410 6 Ave, Rosthern, Saskatchewan, S0K 3R0, Canada
101 Scarsdale Road, Toronto, Ontario, M3B 2R2, Canada
Indirect Support:
410 6 Ave, Rosthern, Saskatchewan, S0K 3R0, Canada
101 Scarsdale Road, Toronto, Ontario, M3B 2R2, Canada
1905
1989
100
140
10 to 12
Nursery/Toddler to 12
Coed
Coed, Girls
Day, Boarding
Day, Homestay
English
English, French
Academic
Academic
Progressive
Liberal Arts
15 to 20
8 to 15
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
In-class adaptations
$4,500 to $20,000
$14,100 to $25,250
$15,000 to $32,750
Yes
Yes
30%
35%
10 to 12
JK to 12
$2,500
$1,800
33
8
60%
0%
100%
85%
10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 10 - 12
Yes: grades 8 - 12
No
No
information not available
information not available
Rosthern Junior College began in 1905 with one teacher and eight students and a desire to fill a need within the Mennonite community. It’s grown in every way, though remains true to the initial goal of educating students through their interests and through their faith. One aspect of RJCs development that the founders perhaps couldn’t have foreseen in 1905 is the extension of the offering to international students, who now make up 15% of the student population, adding a unique perspective to the lived experience of the school. While half of the population of the school is Mennonite, the other half includes other denominations and non-denominational students, all drawn by the range of programs on offer, the personal focus, a dedication to service learning and character development. Classes are small, with lots of personal attention, which students rightly appreciate. Faculty make it a priority to take learning out of the classroom, and to build relationships with the community, something that has become a focus of the programming. Students are encouraged not only to excel academically, but also to apply their skills, abilities, and time to making a difference in the world.
View full reportAs the only all-girls' Catholic independent school in Toronto, Hawthorn provides a unique and very specific program, one that focusses on the needs of girls while providing instruction through a Catholic lens. It was founded relatively recently—it celebrated its 25th anniversary in 2014—through the instigation of a group of parents who wanted the kind of academic specificity that the school continues to promote today. And, truly, there's no other school like it: girls are challenged to pursue passions in the full range of academic pursuit, STEM primary among them. Character, too, is a primary focus, including an expression of self. The ideal student is one who thrives within a supportive yet academically challenging environment.
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"RJC gave me the freedom, the tools, and the support to grow into the person I am today."
Crystal Lau - Alumnus (Sep 26, 2018)
My overall experience at RJC was life changing. I always say that RJC has been the best years of my ...
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"Upon graduation, I became part of a bigger community of alumni that shares the same experiences, fantastic memories, and gives us a foot in the door for opportunities later in life. "
Patrick Laughlin - Alumnus (Oct 02, 2018)
RJC gave me opportunities that no other school can offer. Not only did we learn in class, we learne...
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"One on one interaction with the teachers and staff allowed for a more personal connection"
Jordan Wiens - Alumnus (Oct 02, 2018)
My time at RJC was exceptional. Due to the small size of the school and the high ratio of teachers t...
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"My two favorite things about Hawthorn are the teachers and the environment."
Ximena Saishio - Student (Nov 29, 2022)
Hawthorn School is wonderful. My two favorite things about Hawthorn are the teachers and the environ...
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"Hawthorn is an engaging community where everyone is appreciated."
Adriana Alfaro - Student (Jan 11, 2023)
Hawthorn is a good school. The students are inclusive and the teachers are great at teaching. The on...
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"The women who lead the school are truly admirable."
Yineska Saavedra - Parent (Feb 28, 2023)
Hawthorn School has provided an environment for my daughter to blossom and for us to be part of a co...
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"Founded in 1905, Rosthern Junior College (RJC) High School has a strong reputation for delivering well-rounded academic experiences to students for over 100 years. RJC offers Grades 10-12, and is accredited by the Saskatchewan Ministry of Education and a member of the Saskatchewan Association of Historical High Schools; holding a high standard of education. As a high school that teaches from the Christian perspective, RJC places value on faith, service, leadership, and community in the education of its students."
"Hawthorn is proud to be the only independent, Catholic-inspired, all-girls school in Toronto. Our tailored size facilitates a personalized and enriching experience, where each girl is known and flourishes in every aspect of school life. With a 100% university acceptance rate, Hawthorn provides a classical liberal arts education focusing on cultural literacy, critical thinking, and growth in virtue through our character education program. Hawthorn graduates live the school’s mission by "living the truth in charity.""
