110 Doon Road, Kitchener, Ontario, N2G 3C8, Canada
207 Bayswater Avenue, Ottawa, Ontario, K1Y 2G5, Canada
Indirect Support:
110 Doon Road, Kitchener, Ontario, N2G 3C8, Canada
207 Bayswater Avenue, Ottawa, Ontario, K1Y 2G5, Canada
1945
1989
327
150
7 to 12
1 to 12
Coed
Coed
Day, Homestay
Day
English
English
Academic
Academic
Traditional
Traditional
15 to 24
8 to 14
Learning, Developmental
Learning, Developmental
Dedicated class; in-class adaptations
$18,400 to $26,950
$15,400 to $18,000
Yes
No
25%
0%
7 to 12
None
$3,000
$0
55
13
0%
0%
90%
75%
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 1 - 12
No
No
information not available
information not available
In some ways, Rockway was born out of a pacifist impulse, established by Swiss Mennonites who were concerned about the military tenor that seeped into the public school system leading up to and during WWII. Times of course have changed, though the foundational principles remain, as well as the values that lay behind them: compassion, understanding, and an open mind to the experiences and perspectives of others. If all you knew about the school was its name, a closer look would reveal a lot of surprises. The school has a robust international program, welcoming students from around the world as well as an extensive exchange program. The curriculum is taught through a Mennonite lens, while also partnering with a local Muslim school, and creating regular opportunities for students to interact with local Jewish, Hindu, and Sikh communities. It’s a unique school, to be sure, which is exactly why families, both within and without the Mennonite community, enroll their children here.
View full reportSchools are founded for a range of reasons, though a few are founded out of a very acute need, and that’s the case with Heritage. Louise Brazeau-Ward’s son had dyslexia, and she had watched him struggle in traditional academic settings, something which inspired her to make a difference in his life and the lives of others like him. Today she’s a world renowned expert in dyslexia, and a proponent of the Orton-Gillingham multi-sensory approach to instruction which she then adapted. All of that forms the foundation of Heritage Academy, the school that Brazeau-Ward created in 1989. Today the school is run by her daughter, and the program, though having grown over the years, remains consistent to its founding mission. The school provides support for students with dyslexia as well as other challenges. The environment—one that is created to address the needs of the students—can itself be transformative. For many students, that’s what Heritage principally offers.
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" ... were able to customize a plan to teach to his strengths."
Kim Bridgeman - Parent (May 02, 2018)
Our son had many difficulties in the regular school system due to a number of learning disabilities ...
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"...emerged from the school with a giant smile and said, "THIS school is where I belong"."
Lisa Gomes - Parent (May 02, 2018)
My child appreciates the individual attention afforded by small class sizes as well as the flexibili...
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"...thoroughly impressed with the teaching staffs' dedication and care."
Susan Ward - Parent (Jul 18, 2018)
My daughter transferred mid-year. She likes the small classroom setting and the teaching staff. She ...
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"A Small School for a Big World! Located in Kitchener, Ontario, just one hour west of Toronto, Rockway Mennonite Collegiate focuses on academic excellence, service, and peace-making through a diverse learning community of students in grades 7-12 including a dynamic international student exchange program. Rockway is an inclusive and supportive community that embraces academics, the arts, and athletics to help students to become well-rounded, responsible, global citizens."
"Heritage Academy specializes in supporting students with Dyslexia, as well as students with other language-based learning exceptionalities. Our multisensory environment and smaller class sizes are beneficial for students with a wide range of other exceptionalities. By promoting the values of honesty, perseverance and teamwork, Heritage Academy fosters acceptance and growth among our students and enables them to reach their full potential."
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"Our environment, with smaller class sizes and less stimulus, are often advantageous to students with ADD/ADHD. In addition, our teachers bring in the use of frequent body breaks, use of manipulatives, use of multisensory fidgets and use of the desk bicycles.
By promoting the values of honesty, perseverance and respect, Heritage fosters acceptance and growth among our students, and enables them to reach their full academic potential. We love to see students learn how to succeed and enjoy school."
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"Families have grown to know Heritage as a school that provides both academic and social support for students struggling in their current environment. Heritage believes in the potential of our students. Once they have been provided with the tools and strategies to help them learn based on their individual profile, our students can excel and reach their utmost potential."
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"By engaging students with multisensory teaching techniques and by using different modalities, students love to learn at Heritage.
