4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
4486 16th Avenue, Unionville, Ontario, L3R 0M1, Canada
Indirect Support:
4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
4486 16th Avenue, Unionville, Ontario, L3R 0M1, Canada
1985
1987
325
1000
4 to 12
Preschool to 10
Coed
Coed
Day, eSchool
Day
English
English
Academic
Academic
Traditional
Traditional, Montessori
6 to 12
18 to 24
Learning
Learning, Developmental
Dedicated gifted school
Dedicated gifted school
$19,200 to $21,400
$10,650 to $19,400
Yes
No
0%
0%
None
None
$0
$0
36
71
0%
0%
0%
90%
4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nov 01, 2021
Rolling
Not available
Not available
Yes: grades 4 - 12
Yes: grades 1 - 10
No
No
information not available
information not available
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.
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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."
"Offering an advanced curriculum with a gifted and talented education (GATE) program, UC seeks to inspire, guide and challenge students. We incorporate cutting edge technologies through our STEAM lab, laptop program, coding and robotics’ extensions. UC prepares students to excel as 21st century learners while fostering talent in the fine arts and athletics — we also offer a wide breadth of enriching extracurriculars. Our highly specialized teachers provide individualized programming for all learning styles."
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"At Unionville College, we differentiate ourselves through a strong focus on individual growth and achievement. No two students have the same extracurricular and educational experience at UC — we emphasize choosing the mix between athletics, academics, and creative interests that works for each student. We also offer the chance to compete in specialized STEAM extracurricular activities like math and coding competitions, science fairs, and robotics fairs."
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"Our long-term community focus puts us ahead of our competition — we put every effort into fostering long term relationships with our staff, students, and their families. Our Preschool - Grade 10 structure facilitates the development of long-term connections between educators and students, and even students coming in later grades will see the difference that this strong community makes on their experience."
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"An overlooked aspect of our school is the depth of our tech integration and STEAM curriculum, emphasizing not just innovation for reputation but a genuine belief in technological literacy as a crucial future skill. We aim to prepare students for the digital age, embedding technology across all subjects, from math to literature, ensuring a practical and educational approach. This experience is best appreciated firsthand, highlighting our commitment to fostering adeptness in the digital world"
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"An unexpected benefit of our school community is the breadth of experience that each student gains from being part of a diverse student body. Our students come from many different backgrounds, possess many unique skills and strengths, and learn from each other through this diversity. We choose to celebrate and foster every area and strength at UC, because we believe that our diversity of experience, background, and interest brings something valuable."
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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
At Unionville College (UC), we believe in providing a full and rich learning experience for all of our students.
Our Montessori roots are evident in our "Pre-Casa" and "Casa" programmes for students aged two to six years. These younger children are provided with the best of traditional Montessori education, which is proven to foster early academic development. They also experience more modern programmes in technology, such as coding, and other specialist disciplines which complement and support the Montessori base, providing our students with a truly outstanding early educational experience.
Our Elementary school programme further nurtures each child's potential by providing students with rigorous academics at a full grade level ahead in core academic subjects. Technology plays a key role in the facilitation of this – SmartBoard technology is available in every classroom. UC students also participate in a fully supported iPad program, in which applications or apps are used to enhance learning. Students in grades 1 to 5 have access to iPads, and every student in grade 6 to 8 has an individual school-issued iPad that is pre-loaded with educational applications. Extra-curricular activities are also integral to the UC experience. Students access our state-of-the-art auditorium for enriched and comprehensive arts education including vocal and instrumental music, visual art and drama. We also support a full athletics program and multiple opportunities for community service. However, the best part of UC is still undoubtedly our community: a talented and dedicated faculty, supportive and committed parents and, of course, a very enthusiastic student body!
We thank you for your interest in UC and invite you to contact us to arrange a tour and to meet some of the members of our very unique and special family.
Traditional
Montessori
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Unionville College offers a challenging academic environment coupled with a balanced, whole-child approach to education for students in grades 1 to 8. Students master curricula that is one year ahead their current grade level, with the support of caring and enthusiastic teachers who cater to individual talents and needs. Coursework and extra-curricular learning is informed by a project-based, hands-on approach. Students explore diverse topics, from international relations, financial literacy, robotics, and 3-D printing to the performance of instrumental jazz at an advanced level. Our iPad program and other cutting-edge technologies are hallmarks of our school, provided in our state-of-the art facility which includes a top-rate, professionally equipped theatre for school performances. Personalized attention, committed teachers and administrative accountability inspires students to strive for excellence. Every parent is heard, and every student at Unionville College is guaranteed a learning experience that is beyond the Ontario curriculum -- a learning experience unlike any other.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
For the past 11 years, UMS students have surpassed achievement expectations for every grade in mathematics, as measured by the CAT-4 Canadian Achievement Test and reported by Psychometrics Canada Ltd. In 2015, our grade 7 and 8 students participated in the Gauss Contest, set by the Centre for Education at the University of Waterloo. Nearly one-quarter of our contest participants earned scores of 89% or higher. For the Canadian National Mathematics League, set by the University of Windsor, our grade 6 and 7 students placed second and third, respectively, nationally. Five of our students earned spots in the top twenty students nationwide. Overall, our grade 6 and 7 students earned second place out of more than 200 schools, and our grade 8 students finished 13th out of 164 participating schools.
