1967 Bright Street, Rosseau, Ontario, P0C 1J0, Canada
1550 Laperriere Avenue, Suite 100, Ottawa, Ontario, K1Z 7T2, Canada
1967
2017
135
60
7 to 12
JK to 12
Coed
Coed
Boarding, Day
Day
English
English
Academic
Academic
Progressive
Progressive
15 to 18
13 to 20
In-class adaptations
Dedicated gifted school
$22,700 to $32,700
$15,250
$55,170 to $66,300
Yes
No
10%
0%
6 to 12
None
$10,000
$0
23
4
67%
0%
85%
80%
6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades JK - 12
No
No
“It’s a small school in all the best ways: intimate, active, and personal. … In addition to mastering the core curriculum, students are asked to consider how they can serve their communities, and they are given ample opportunities to do just that.”
“ … there isn’t a sense of being pushed from class to class, discipline to discipline, whenever the bell rings. Instead, there is time offered to get into a task and stay with it. The dissection of a frog, for example, might take a whole afternoon. This is a school that believes in the value of taking time, that learning is an experience to be savoured.”
“It’s true that every school is unique, though that’s especially true here. In so many ways, it’s one of a kind, beginning with the integration of outdoor education into all aspects of student life.”
Read The Our Kids Review of Rosseau Lake College
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Throughout its life, Rosseau Lake has forged its own path, its own tradition, which itself is a primary draw for students and faculty alike. It’s true that every school is unique, though that’s especially true here. In so many ways, it’s one of a kind, beginning with the integration of outdoor education into all aspects of student life. The Seven Generations program, too, is a model for others to follow. And on it goes. The students come because they want an education, yes, but also because they are looking for more. They want to be engaged, to find a place within a community of kindred spirits. They intend to go on to post-secondary studies, though they also understand that school should never be only a stepping stone to some future accomplishment. The school rightly prides itself on graduating students who have a strong sense of identity as learners, are able to describe who they are, and analyze the experiences they’ve had. And while many schools will say those kinds of things, Rosseau Lake can actually point to them. In addition to earning a degree, students leave having spent the equivalent of two months on outtrips. They’ll have paddled canoes, tied knots, and, for many, travelled the world. Despite the small size of the school and its location beyond urban centres, they will also have learned alongside others from diverse communities around the world and down the street. As alumni invariably say, they will have also gained a profound sense of community, having experienced how important they can be to a group, just as they’ve been lifted by it. Both Graham Vogt and Cheryl Bissonette noted to us that Rosseau Lake may not be “the school for everyone,” but, in many ways, perhaps it should be.
Revel Academy offers a progressive, student-paced curriculum where kids have a lot of flexibility in and take responsibility for their learning. Students thrive in this small and inclusive school community, feeling a sense of belonging that fosters both personal and academic growth. Revel Academy consists of three “studios”—Spark for ages 4 to 6, Discovery for ages 6 to 11, and Exploration for ages 11 to 14—where kids work at their own pace using adaptive technology, hands-on challenges, and real-world apprenticeships. Extracurriculars include plenty of STEM, art, cooking, and entrepreneurship. Revel makes social, physical, and emotional development major areas of focus. For instance, it uses daily mindfulness practice in class and offers plenty of explorative playtime and activities.
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"This is my first year here and I can tell you for sure, there is nothing like it."
robi pardo - Student (Feb 08, 2018)
If you are looking for a school where teachers care about the students, and treat them like friends ...
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"an incredible outdoors, future forward, and inclusive school"
Christopher Gan - Student (Feb 08, 2018)
Rosseau Lake College is an incredible outdoors, future forward, and inclusive school. Personally I l...
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"Teachers were fantastic, engaging"
Barbara Barclay - Alumnus (Feb 09, 2018)
I attended RLC in the 90's, for grades 9-13 (OAC) and had a wonderful experience. The dorm experien...
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"We have been very happy with the community environment of the school."
Amy R - Parent (Aug 05, 2022)
Our child seems to have really enjoyed the autonomy to choose what they want to work focus on, the g...
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"Revel Academy has reignited my child’s love of learning."
Adrienne Charlton - Parent (Aug 05, 2022)
Revel Academy has reignited my child’s love of learning. The emphasis on self-direction has enable...