"A distinctive of RJC from other boarding high schools is our focus on cross-curricular and interdisciplinary learning. Our goal is for students to learn more about themselves and the world around them through the courses they take. This is done through our grade-based initiatives (Grade 10 IMAGINE, Grade 11 THRIVE, Grade 12 EXPLORE). In these programs, RJC utilizes academic best-practices and community partners to offer unique, out-of-the-classroom learning experiences."
"Our goal is to make a difference in each girl’s life and we take that to heart. Although what the Hawthorn Difference will mean for each girl will depend on their individual needs and goals, the way it is delivered is set upon a common foundation of five key pillars: Pursuit of Excellence in Education, Personal Mentorship, Partnership with Parents, Leadership through Service, and All Girls Advantage."
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"Families often choose RJC because of the tight-knit community and small class sizes. In this environment, students find belonging and grow in their confidence and ability. The strong relationships between students and staff often lead to academic and personal success of the students."
"Hawthorn’s all girls environment, small class sizes, and one of the lowest student-to-teacher ratios in the country, provides a unique kind of student-by-student learning that is proven to differentially prepare students for reaching and succeeding in the next phase of their learning-and beyond. We respect the shared goals of our students and their families. We pride ourselves not only on preparing the girls for a postsecondary education, but also on helping them to succeed in their life’s path."
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"An underrated aspect of RJC's school community is our focus on student health and wellness. This is done through our student BELONG program, led by our dormitory deans. All RJC students have access to diverse academic, physical, and emotional supports during their time as a student. Included in this is an incredible meal plan, which offers healthy and diverse food options for students. If students require additional supports, they are welcome to connect with the VP of Student Life."
"We respect the shared goals of our students and their families. We pride ourselves not only on preparing the girls for a postsecondary education, with a 100% university acceptance rate, but also on helping them to succeed in their life’s path – no matter what it may be. Our curriculum provides cultural literacy, critical reasoning skills, and aid in the growth of virtue, in a smaller school environment that allows teachers and mentors to know every girl, their personal interests and abilities."
"The level of participation in school activities is very high at RJC. In a typical year, approximately 80% of our students are involved in the athletics program, 91% are involved in the music and arts program, and 80% of RJC students join a school club. We believe when students are invested and involved in activities they are able to thrive in all aspects of learning."
"One of the ways that we keep making a difference is by listening and changing, but not only the requirements of an increasingly competitive and complex world – but by listening to and working together with parents. Hawthorn was founded upon the principal belief that parents are the primary educators of their children, and our commitment to educate together in partnership with them, is part of what continues to make Hawthorn different."
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Welcome to RJC High School! We are a small school that makes a big difference. Our small class-sizes, supportive staff and student-centered programming allow our diverse student body to meet a variety of personal and academic goals, all within the safety of a supportive community. We have an excellent dormitory program, along with many opportunities in athletics and the arts. We pride ourselves in educating the whole person and in preparing leaders for a life of faith, service and peacemaking. We are excited about the impact our students make in the world, and the success that they achieve in their personal lives. If you are looking for a place that combines educational excellence with personal growth and making a difference, join us at RJC High School!
Sincerely,
Ryan Wood
Principal, RJC High School
Welcome to the Hawthorn School profile and thank you for your interest in our school!
As many of you are aware, halfway through the 2019-2020 school year, the education system faced an unusual challenge. Schools were forced to move from conventional in-class learning to exclusively virtual classrooms almost overnight. At Hawthorn, we are pleased to say that we were able to get our online classes up and running with almost no delay, due to the adaptability and dedication of our faculty and staff. All the way from the children in the Daycare to the Upper School students, adapted to the needs and capacities of the different age groups, we were able to provide both synchronous and asynchronous learning opportunities. Despite the challenges, teachers were able to address all aspects of the curriculum.
Even as the school year was finishing we were preparing for the possible scenarios we would face in the fall. We are so grateful for each of our families - including our students, our faculty, and our staff, who came together in these past months and who make Hawthorn an exceptional place to learn, to teach, and to work! In the past months and weeks, we’ve come a long way and many people have worked hard to make it possible for us to start our school year with full time in-person instruction, five days a week, knowing that we have done everything possible to ensure the safety of our staff and students.
Thank you parents for considering entrusting us with the education of your daughters. We know that you have many options, especially this year, and we are grateful for your interest in choosing a Hawthorn education for them. We continue to remain dedicated to our mission and parents are a key part of what we do here. There are many things that have changed this year due to our current situation, from the extra sanitization of our school to the additional screening procedures. At the same time, much remains the same - we are committed to communicating with parents and to helping them raise their daughters to be women of integrity and faith, the leaders of tomorrow.
