4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
RR 2, Okotoks, Alberta, T1S 1A2, Canada
Indirect Support:
4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
RR 2, Okotoks, Alberta, T1S 1A2, Canada
1985
1905
325
735
4 to 12
K to 12
Coed
Coed
Day, eSchool
Day
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
6 to 12
16 to 18
Learning
Learning, Developmental
Dedicated gifted school
In-class adaptations
$19,200 to $21,400
$20,508 to $26,170
Yes
Yes
0%
11%
None
K to 12
$0
$5,700
36
57
0%
0%
0%
80%
4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nov 01, 2021
Feb 10, 2024
Not available
Not available
Yes: grades 4 - 12
Yes: grades K - 12
No
Yes: grades 7 - 12
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Rundle Academy and Rundle Studio are both sister programs of Rundle College, which was established in 1985 and has rightly gained a strong reputation for offering quality academics and co-curriculars ever since. It offers Kindergarten through Grade 12, though is divided across three campuses: one for each of the primary, elementary, and high school programs. The school is able to provide a very broad range of programming while, at the same time, delivering a close, intimate student experience.
The additional programs extend the offering in some key ways, though building on all the exising infrastructure, administration, staffing, and resources. Rundle Academy was created to support learners diagnosed with various learning disabilities, and provides student-centred instruction to meet their specific learning needs. Progressive classroom design is combined with a consistent, purpose-oriented architectural aesthetic.
Rundle Studio is the online offering which, again, may be somewhat new, but nevertheless has a decades-long history of development to draw on. Parents and students who turn to Rundle are looking for an engaging, personalized learning. And that’s precisely what they find.
View full reportStrathcona-Tweedsmuir School became a school, by that name, in 1971, though its history stretches back more than a century. It is essentially an amalgamation of three schools that excelled in different ways: St. Hilda’s School for Girls, Strathcona School for Boys, and Tweedsmuir: An Academic School for Girls. The current school motto, Nil Nisi Optimum, “nothing but the best,” was originally used by Tweedsmuir: An Academic School for Girls, as was the black watch tartan uniform—in that and other traditions that remain in place reflect the founding schools long, shared histories.
The amalgamation came at a time of economic growth due to a boom in oil and gas exploration in the region. Each school was outgrowing its footprint, and so looked to combining forces. The world, too, was changing, and the move to a co-ed academic atmosphere was equally emblematic of the time. The newly minted Strathcona-Tweedsmuir School also moved to a sizable parcel of land, where the school remains today.
In time, the school would continue to grow its curricular offerings, including Advanced Placement courses, the adoption of Round Square, and the growth of the International Baccalaureate program. STS was also an early adopter of digital technologies in the classroom. Those things are an expression of perhaps the most important tradition that STS expresses, namely that of looking ahead, being flexible, and working to adapt the program to student needs. The ideal student is one who will thrive in a large, vibrant, and challenging academic environment.
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"Rundle Academy and Rundle Studio take pride in supporting learners to flourish in outstanding academic and extracurricular programs, specifically designed for students who have been diagnosed with a learning disability. All of our students benefit from small class sizes with highly trained staff, utilizing Individual Program Plans (IPPs) to support their learning. Our Academy students learn in person while the Studio is an innovative virtual program. NOTE: no direct support for students on the Autism spectrum."
"STS is a Kindergarten to Grade 12, World IB School. Students flourish through well-balanced programming and enriched learning on our 220-acre campus minutes from Calgary, guided by talented and caring teachers. STS students become global citizens, embracing social responsibility while striving for success in all that they do. In addition to a rigorous academic curriculum, students experience a wide variety of co-curricular activities and benefit from a supportive community, rooted in our school's 118-year history."
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"1. Teachers are genuinely interested in their students at STS. Our school is a community and each individual student matters, is known, and is supported to flourish during their time at STS.
2. Our campus is a global hub in a natural setting; outdoor education and experiential learning is infused into every grade level throughout the year.
3. Student are guided to realize their purpose and calling in life; we do more than just prepare for post-secondary education. We flourish"
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"1. STS provides every student with committed and talented teachers who intentionally nurture lasting one-on-one relationships.
2. Personalized learning and support services help foster academic excellence and also promote a sense of balanced well-being for every student.
3. State of the art facility and outdoor learning in an expansive natural setting means that students have the best possible opportunities to be outdoors daily for field research, sports, arts, play and reflection."
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"Parents and students often miss how much support is provided, both academically and emotionally, to ensure that students flourish and reach their full potential while here. Dedicated teachers, counselors, learning strategists, and school leaders are in our hallways, classrooms, acting as coaches, mentors, and leading our outdoor education experiential learning trips. This means your children are truly known, and get to see themselves as appreciated individuals in our community who belong at STS."