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"From what we have seen, it’s a really amazing group of smart, kind, interested, and interesting kids."
Sheri Segal Glick - Parent (Mar 22, 2023)
When our son started at Revel Academy, he was disenchanted at the thought of school. He was bored an...
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"Rosseau Lake College is an independent co-ed day and boarding school established in 1967 in the heart of Muskoka, Ontario, a region dotted with pristine lakes and areas of hardwood forest. The lakefront campus provides the basis for an innovative academic program that immerses your child in powerful experiential learning that’s impossible to gain in traditional classroom settings. Our intentionally small school environment ensures meaningful relationships and a deep engagement in curricular and co-curricular life."
"A member of the Acton Academy network, Revel Academy believes that each child has an opportunity to profoundly change the world. Our learner-driven community puts children at the centre of their learning, empowering them to create personal goals and relational covenants, and participate in meaningful real-world projects. Working at their own pace in multi-age studios, learners strengthen their character and leadership skills with Socratic discussions, adaptive technology, hands-on challenges, and apprenticeships."
"A key aspect of our program is outdoor education. In many people’s minds, outdoor education is synonymous with outdoor adventure and athletics. That’s one aspect of what RLC offers: education of the outdoors, learning how to paddle and swim and climb; experiencing the satisfaction of reaching a goal.
It’s also education for the outdoors: learning about the environment, about what is happening to the ecosystems.
And it’s education in the outdoors. The campus—forest, fields, lake, watershed—is essentially a 56-acre STEAM lab. You can test ideas here. Newton’s laws describe the motion of canoes just as they do a block descending an inclined plane. You can be inspired here. The natural setting brings a unique calm and focus.
In all, we believe that outdoor education delivers the skills that post-secondary programs and employers are looking for: problem solving, decision making, critical thinking, teamwork, observation, synthesis, communication, and calm."
"Accredited by the International Association of Learner Driven Schools, Revel puts our students in control. In each mixed-age studio, learners create their accountability systems, develop personalized SMART goals, and work together to create a culture of warm-hearted and tough-minded leaders. Our learners, known as Rebels, are encouraged to question and think critically rather than blindly follow. As a skills-based program, we value creativity and curiosity over memorization of content."
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"Rosseau Lake College was established in 1967, the year of Canada’s Centennial. The founders were of course aware of that, and in a sense the creation of the school was a centennial project. In a letter announcing the appointment of R. H. Perry as headmaster the board wrote, “As Canada prepares to enter its second century, there is a pressing need to equip its future citizens socially, morally, and intellectually so that they may meet the challenges of ensuing decades with courage, intelligence and understanding.” The letter ends by saying that the school intends to “do its modest share to help young Canadians face the post-centennial years.” It’s important that the founders were thinking in that way—thinking to the future, and to the needs of the students in their ability to meet that future. Ever since, that kind of thinking has been what has guided the mission of the school."
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"For us, the ideal student is one who is willing to try something new and to be open to new discoveries. The academic program at RLC seeks to maximize a sense of personal discovery. It’s the difference between spotting an owl on a trail walk and seeing it at the zoo: the bird is impressive in both scenarios, but the experience is vastly different. We want our students to see the owl, not because we show it to them, but because they discover it for themselves. That’s metaphorically true–discovery and experience is at the heart of our academic delivery. It's also literally true–there really are trails, and students really do see owls. At the end of the day, we believe that outdoor education is uniquely able to deliver that sense of discovery. We also feel it delivers the skills that post-secondary programs and employers are looking for: problem solving, decision making, critical thinking, teamwork, observation, synthesis, and communication."
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"As a self-paced and mastery-based school, learners who have been frustrated with the traditional age based approach, finally find a school where they can thrive. We believe that providing a flexible learning environment where kids can work comfortably, take body breaks, and make decisions about which goal they'd like to tackle next greatly improves executive functioning skills and confidence."
"We have a lot that distinguishes us, the most obvious being that we're on a 56-acre property on the edge of a pristine lake in Muskoka. The region is home to some of the original Ontario summer resorts, and a nearby are the Windermere and the JW Marriott The Rosseau Muskoka. Given the celebrities who have homes here, the New York Times has called Muskoka the “Malibu of the north,” (if thankfully quieter and more reserved than the Malibu of the south).