We are so happy to see our students back at school and in person. Though the past few months have been challenging at times we are very proud of how they have risen above the difficulties and not let the situation prevent them from continuing to learn and grow. One thing that we can say for sure is that this year will still not be business as usual, to know that they need look no further than the plexiglass sneeze guards on the desks and the masked faces that are around the school. These measures are for the safety of everyone and allow us to return to in person learning. It sometimes seems like a lot, the things that we need to do and the many things that are not possible. One thing that we want all our students and prospective students to know is that at Hawthorn, they are never alone in their struggles. Here they are surrounded by people - friends, parents, teachers, and mentors - that they can rely on every step of the way.
At Hawthorn we have an amazing group of dedicated people, including support staff and teachers. It is a great joy and privilege to work with them every day. Our faculty have time and time again shown how dedicated they are to their students, not only their academic learning but also their character development and emotional well-being. They have truly risen to the occasion and accepted the challenge of teaching in these new circumstances. We are very grateful to them for all that they do!
This year is going to be an amazing and memorable one because we know that everyone will be working together, following the guidelines and helping us with our goal of keeping the school open. The way that we will accomplish this goal is by paying attention to all the small details and doing our work well and with love.
To those that are interested in a Hawthorn education, we would be delighted to welcome you into our family! Our admissions director, Rhonda Wood, would be happy to speak with you and guide you through the process of applying to Hawthorn. Please contact her at 416-444-3054 or by email at [email protected].
Liberal Arts
Information not available
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
All academic programs at RJC meet curricular standards set by the Saskatchewan Ministry of Education. Grade 10 - IMAGINE: A peacebuilding program IMAGINE is a full year, multi-credit grade 10 global-citizenship program that emphasizes collaboration, hands-on learning and community building. Students will spend periods of time outside the classroom applying their classroom learning in practical settings. Grade 11 - THRIVE: A wellness program THRIVE is a full year, multi-credit grade grade 11 wellness program that will assist students to grow and develop as individuals and as contributing members of their communities. Particular focus is given to an understanding of personal, mental health, and well as the wellness of creation and the community. Grade 12 - EXPLORE: A leadership development program EXPLORE is a full year, multi-credit grade 12 leadership program, with a particular focus on exploring post-secondary opportunities. Throughout the year students will explore diverse models of leadership, explore their own strengths, gifts, and values, and apply their learning in spaces outside of the classroom.
In the Lower School students develop a love for learning, and build social skills and work habits in each area of a well-rounded academic program. In the early grades, the curriculum focuses on a systematic approach to cultivate phonetic, literacy and mathematics skills. Lower School students develop outstanding literacy and numeracy skills, generally testing about one year ahead of the Ministry of Education requirements. Hawthorn's Upper School delivers an ambitious liberal arts education, preparing the leaders of tomorrow for university, the workplace, family life and the world beyond. The requirements of the Ministry of Education for the Ontario Secondary School Diploma are surpassed through learning opportunities both inside and outside the classroom. Hawthorn's compulsory courses fine tune students' capacity for critical thinking, round out their cultural literacy, and serve to educate the whole person: body, mind and soul.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Each mathematics teacher has his or her own classroom dynamic and structure. Our methods are rooted in traditional learning and an understanding of fundamental math skills. Inquiry activities and problem-based lessons are integrated throughout the courses as is appropriate for students' needs and abilities.
The curriculum used at Hawthorn is the Saxon Math Program. This program has a unique pedagogy of systematic introduction of mathematical concepts by incremental development. This strategy introduces concepts in small, easily understandable pieces in lessons over the course of an academic year. These concepts are continually practiced and reviewed on a daily basis. Complementing the continual practice and review are the frequent cumulative assessments which enhance learning so that students can correct errors of understanding before those errors become ingrained. The Upper School curriculum follows the course objectives set out by the Ontario Ministry of Education.
As a school we use the textbooks developed for the latest provincial math curriculum.