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"Our school builds connections beyond the classroom and actively promotes a positive community for students, parents, alumni, and staff. Most people understand that there is an inherent benefit to being a member of a school community. STS has a long, proud history resulting in an alumni network willing to help the families find belonging and success in their lives. The size of this community combined with many notable individual accomplishments sets STS apart from any other school in our area."
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If you have the opportunity to visit our schools or talk with a member of our community, you will invariably stumble upon the concept of R+. You may be wondering what R+ means, and in short, there is no definition, it is just, “The Rundle Way”.
As we further explore what “The Rundle Way” is, it is the living embodiment of our values, Pathways to Learning, and the rich fabric of our Rundle program.
At Rundle, our value statement is, “Together: Be Kind, Be Curious, Be Well”. We believe that these four values are the epitome of a fully realized, future-ready, person with passion and purpose. In our pursuit of these values, we are actively aiming for a pluralistic community who are committed to becoming a true culture of learning.
R+ follows our uniquely developed Pathways to Learning model. At Rundle, the three distinct, yet intertwined, Pathways to Learning are character, academics, and co-curricular. In our schools, we will always believe, “character comes first.” We believe we have not done our job if our students do not develop an altruistic mindset with a view to making their communities, locally and abroad, a better place. We know we want our students to pursue any post-secondary learning of their choice, and to this end, academics are at the core of our program. Our faculty work with students to help them reach their individual potential and celebrate with them when they do. Finally, co-curriculars are the balance of our program. Rundle offers hundreds of outside-of-the-classroom experiences that allow our students to explore their passions and share their talents.
Finally, the fabric of our Rundle program is steeped with a long history of school pride, engaged community members, and generosity. Over 2000 students have graduated from the Academy and College and our connected alumni network now extends around the world and across all industries. We often say, “Rundle is a K–Forever” program. The connections between our alumni, faculty, and staff remain strong and we continue to stay connected after graduation. We take great pleasure in celebrating our alumni’s success and we love to see where their journey takes them after Rundle. Our alumni’s contributions continue to enrich our school programs and our world!
Ultimately, R+ is a combination of all these factors. As much as we can aim to define it, it is when our values, Pathways to Learning, and fabric weave together as true excellence in each member of our school community, that we realize R+.
I invite you to further explore if R+ and Rundle is the right fit for your family and look forward to welcoming you to our Rundle community.
Sincerely,
Jason Rogers
Head of School
Rundle College Society
As Head of School, I am enthusiastic about creating meaningful opportunities and dwelling in possibility. Saying Yes to Your Best is a commitment that STS students, teachers, parents, alumni and staff illustrate each and every day. Rooted in our School's motto, Nil Nisi Optimum, or nothing but our best, this commitment to becoming your best self develops a genuine empathy and care for others, combined with an insatiable curiosity, and the courage to say yes to new adventures, discovery, possibility, belonging and future-preparedness. This is what sets STS apart.
Great schools exist with a strong, vibrant community, and a shared priority for the well-being and educational success of our students and alumni. We are proud to welcome exceptional students from across the globe, with a wide array of backgrounds, interests, and talents. I fervently believe in the importance of creating impactful and personalized learning opportunities, both in the classroom and through a diverse co-curricular program, and I can assure you that our dedicated teachers and staff are focused on ensuring your children have access to all they need to succeed and flourish.
I can think of no higher priority than the future of our children, and my vision is that as a team at STS, we contribute to moving them forward in their journey towards their hopes, dreams, and goals. We will do so in a respectful manner, honouring the individuality and diversity of our community. As we prepare to deliver on a new strategic plan and inspire commitment, trust, and belief in our collective abilities to change the world for the better, I say to you, the future is bright.
The STS spirit and ethos are infectious and inspiring. We have a history of innovation, tradition and extensive collaboration with the community, and we will continue to build on our humble roots, be unapologetic in our pursuit of academic excellence, and continue to offer a myriad of experiences to nurture the spirit and passion of our students. As the educational landscape is rapidly changing, it is imperative that we stay current, protect our core and ensure our young charges are cared for, ready for the challenges and opportunities that today presents as well as an exciting future.
I have never been more optimistic about our ability to deliver a rigorous and relevant educational experience for current and prospective students, and I give you my word that I will continue to work tirelessly to provide the best environment for your children.
Progressive
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Through our Pathways to Learning program, Rundle Studio encourages students to strive for success in academics, build solid character, and engage in co-curricular activities. Although we want students to achieve the highest level of academics, we believe that putting a focus on character development is paramount. Through social interactions, learning experiences, and co-curricular activities, students continuously develop their character. The Studio delivers curriculum from Alberta Education at grade level with no modifications.