That said, our greatest distinction within independent schooling in Canada—and many would argue our greatest advantage—is scale. When people talk about small schools, they’re typically thinking of enrolments of a few hundred. Today at 130 students, we’re the smallest independent school in Canada. That’s intentional. Our students benefit from being visible and known to all staff, peers, mentors, and parent volunteers. They feel part of a community that wants to see them succeed. Because of that, we believe that small is beautiful."
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"Our six-week-long project-based challenges, called Quests, combine the arts, maths, sciences, and social sciences, creating real-world learning opportunities. Learners not only see themselves represented in the curriculum but are encouraged to use their strengths to tackle problems they care about solving. Starting in middle school our learners are also required to seek apprenticeships in fields of interest, developing how to pitch oneself, communicate professionally, and discover new passions."
"I think one thing that families don't expect is that we're in a typical Muskoka village. Truly, the experience of the village of can be a pinch-me kind of moment. There’s a bakery, a post office; there’s a farmer’s market, people walking their dogs at dusk, children jumping off the municipal dock on a late spring day. The Rosseau General Store has been operating here since incorporation, and the creaking, worn wooden floors are a charming reminder of its age. (Celebrity sightings are common, too, particularly in the General Store, given the cottages in the area.) In history, and feel, and that sense of community and safety, the village of Rosseau is a unique and delightful aspect of where we are and who we are. True, the village isn't a factor in our academic program, but it's a very important aspect of the student experience. Ask alumni about their time at RLC, and you'll invariably hear about how wonderful it was to spend those years in a charming village by a lake in Muskoka."
"Before joining Revel, some families are hesitant regarding the amount of choice, and freedom learners are provided. However, after only a short time, parents realize that the structure of our program sets students up for success while developing time-management, self-advocacy, and perseverance."
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“We are all one drum and we need each other” – Richard Wagamese from One Drum
Our incredible natural setting along with our small, cohesive community establishes a sense of home, belonging and immersion. We truly live, learn, and explore through authentic relationships.
Nestled among the pines on a pristine 56-acre historic lakefront property in traditional Anishinaabeg territory, Rosseau Lake College offers a boarding and day school experience that is like no other in Canada.
Students at Rosseau Lake College develop transferable dispositions that transcend time and place by understanding who they are and what they can achieve.
Our Discovery Projects represent our student centric beliefs. Students are able to express themselves, explore their passions, and demonstrate their curiosity and intellectual skills.
The Seven Generations and Rosseau Roots foundations are integrated into all we do along with our amazing Outdoor Learning. Students are immersed into academic pursuits that are integrated, meaningful and incorporate values, curiosity, our natural setting and relationships.
Rosseau Lake College is unparalleled in our natural environment and small school size. We truly are connected to each other, our land, and our values. We have without a doubt an extraordinary school and experience that is a privilege to experience.
When students graduate from RLC they have developed the skills, knowledge, and confidence to take on any challenge. They are ready for anything.
“Being immersed in our majestic, close knit campus is an incredible privilege. We are unique, proud, and joyful. Students develop character, personal expression and meaningful relationships with the land, self and others. Learning transcends time and place so students develop an everlasting sense of belonging and an understanding of who they are and what they can achieve.”
– Dave Krocker, Head of School
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Progressive
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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Rosseau Lake College is a preparatory school that challenges and empowers each student individually through the rigours and adventures of a highly academic program; one that is intentionally rooted in the vast opportunities of nature and our incredible geographical setting. Our teachers are relentless in the maintenance of our kind, caring and supportive personalized learning community while continuously innovating practices and approaches that make us a leading outdoor-education, environmental, indigenous-knowledge-based and experiential school. Students graduate from Rosseau Lake College with a strong sense of self according to each of our six Rosseau Roots, and the knowledge and skills that will allow them to truly thrive in the next phase of life. Our mission is to connect students’ lives to the natural world, enriching their education, health, wellbeing and personal development with a focus on cross-curricular project based learning, diverse learning strategies, and building skills and competencies for the future. Nature is present in every aspect of the school’s operations and is central to, and deeply embedded in, the school’s culture.
As a self-paced and mastery-based school, learners who have been frustrated with the traditional age based approach, finally find a learning environment where they can thrive. Each student Due to our belief that children need to be able to move, our learners with ADD or ADHD are able to take the body breaks they need, allowing them to in turn make more progress.