Gr 1-7 Saxon Math Gr 8 MATH MAKES SENSE Gr 9, 10 PRINCIPLES OF MATHEMATICS 9, 10 (NELSON) Gr 11 FUNCTIONS 11 (NELSON) Gr 12: HACOURT MATHEMATICS, NELSON, (MCGRAW-HILL
Math teachers ask students to own a calculator suited to his or her course choice. We encourage students to use their calculator as an aide to their education.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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The first level of the reading program, which consists of 160 lessons in total, is designed to set the stage for word reading. Students learn how to discriminate between sounds and take part in pre-reading exercises, which contain decoding, symbol identification, rhyming and comprehension activities. This allows the students to begin to read simple, regular words by sounding out each word and saying it quickly. The students are also taught to sequence and follow directions, and are guided in sharpening auditory skills. They learn the importance of forming strong work habits as well as working independently and neatly on corresponding take-home sheets. They are encouraged to develop their ability to pay attention and learn to participate as part of a group.
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
The Hawthorn writing curriculum uses a blended structure and style program. Various writing structures are taught throughout the year. These structures are repeated in the grades. Elements of style are taught overlapping the various writing structures. Students progress through the stylistic techniques according to their ability and their mastery of the stylistic techniques.
Inquiry
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.
All of our science teachers have years of experience in their content areas and are accredited in 30 level subject matter. Our school is transitioning to more inquiry-based and authentic learning in all areas and our newly renovated labs, as well as off-campus experiences help to support this type of education.
The Science curriculum at Hawthorn focuses on giving the students a love for and appreciation of the natural world. The study of the world through the scientific method allows the students to develop the intellectual processes necessary to understand the idea of objective truth. Students are encouraged in the development of scientific curiosity through an emphasis on hands-on activities and experiments. The knowledge gained through these lessons and investigations fosters the virtues of co-operation, of respect for others and materials, and responsibility towards our environment. These, in turn, promote a sense of global citizenship in our students. The development of independent intellectual inquiry is further enhanced through the Science Project during alternating years. The Science Project is an integral part of the science curriculum and grades 1 – 7 prepare science projects under the guidance of their science teacher as an enhanced learning experience.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
In each of our ELA courses students encounter a variety of texts in both contemporary and "classic" styles, the study of which always emphasizes the development of critical thinking and communication skills. Off-campus and inquiry-based experiences are used to expand the students' framework for authentic learning.
The writing program follows the Institute for Excellence in Writing’s Blended Structure and Style Curriculum. This program guides students through different structural models of writing. Each month is spent on a different structure. This sequence of structures is repeated every year to help students develop excellent writing skills. Stylistic techniques are taught simultaneously in a personalized cumulative manner so that students can achieve a mastery of each technique. A beautiful aspect of this program is that grammar is taught implicitly within the stylistic techniques.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of western culture and history as well as a more particular knowledge of Canadian history. Students examine western culture from its’ roots in the ancient civilizations of Egypt, Greece and Rome through Medieval times to present day Canadian society. Canadian history is emphasized in order to give an intellectual basis for each student’s patriotism. As well, the novel study in the English curriculum and studio projects in the Art curriculum are linked to the periods studied in order to give the students a breadth of cultural exposure.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Given RJC’s emphasis on faith, service, and peacemaking, courses in the humanities and social sciences emphasize contemporary experiences and real-world problems. With a firm grounding in the way the past continues to shape the present, students are engaged with relevant questions about the condition of communities at home and around the world. The use of projects and tasks as primary assessment tools reflect our underlying goals of critical thinking and real-life skills.
Students discover the truth about the human person and the human experience through their education in the humanities. Integration with the other disciplines and subject areas (classics, mathematics, sciences, arts, health and physical education) completed the context in which critical thinking and cultural literacy are achieved.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The French curriculum is a comprehensive and seamless program that builds on communication skills throughout the Lower School. Second-language learning strengthens students’ ability to communicate, enhances problem-solving and reasoning skills and increases the capacity for creative thinking. Learning a second language not only strengthens students' ability to communicate, but also develops their capacity to understand and respect other cultures. At the end of the Lower School students should have a solid base to achieve fluency through the Upper School curriculum.
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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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
Fine arts allow students to tap into their own creativity, develop strong communication skills and connect cross-curricular ideas in new ways. In many of the fine arts offered at RJC, students must learn to work together and for each other, requiring trust and reliance upon other students (ex. Putting together a play requires communicating ideas, teamwork to build sets, choral singing necessitates interdependence to create a fully-formed musical idea). Fine arts allow for a physical expression of mental, emotion and spiritual themes and ideas and so students should be allowed to access these internal feelings and to express them in ways that they may not feel able in other, “traditional” classrooms. This promotes self-agency, requires self-motivation and fosters co-operation. In this way, fine arts do not only improve skills within themselves, but impart students with the skills and tools to thrive in all areas of life.