We help students foster new friendships and face new challenges with a positive and open approach. Children deserve an environment that is nurturing, and understanding each student's true potential is essential."
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"Our teachers and tutors are dedicated to making a difference in their students' lives. Working tirelessly to ensure the curriculum is delivered engagingly and that students progress in the areas that may have been difficult for them, our staff ensures that each student enjoys school and is part of the learning adventure each grade experiences. We follow the "Tribes" program and want all students to feel included and part of the Heritage family."
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Dear Parents,
Thank you for considering Rockway Mennonite Collegiate. I believe that we offer one of the best overall middle and secondary school experiences available in our region, with opportunities for personal growth and learning that are unique to our school community. If you visit Rockway, interact with our students, meet our teachers, or talk with our alumni, you will learn how deeply connected people feel to this place. Rockway provides exceptional learning opportunities in a setting where faculty and staff are committed to creating a a sense of belonging and purpose. We seek to educate and develop young people who respect one another and who understand their role as contributing global citizens.
Rockway is, first and foremost, an outstanding school with a robust academic program. Well over ninety percent of our students go on to universities and colleges in their program of choice. We offer small classes designed to reach students of diverse learning styles, taught by a remarkable team of dedicated teachers. Our students are deeply involved in the life of our school. As you will see throughout this website, our small size is a huge asset, and it offers us great flexibility in developing and delivering a rich, creative program that addresses the academic, athletic, artistic, social and spiritual needs of our student body in an affirming learning environment.
Rockway is a Mennonite school, and approximately half our students have personal connections to that faith tradition. Ours is a religious tradition concerned with putting its values into action through service and peacemaking, with an awareness of our obligations to one another in community, and to discerning together what makes for a just and compassionate world. We welcome students from diverse backgrounds and appreciate the richness that this diversity brings to our classrooms and our school.
As a Mennonite school, Rockway welcomes students and families of all walks of faith and appreciates the richness that this diversity brings to our classrooms and our school community. Approximately half of our families have a personal connection to the Mennonite church. Ours is a faith committed to putting its values into action through service and peacemaking, with an awareness of our obligations to one another in community and, to discerning together, what makes for a just and compassionate world.
Rockway students grade ready to pursue their dreams, eager to make a difference, and prepared for life's challenges. If you have any questions about what Rockway has to offer your child, please contact us.
Elaine Ranney, Principal
Heritage Academy of Learning Excellence, founded by Louise Brazeau-Ward, has come a long way since its inception. In the early 1980s, Louise (as she is known at the school) was a frustrated parent tired of watching her dyslexic son continually struggle in school. This compelled her to focus her time and energy towards dyslexia research in order to help her son and other children struggling with this learning exceptionality. Through her involvement in this issue, Louise became an internationally recognized expert in the field of dyslexia research and therapy. With the goal of providing an academic environment that met the unique needs of students with dyslexia and other learning exceptionalities, Louise opened Heritage Academy in 1989.
As Louise began to train new teachers, she recognized the necessity for a specialized system to support the development and strengthening of written language skills in dyslexic students. To meet this need, she developed the Simultaneous Multisensory Teaching method (SMT), a unique learning system available in both English and French. Since its introduction, teachers, students and parents alike have found this system to be a highly effective way of improving and enhancing reading, writing and spelling skills in dyslexic students. SMT is still taught at Heritage Academy, with the concepts being integrated into all aspects of the curriculum. SMT is also utilized in schools and homes throughout Canada and abroad.
With Louise Ward’s retirement in 2006, Heritage Academy is now under the watchful eye of Cheryl Ward, Louise’s daughter. The school has grown larger, but remains true to its original purpose. We continue to specialize in supporting dyslexic students, and have expanded our expertise to provide additional comprehensive support to students with a variety of learning exceptionalities. By promoting the values of honesty, perseverance and respect, Heritage Academy fosters acceptance and growth amongst our students, and enables them to reach their full academic potential.
Awareness of learning exceptionalities has been steadily increasing in recent years. Learning exceptionalities are being more readily diagnosed and progress is being made to lift the negative connotations traditionally associated with such exceptionalities.
Recent research has concluded that dyslexia, ADHD and many other learning exceptionalities are not linked to levels of intelligence. Rather, this indicates that students who receive appropriate accommodations to support their learning challenges can still excel academically.