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.
At the forefront of all subject areas in our Academic Program is building a love of subject through "real world" applications and experiences. At Rosseau Lake College we also work to explore the relevance and meaning of topics through the adventure of the outdoors and our natural, geographical setting. All of this is balanced by challenging and supporting our students with only the highest level of curriculum as offered through the Ontario Ministry of Education. Mathematics at Rosseau Lake College maintains an overall balanced approach of intentionally building a foundation of skills and knowledge while helping students to discover creative applications.
Learners engage in a weekly Math Lab where they are invited to notice and wonder about curious, real-life mathematics. They are coached to develop a Growth Mindset, utilize concrete tools as a foundation towards the abstract, and develop deep conceptual understanding by discussing personal strategies and reasoning with their peers as a part of a critical math community working towards procedural fluency. The weekly lab is balanced with daily independent work using adaptive learning technologies, allowing every learner to work at their own pace towards both automaticity with math facts and mastery of grade-level concepts and skills. Learners are encouraged to keep a portfolio throughout the school year, reflecting on strengths and areas of challenge and interest for future learning. This balanced approach allows Revel Rebels to experience Math as a fun, creative and interconnected domain accessible to all learners.
Learners have the opportunity to find what program and delivery method works best for them, making our math program extremely personalized.
We want every learner to develop a strong numeracy foundation, if a learner requires a calculator for the purpose of speed and higher level concepts, we are more than happy to provide this tool.
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.
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Children learn to read at very different rates. Our approach in our Spark Studio is to provide an environment rich in books and model a love of storytelling and reading. When learners demonstrate an interest in reading, we provide them with tools and direct and guided one-on-one instruction to work on their communication skills, letter sounds, words, and comprehension strategies.
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.
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.
Each week, Rebels participate in writing activities designed to foster a variety of 21st-century skills like communication and leadership. Workshops link to other disciplines such as science, technology, humanities, entrepreneurship, and the arts so that writers can explore various genres and connect to different purposes and audiences for writing. Blending other systematic models such as the 6 Traits of Writing permits learners to develop critical competencies in planning, revising and editing their work based on specific criteria relevant to their projects. This development is further supported by daily independent work using adaptive learning technologies which focus on typing skills, phonological awareness, structural analysis, vocabulary and comprehension. The balanced approach engages learners in meaningful writing that they can be excited about each and every day.
Inquiry
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.
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.
At Revel, our science Quests are designed to encourage curiosity, critical thinking, and a love of learning through holistic, authentic experimentation. While developing an innovation based on biomimicry, learners work through the design cycle while researching and learning about several biological, chemical, physical, ecological and technical concepts. While studying rocketry, learners experiment with various combinations of chemical components, flight principles, and budgetary constraints. Most importantly, these Quests challenge our learners to take risks and work through frustrations and failures.
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
Zoology
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.
It is rare to see time carved out for the joy of reading every day, but at Revel, learners spend at least 30 minutes reading something they love daily. This love of literature and respect for its enjoyment is further scaffolded by engaging, contemporary texts studied together through the Book Clubs or workshops each week. Mentor texts are selected to promote a variety of author voices and experiences and often engage learners in the Hero’s Journey mono-myth template. Understanding protagonists’ failures as the staircase to their triumphs and as a mirror to the Rebels’ learning is the literacy approach’s backbone. In our older studios, learners are encouraged to choose life-changing texts that will help add a new perspective or inspire them on their journey.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
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.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Social Studies at Revel are integrated into weekly Civilizations (Civ) workshops and thematic learning Quests. Civ workshops follow a sequential story of the ancient world, building up disciplinary thinking through Socratic discussions around concepts like historical significance, perspective, continuity and change. Learners connect past and present through discourse, considering social, political, economic and environmental issues. Stories are grounded in mapping activities which help develop spatial skills and a greater understanding of patterns and trends in physical features of geography. Throughout the year, learners also embark on thematic Quests, typically spanning four to six weeks of more concentrated study in one area of culture, citizenship, or stewardship. Learners progress through a series of real-world challenges and work towards an exhibition of learning showcasing their 21st-century abilities (e.g. to collaborate, be discerning and use technology in government and engage in debate).
