the child's visit is provided.