Grade 1 to 7 use My Math/Glencoe Math, an innovative, research-based numeracy program. Our Grade 8's use Nelson Principles of Mathematics, which is an academic Grade 9 textbook in line with our year-ahead program.
Students are encouraged to use mental math until intermediate levels where graphing is necessary.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
The Unionville Montessori School Elementary program continues the intensive early reading program in which students are immersed in the Casa program. Using dynamic classroom resources and learning tools, our teachers create benchmark reading levels and monitor individual progress. Printable books, or projected interactive books on the Smartboard, are supplemented with worksheets and activity-based lessons, along with a host of interactive resources and develop key reading skills. These resources include Headsprout, Learning A - Z and Raz Kids. Levelled books ensure success in the classroom with developmentally appropriate books at 27 different reading levels. Students as early as grade 1 are encouraged to use iPad apps to supplement the text-based reading programs, and improve learning with the addition of colour, images, graphics and games. The balanced literacy program emphasizes the instruction of grammar and vocabulary in the context of a narrative or text, as well as a phonetic approach.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
UMS students write the CAT-4, the Ontario Writing Assessment and Comprehension Attitude Strategies Interests.
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 balanced literacy program further extends the Montessori methods so that phonics, vocabulary and constructing meaning is integrated into the creation of writing skills. Our advanced academic program for the early grades is founded upon a personalized approach to learning. Programs are individually placed, and a resource teacher is available to support children who are developing writing skills. Students grade 3 and up study novels and write answers to comprehension questions based on the text. Students in the higher grades study grammar and vocabulary using interactive, online software and workbooks. They are also are instructed in essay writing and speech writing to prepare for our annual Speech Festival. Many students in grade 8 are reading and writing at a level that is suited for an advanced academic course in a high-school setting. All students in need of resource support receive individualized instruction as needed.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
Science is a vital curriculum area at Unionville Montessori School, where students from grades 1 to 8 have access to a fully-equipped, top-tier science lab. In the lab, and in classes, students in primary, junior and intermediate levels experience science through inquiry-based learning, where they can understand the scientific facts, theories and concepts through hands-on experiments and activities. Students at UMS receive more instruction in math and science than the norm, as part of the school-wide focus on an integrated, cross-curricular STEM (science, technology, engineering and math) focus. Students who excel in science develop a strong ability to think critically, and a talent for creative thought and excellent communication and collaborative skills.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
UMS pupils work at a grade-ahead level in Language Arts. Students in the primary grades work with concepts such as the elements of narratives, the features of various literary genres such as the "legend," or "fable," and grasp abstract concepts such as the main character or hero. Beginning in grade 3, students complete a novel study, wherein they are encouraged to make inferences and to prove their argument in traditional literary critique form. Senior students work with complex texts from various cultures and time periods, and are encouraged to explore fundamental themes and to apply literary terms. In grades 1 to 8, literary study is founded upon our character education program whereby students are encouraged to reflect upon honesty, self-discipline, integrity and personal responsibility, and to explore their own values and the values and the customs of diverse cultures.