This is where Heritage Academy can help: We are an Ottawa-based school specializing in helping students with learning exceptionalities reach their highest academic potential. Unlike most schools, Heritage Academy offers small classes with no more than twelve students per teacher. We teach grades 1-12 and provide each student with a supportive learning environment and customized learning approach that best suits their individual learning needs. Heritage Academy: Our methods work – come check us out!
Traditional
Information not available
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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Rockway Mennonite Collegiate forms faith and builds character in an academic environment for students who work hard, respect the values of the community, and are open to guidance and instruction that will enable them to become responsible, globally minded, compassionate and reflective citizens of our community and world. Families of Rockway students commit themselves to collaborative relationships between home and school that foster the best possible learning outcomes. Students who thrive at Rockway immerse themselves in our rich and diverse range of academic and extracurricular opportunities, and make positive contributions to the classroom, sports, chapel and the arts.
GRADES 1-8 Our program offers a rich curriculum stressing disciplined learning. Skill development is a major goal of a demanding academic program. All classes emphasize the need to write, speak and listen effectively. Some students entering these grades already have had a history of school failure because of reading, writing and math difficulties. GRADES 9-12 Our high school courses lead to the Ontario Secondary School Diploma (OSSD). Courses offered by Heritage Academy have been developed according to the requirements of the Ontario Ministry of Education and Training. CLASS SIZE Our average class size is 12 students, with 1 main teacher, 1 resource teacher, 1 behavioural interventionist, and 2 educational assistants on staff.
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.
Rockway offers a full slate of academic and applied course options as set out by the ministry of education for Ontario. At the present time we do not offer the college technology math courses. The students are exposed to a variety of learning opportunities within the courses as well as the opportunity to participate in a variety of contests. A combination of direct instruction and inquiry based learning are used in all of the courses. In the grades 9 and 10 courses we have employed the use of video to provide the content and have the students do the practice in class in the presence of their teacher. This allows the student to move at a pace that is appropriate to their individual needs. Students who successfully complete an academic program of studies in Mathematics at Rockway are well prepared for the expectations of university and college mathematics programs.
Multi-sensory and Hands on Approach to Mathematics. We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
We utilize textbooks that follow along with the Ontario Curriculum as well as online resources (ie. Mathletics, Gizmos).
Information not available
Balanced Literacy
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.
Information not available
We are certified Ontario school and follow the Ontario Curriculum. We incorporate the big concepts, phonemic awareness and additional multi-sensory teaching approaches that are seen within the SMT program. We utilize differentiated methods and supportive assistive technology as is necessary.
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
We are a certified Ontario school that follows the Ontario Curriculum. We incorporate the big concepts, phonemic awareness and additional multi-sensory teaching approaches that are seen within the SMT program. We utilize differentiated methods and supportive assistive technology as is necessary.
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Students at Rockway have the opportunity to study biology, physics, chemistry and environmental science. Rockway science courses are based on the Ontario Science Curriculum. These courses are taught through exploration of scientific theory and application. This is accomplished with a balance of inquiry-based investigations and teacher-led activities to build a solid foundation in scientific theory. Through the study of science at Rockway, students are challenged to relate science to technology, society and the environment, as well as to foster habits required for scientific inquiry in university and beyond. Rockway has collaborated with local universities to expose students to post-secondary opportunities in science. Rockway students in grades 11 and 12 have the opportunity to explore biology and environmental science through our Costa Rica Eco-Adventure where students learn about the unique forest and marine ecosystems in a tropical climate.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
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.
The English curriculum is dedicated to developing strong, core competencies in listening, speaking, reading, writing, viewing and representing. It integrates studies in literature (all genres from various periods) with communication (written structures and oral expression of learning) as well as functional language studies. Much of our English curriculum is literature based, meaning that our teaching and exploration of the skills of the English discipline are centred around and spring from the study of carefully selected classic and modern complete works of literature, including Canadian, Canadian Indigenous, American, British and international authors. In addition to the intensive study of literature, we include independent study of novels selected by students, with guidance and the study of poetry. Rockway’s library has an extensive, vital and up to date collection of literature and we promote a reading culture by initiating programs to help students select good works to read independently.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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
Expanding Communities
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.
Information not available
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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.