The art curriculum is designed to facilitate an appreciation for art through the study of art history, various artistic techniques and mediums. The curriculum encourages self-expression through the creation of two and three dimensional art projects. The visual arts include the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, and photography, as well as crafts. The curriculum is intended to help students develop their creativity, and technical abilities as well as the ability to communicate with other people through visual images. In learning to express themselves in visual ways, students will sharpen their powers of observation. In developing the ability to analyze and describe works of art from various historical periods and in different styles, they will also learn to understand and appreciate a wide variety of art works. Studio projects that link the social studies curriculum to the art program will be used to enhance cultural literacy.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
In Communication Media Class, the students are taught to use the computer as a creative tool in digital picture creation/manipulation, movie making, and audio engineering. Students use all three elements to produce digital media creations in class.
Hawthorn recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. In order to support information literacy in both the Lower School and Upper School, students are taught through the curricula and through specifically designed workshops how to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively. In support of media literacy, students are taught to analyze media (social sciences) and create media products (data management, visual arts, yearbook, and others). To help students achieve information and communication technology literacy the computer lab. is used to teach students to apply technology effectively.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
RJC’s physical education program seeks to combine skill development with engagement and participation in physical activity. Our goals include promoting attitudes which will lead to lifelong physical activity, engaging students in volunteer activities, and fostering safe conduct in physical activities. We are less focused on competition, and more focused on community and team building. The grade 11 class participates in outdoor education, which usually takes the form of either a hiking trip or a canoe trip.
Hawthorn's approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. Healthy Living—students will relate healthy eating practices and active living to body image and self esteem, and outline a variety of issues related to health and wellness. They will investigate issues related to the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, and social skills. Fundamental Movement Skills—students will combine a variety of movement skills in participating in physical activities: locomotion, manipulation and stability, and demonstrate the principles of movement while refining skills Active Participation—students will participate on a regular basis in physical activities that maintain or improve physical fitness
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Students are exposed to a wide variety of subjects and their natural curiosity is encouraged to help them gain knowledge of the world. The core subjects of mathematics and language are carefully structured to help young students develop their ability to think logically. A well-rounded education is provided through the other specialty subjects, including French, art, music, physical education and science. Students learn sound study skills and work habits in each area.
Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
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”.
With a smaller size class, students are able to have more one-on-one opportunities with the teachers, and a tigher relationship with their classmates. The teachers get to know each student really well, both academically and personally, creating a stronger learning community.
Hawthorn School for Girls has a two-fold goal: academic excellence and character education. In order to help the students develop strength of character, it is important that they be well informed of their responsibilities, both academic and personal, within the school community.
"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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
To be living and learning in this community, students will have the opportunity to be independent of their parents, and learn to live with other people. Through arts and sports, students are able to improve socially outside of the classroom, and gain support from the community.
Hawthorn educates its students in academic excellence and character formation by providing the necessary means to grow in knowledge, virtue and responsibility. Freedom and responsibility require an informed intellect, a strong will, and emotional tranquility. The school integrates all aspects of formation - intellectual, spiritual, human, and social - within a liberal arts education. Our formal educational goal describes this as an integral education, and places special emphasis on the development of natural virtues.
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
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We strive to work with students where they are at and modify our program to meet specific student needs. Building a relationship with the student is key to our success.
Information not available
Information not available
Mild learning difficulties are typically accommodated. If a difficulty is such that school staff are not qualified to provide the appropriate support, parents are informed and the school works together with them to take the appropriate steps which may include to find a school which is a more appropriate fit.
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
10 - 12
JK - 12
30%
35%
$2,500
$1,800
100%
85%
10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 10 - 12
Yes: grades 8 - 12
No
No
No
No
No
Yes: grades SK - 12
No
No
No
No
RJC is a Christian day and boarding high school offering Grades 10-12. It is based on a Christian foundation and provides a sound academic and dormitory program. The school offers the Saskatchewan approved and inspected high school curriculum, and is staffed by highly qualified instructors. We are looking for students are interested in living in community, and can make positive contributions to our music, athletics and student life program. Many students and parents often identify this as being a significant factor in improving grades.
Hard working students, ready and willing to learn. Capable to work well with others, friendsy, cheerful and with good attitude.
Apply Today!
You will be contacted shortly once your form is received.
Filled Application with all required documentation: a $100 non-refundable fee, a teacher recommendation (for grades 1-12), a recent photograph, copies of the last two years of report cards, a copy of birth certificate or passport.
Entrance assessment (SK to gr. 12)
Applicant interview (Upper School)
Parent interview (All Grades)