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Exploration and Launchpad Studio learners dive into historical, geographical, political, economic, and moral dilemmas, enigmas and puzzles with the help of carefully crafted Socratic discussions and research. Whether stepping in the shoes of a historical figure at a crucial turning point or looking at a given text with a critical lens, learners are asked to debate and make real-life decisions. Our primary goal is to prepare future leaders to make crucial decisions with deep context and perspective, rather than memorize easily Googled facts for testing purposes. We utilize our Acton Academy networks Quests and Civilization discussions, Big History, the World History Project, University courses, and Rules without Rulers to help drive our discourse.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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We at Revel believe learning a new language should be enjoyable and engaging! Our French Guide works with each studio to create fun activities and games to practice their reading, writing and oral communication skills. Using authentic tasks, our French Guide helps our learners understand the purpose and importance of learning a new language, allowing even our reluctant learners to buy in. Learners have the opportunity to work on their language acquisition skills daily while participating in weekly art, robotics, or woodworking workshops in French.
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
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.
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.
The arts are integrated and celebrated at Revel Academy. Drama, dance, music, and visual arts are all incorporated in our Quests and available for self-study throughout the year. Whether staging a play, painting murals, learning anatomy while drawing figures, using graphic design programs to create a business logo, or learning a song to play at an Exhibition, our learners are constantly developing and sharing their creativity and artistic talents. Rebels can also take piano and digital music classes during the day to help ease the after-school rush. In our after-school enrichment programming, learners have the opportunity to study dance, art, and drama further.
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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Walking through our studios, you will see learners working daily on computer science, web design, robotics, game creation, animation, podcasting, video editing, computer animated design, and 3D printing. In our Discovery (elementary) and Exploration (middle school) studios, each learner has their own computer to complete their core skills with the help of online adaptive programs. As a learner-driven environment, we are responsible for equipping students to seek answers to their questions safely and efficiently. We, therefore, explicitly and frequently discuss internet safety and all learners take part in self-paced typing lessons.
Web design
Robotics
Computer science
Rosseau Lake College offers an active outdoors education program which makes great use of our 56 acre campus with over 3000 feet of shoreline on beautiful Lake Rosseau in Muskoka, Ontario, Canada. Climbing, paddling, hiking, camping, and outdoor pursuits and skills are developed in each grade (7 - 12).
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Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our play-based Spark Studio is designed for 4 to 7-year-old learners. We utilize Montessori materials to help our Sparks gain independence and practical life skills while developing concrete understanding with the help of self-correction. Our two guides work with our 15 learners individually, in small groups, and as a full studio each day. Our mornings begin with mindfulness, Circle Time, and end with personalized core skills. In the afternoon, Sparks take part in project and theme based challenges to help develop their collaboration and problem-solving skills.
Student-paced
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 pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “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.
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"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."
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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Learning Success Program - This is an educational support service providing assistance and added support to students identified a learning disability (LD). The coordinator of the Learning Success Program oversees and implements each student's Individual Education Plan (IEP), promotes self-advocacy, works individually with students, and liaises with teachers, mentors, parents and administration.
Information not available
Student Services Lead at Rosseau Lake College would review each student file individually and would discuss with the parents if an educational assessment is required. Educational assessments can be arranged and are an added cost. We would assess each applicant based on educational reports and assessments, a personal interview and entrance test. If we feel a student could experience academic success with recommended accommodations, we would consider an offer of acceptance into the school. WE DO NOT OFFER A MODIFIED PROGRAM.
Information not available
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
6 - 12
10%
2%
$10,000
$0
85%
80%
6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades JK - 12
No
No
No
No
No
No
Yes: grades 6 - 12
No
No
No
Rosseau Lake College is looking for students who are well-rounded individuals and those who demonstrate excellence in academics, leadership, service, extracurricular involvement.. and those who love being in the outdoors.
Step 1. The Paperwork
Application Form, Teacher Reference Form, Academic Records from previous two years, and a non-refundable application fee of $200 CDN for Canadian students / $330 CDN for International students.
Step 2. The Interview
Once the paperwork is received and evaluated we schedule an interview. This can be done via video conference (zoom).
Step 3. The Entrance Test
Every applicant must complete an entrance test. The test is used to assess the student's fluency in math, their English comprehension and writing ability.