All students must take Grade 9 Geography (Canadian) and Grade 10 History (20th Century Canadian). In the senior years, there is a wide variety of courses from which they may choose. They include: World Religions (Gr. 11), Ancient History (Gr. 11), Media Studies (Gr. 11), Introduction to Social Science (Gr. 11), Society, Challenge and Change (Gr. 12), World Issues (Gr. 12), Philosophy 12 (Gr. 12), World History: 1500-Present (Gr. 12). Through this wide offering of courses, students learn a lot about their world and their place in it. They will learn to consider a variety of worldviews, to set aside their own ideas for a brief period of time, and consider the world and its history from multiple perspectives. This helps prepare them to engage our contemporary world. Through these courses, students also refine their reading, writing and critical-thinking skills in preparation for life and the next level of education.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Students at Rockway have opportunity to study two principal second-languages: French in grades 7-12 and German in grades 10-12. These programs provide for a balanced development of skills in listening, speaking, reading, and writing within the framework of the audio-lingual and communicative styles of language instruction. Second-language learning at Rockway is a unique discipline in that it naturally integrates the development of academic skills, attitudes of openness and respect, and marketable career skills. Through the study of French, students gain an understanding of and appreciation for a pan-Canadian scope - a mutual understanding among both language groups in our officially bilingual country. Exchange: Students in grades 11 and 12 have the exceptional opportunity to participate in the language-based Rockway/Weierhof Exchange program. This 17 day exchange greatly enhances the students’ cultural understanding, fluency and comprehension in the target languages.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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.
Information not available
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
While technology is integrated into all of our course work, Rockway\'s Computer Studies courses provide a distinct opportunity for students to explore modern digital technology and its application with an in-depth focus. To meet the needs of a diverse student body, our courses are balanced between business applications, communication technology and computer programming. Students from grades 7 - 12 are challenged to work across multiple platforms and languages, with a range of current computer applications. Courses aim to balance hands-on hardware exploration with more conceptual problem solving skill building. As a school that values community, we regularly examine ethical considerations around technology and are intentional about prioritizing face-to-face relationships despite offering a high-tech learning environment.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at Rockway have significant activity time built into the school day. Grades 7&8 have 210 minutes per week of physical education, while grade 9’s have 215 minutes per week. Grade 10\'s have the opportunity to take physical education all year on an alternating daily basis (175 min/week). These courses include livefit, powerfit, and regular classes. Gr 11 is a semestered lifestyle activity course while gr 12 is a science based kinesiology course with a significant fitness component. Courses are structured to support interschool athletics with active movement units preparing students to tryout for school teams. This supports physical literacy and skill development while increasing confidence to participate in extracurricular activities. Health is taught from a lifelong, inter-relational, balanced, and overall perspective. We begin with mental wellness as a core and examine how it relates to fitness, nutrition, safety, sexuality, growth and development, substance use and abuse, sleep and community.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Not applicable
Not applicable
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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.
Information not available
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.
Information not available
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At Rockway, we help shape students through a rigorous academic environment and strong community atmosphere that creates responsible, globally minded, compassionate and reflective citizens for our community and the world. We immerse students in our rich and diverse range of academic and extracurricular activities which facilitates them making positive contributions in the classroom, sports, chapel and the arts.
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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
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
In Rockway’s Learning Resource Centre, students learn to develop the strategies they need for academic progress through high school and beyond. Learning Resource Centre staff work collaboratively with teachers, parents and professionals to help students build literacy, math, problem-solving and organizational skills. We actively pursue professional development opportunities, combining classroom experience with current education research and knowledge, for effective student support.
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RecreationalRec. |
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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
7 - 12
25%
0%
$3,000
$0
90%
75%
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 1 - 12
No
No
No
No
No
No
No
No
No
No
i. Rockway Mennonite Collegiate is for grade 7-12 students of all faith and cultural backgrounds who want to belong to an academic community that thrives within a Mennonite tradition of peaceful conflict resolution. Rockway Mennonite Collegiate forms faith and builds character in an academic environment for students who will work hard, respect the values of the community, and be open to the guidance and instruction that will enable them to become responsible, globally minded, compassionate and reflective citizens of our community and world. Families of Rockway students commit themselves to collaborative relationships between home and school that foster the best possible learning outcomes. Students who thrive at Rockway immerse themselves in our rich and diverse range of academic and extracurricular opportunities, and make positive contributions to the classroom, sports, chapel, and the arts.
To apply for admission to Rockway:
Late applicants may be accepted depending on available space. In this instance an individual pay schedule will be created on a case-by-case basis. Please contact us at 613-722-0133 with any questions regarding our admissions process. We also encourage you to visit Heritage Academy and see for yourself how our unique program works.