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
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
Social Studies for grades 1 to 6 takes a thematic approach and encourages depth and breadth through independent study projects on various topics and themes. Our UMS curriculum highlights Canadian geography and history for grades 1 to 6, but also extends and enriches those topics with a global view and context. Teachers plan tangential learning activities and challenges, and also incorporate the use of SMART Boards, media-based resources and iPads to teach both process and content. Social Studies often leads to research projects and learning that emphasizes higher-order thinking. In addition, students in grades 5 to 8 participate in annual class trips to destinations that reinforce classroom learning, including Niagara Falls, Ottawa and Quebec. UMS also frequently sponsors school trips to destinations in the United States, such as New York City, and in Europe, with a bi-annual trip to Paris, France.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
The UMS approach to grade 7 and 8 history and geography extends and enriches the commonly studied Ontario curriculum with a global view and international context. Teachers plan tangential learning activities and challenges, and also incorporate the use of SMART Boards, media-based resources and iPads to teach both process and content. Social studies often leads to research-based projects and learning that emphasizes higher-order thinking. UMS also frequently sponsors school trips to destinations in the United States, such as New York City, and in Europe, with a bi-annual trip to Paris, France.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Students are UMS are progressively introduced to French vocabulary beginning as early as age 2, in our Pre-Casa and Casa program. Formal instruction in French begins in grade 1, giving elementary students several years of head start in French. During French lessons, students learn vocabulary and develop conversational skills, using a fun and interactive approach involving stories, props, music, games and activities. The main resource for French instruction is AIM -- Accelerative Integrated Method -- a system which uses hand gestures to represent and mimic sounds and words. This is a popular movement-based approach to learning that is especially helpful for active, high-energy students that enjoy expressing themselves through large-muscle movement (kinaesthetic learning).
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Information not available
Inspired by the value of the arts, it is our goal to not only enhance the artistic abilities of our students but also to develop an awareness and appreciation of various art forms. Visual arts allows students to unleash a wave of talent through different media including drawing, painting, printmaking, and mixed media in both two-dimensional and three-dimensional formats.
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.
Information not available
One of the emerging trends has been the introduction of advanced technological resources within the classroom. UMS has embraced this idea and is proactively taking a measured approach towards incorporating innovative methods of learning, changing the face of the classroom environment. Our mandate, “Excellence in Education,” is the driving force behind this initiative. Education must be forward-leaning, recognizing that the “real world” for which students are being prepared is dynamic, with exponential changes especially in technology. Innovation is at the forefront of our priorities, in order to give your child the necessary skills to grow as a lifelong learner.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
Regular exercise is essential to children’s overall health and positive development. Students participate in formal Physical Education classes with trained teachers, as well as in a wide variety of intramural and competitive sports teams. Our competitive teams compete against other local schools. Physical Education classes follow the Ontario Health and Physical Education Association curriculum. In these classes, not only do the students have the opportunity to be physically active while learning important skills, but they also work on developing their self-esteem, learn about good sportsmanship, and develop positive exercise habits while having a great deal of fun. Our Elementary programme also offers students many sports teams, such as basketball, volleyball, golf, swimming, soccer, cross country, floor hockey, and many more.
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
The Montessori approach is a student-centered and student-directed teaching method that is offered within a prepared environment, which fosters exploration, experimentation, creativity, and respect. Our Casa programme builds on the foundation of the Montessori Method with extremely popular enhancements and additional learning opportunities for our students in music, science, visual and dramatic arts, and more.
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).
In our Montessori classrooms students are encouraged to work independently, as well as in small groups. As each child is an individual, they are encouraged to learn at their own pace, following their own personalized programming while being guided and monitored by our specially trained and nurturing teachers.
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”.
Our belief is that children are very capable and given the right opportunity and environment can excel academically at a very young age. Our Montessori classrooms provide students with the perfect environment to encourage development of essential skills as they develop a strong academic foundation. Students are challenged and encouraged as they progress through the enriched Montessori curriculum, with an emphasis on language and math skills development, before entering our elementary program, which follows the Ontario curriculum at a year-ahead.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Character Education is an important cornerstone of our curriculum. While we encourage our students to develop independent thinking and creativity, we also encourage respect and integrity and place emphasis on the value of teamwork, kindness and compassion. All of our students are encouraged to be good citizens, in school, and out in the world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
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.
Students in a Montessori classroom learn at their own pace following an individualized programme. This type of environment naturally provides accommodation for students who may have difficulties with some areas of learning as students are able to move at their own pace through the curriculum with the support and guidance of our specially trained teachers. Activities and materials that students can manipulate hands-on before moving to more abstract learning, encourage children to develop a more thorough understanding of what they are learning, encouraging greater success.
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
0%
0%
$0
$0
0%
90%
4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nov 01, 2021
Rolling
Not available
Not available
Yes: grades 4 - 12
Yes: grades 1 - 10
No
No
No
No
No
Yes: grades 1 - 10
No
No
No
No
We are looking for students who place a priority on their education and also understand and demonstrate the value of being a caring, compassionate and kind individual. While competition can be healthy, we want our students to be collaborative and celebrate strengths in their fellow peers. A UC student should care about their own academic achievement, but also be striving to support others.
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.
Our $250 fee is an assessment fee for all children applying to our Grade 1-10 elementary program. This assessment is not applicable for children applying to our Casa program (2-5 year olds).