At Strathcona-Tweedsmuir School, students thrive in a culture of academic excellence. Students are empowered in their learning and strive to exceed their own expectations for achievement. STS supplements the standard Alberta Education curriculum with the International Baccalaureate Programme beginning in the Elementary with the IB Primary Years Programme, moving to Middle School with the IB Middle Years Programme and ending with the IB Diploma Programme in Senior School. Excellence in teaching and learning is fostered through critical thinking and inquiry. Throughout our students' years at STS, we focus on new and effective practices, incorporating current research and literature into all of our courses. We educate our students in an environment that combines state of the art technologies, outdoor experiential education with opportunities to develop the individual as a whole.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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The STS math curriculum balances traditional skill acquisition with real-world application. Examples of real-world application include applying knowledge of exponents to pay-it-forward challenges, using statistical analysis to debate climate change, and turning learning about profit margins to running ones own mini-business.
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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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Elementary students work closely with their homeroom teachers and our Early Literacy Instructor to assess, build, and challenge reading skills. Students use multiple learning tools and approaches to build reading fluency including high-frequency site words, phonics, one-on-one reading with teachers and peers and iPads among others.
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.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Traditional
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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Pragmatism
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.
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Communicative
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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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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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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Technology is woven into the curriculum from Grade 1 on. Our 1-to-1 laptop program begins in Grade 6 with school provided laptops. Grades 10-12 students use laptops and/or tablets of their choice. Students in Grades 7-9 are required to take courses in design which includes engineering, architecture, digital media, and robotics.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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The Athletics Program at Strathcona-Tweedsmuir School is consistent with our mission. Character and leadership are the cornerstones of our program and we look for ways to enhance them at every opportunity. Character is developed through successes and failures in team and individual sports including basketball, badminton, volleyball, field hockey, rugby, cross country running and track and field. It is through these athletic endeavours that students learn the values of sportsmanship and co-operation as well as determination and perseverance towards a common goal.
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.
Kindergarten at Strathcona-Tweedsmuir School is an innovative, collaborative and inquiry-based program that instills a joy and love for life-long learning. It promotes the development of the whole child in a safe and nurturing learning environment. We believe each day should be filled with laughter, shared stories and learning experiences so their unique talents will emerge and flourish.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
STAND School - hybrid learning; we have created a pathway for you to continue learning in the way you do best – without sacrificing the importance of in-person collaboration.
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”.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Strathcona-Tweedsmuir School (STS) inspires compassionate, curious, and creative global citizens who lead with courage. We are a diverse community where students pursue lives of purpose, flourishing emotionally, physically, and intellectually.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Rundle Academy is one of the premier learning disability programs in Alberta, and provides exceptional educational opportunities for our students. Our individualized academic program encourages intellectual, social and personal growth of our students and is balanced by a variety of experiences in music, languages, technology and physical education. Our dedicated teachers utilize a variety of instructional approaches including assistive technology, differentiated instruction and assessment, and an intensive writing and reading program.
Families applying to Strathcona-Tweedsmuir School will be ask to provided any documentation related to previous IPP supports or psychological-educational testing. This information will be used during admission to determine if the level of accommodations and supports required match our program offerings.
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
K - 12
0%
11%
$0
$5,700
0%
80%
4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nov 01, 2021
Feb 10, 2024
Not available
Not available
Yes: grades 4 - 12
Yes: grades K - 12
No
Yes: grades 7 - 12
No
Yes: grades 7 - 12
No
Yes: grades K - 12
No
Yes: grades 7 - 12
No
No
The Strathcona-Tweedsmuir School experience encourages students to find their passions, give back to their community, and prepare themselves for a life of purpose. To that end, our students are inspired to seek excellence in scholarship, leadership, and character.
Visit the Admissions Portal, after you have attended a virtual information session and received an application code.
Attach supporting documents including:
Application Deadlines:
Applicants are accepted on an ongoing basis, but it is strongly suggested that applications be made in the fall as spaces are limited. Applications open each September for consideration for the following academic year.
Rundle Academy has both university-track and non-university-track courses in its Senior High division. Therefore, SSAT scores are not required to ensure that students entering the Academy can complete a university-track program.
We have two, one-time fees that are due upon initial acceptance. These fees help fund ongoing faculty training and facility improvements, program support, and enhancements which allow our faculty and staff to remain ahead of the curve on educational practices and trends. The chart below should help give further clarity around fee payments.
Family Membership Fee
A one-time, per family fee of $2,000 is paid upon acceptance for all new families joining Rundle. This fee is non-refundable, non-transferable and is separate from tuition payments.
Student Facility Fee
A one-time, per student fee of $2,000 is paid upon acceptance and applies to all new students of new families joining Rundle. All new families are required to pay this fee for each student joining Rundle. This fee is non-refundable, non-transferable, and is separate from tuition payments.
Annual Early Decision Deadline - November 30
Annual Regular Decision Deadline - February 10
Annual Rolling Admission begins February 11 for a select number of remaining seats
The full application to STS includes:
2. Confidential School Report Form
3. Final Report Cards from previous two years
4. Most Recent Report Card or Progress Report from the current year
5. Interview
6. Individual or Group Assessment
