400 South Drive, Winnipeg, Manitoba, R3T 3K5, Canada
1010 Morrison Drive, Suite 200, Ottawa, Ontario, K2H 8K7, Canada
1820
1998
890
65
K to 12
JK to 12
Coed
Coed
Day, Boarding
Day
English
English, French
Academic
Academic
Liberal Arts, Reggio Emilia
Progressive, International Baccalaureate
18 to 22
8 to 15
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$26,670 to $27,370
$20,075 to $24,158
$50,700 to $72,000
Yes
Yes
10%
6%
6 to 12
1 to 12
$15,000
$6,500
68
4
2%
0%
70%
90%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Jan 26, 2024
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades JK - 12
No
No
information not available
information not available
SJR was founded in 1820 principally to serve the children of the Selkirk settlers. By 1834 there were forty students, evenly split between boys and girls. The school has inevitably grown and changed over the years since, though it’s success throughout has been unimpeachable. SJR has graduated 18 Rhodes scholars, for example, and the Queen granted patronage and established a scholarship in her name in 1981. Today the programs are as strong as the school’s reputation. A strong academic program is paired with an equally strong attention to the values of stewardship, ethical leadership, and excellence in all areas of academic, social, and athletic life. A strategic plan to culminate in 2020, the school’s bi-centennial, is intended to further develop the school’s campus and programs; it's intended not as a revolution, says the head of school, Jim Keefe, but as the impetus for further evolution of what the school has been providing. The ideal student in one with sights set on post-secondary studies, and able to thrive in a challenging, expansive academic environment.
View full reportIt’s a big world out there and for the students who enroll here, AcadeCap is a window onto all of it. The attention to global education is underscored by the adoption of the IB PYP and MYP programs, and things continue from there. Collaborative learning, among peers as well as intergenerational, is an important aspect of the delivery of the curriculum, as is the provision of authentic learning experiences. There is of course a vast array of resources available within the capital region, and AcadeCap rightly makes the most of them. Class sizes are small, and instructional support is personal and individualized. The school casts a very wide net, and models an approach to learning based in curiosity, empathy, and active engagement. The ideal student is one able to thrive in a diverse, challenging, vibrant and social learning environment.
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"The teacher was able to acknowledge his individual needs while exposing him to new experiences with a variety of new activities."
Chandra Iyer - Parent (Jun 22, 2020)
Our son joined the school in Junior Kindergarten. It was our son's home away from home. The Kinderga...
View full review
"Nestled within an oxbow of the Red River lies Western Canada’s oldest independent school, St. John’s-Ravenscourt (SJR). As a co-educational K-12 school, with boarding and day programs, SJR students are engaged in an inspiring environment. Our strong educational offerings provide a balance of values related to academic excellence, social responsibility, creative expression, and active healthy living. With exceptional debate, public speaking and leadership programs, SJR prepares students for their future success."
"Acadecap International School (Académie de la Capitale) provides a rigorous, tailored bilingual and/or English education. IB PYP students engage in experiential learning in i STEAM, International Languages and PSPE. The PSSP and the OSSD promote in-depth understanding of content, teaching students to work hard and make practical connections between subjects and the real world, preparing them for post-secondary education. Our proprietary 3-tier 21st Century Learning Curriculum is implemented from grade 7 to 12."
"St. John's-Ravenscourt School offers a unique public speaking and debating program that is engrained in the school across all grade levels. We feel that teaching students how to speak well provides them with skills for the future while at the same time building their confidence."
"Respecting a student’s potential by way of built-in differentiation maximizes each student’s learning and achievement. AcadeCap recognizes that no two students are the same nor do they learn the same. With differentiating, we ensure that students comprehensively learn and master the concepts and skills to be successful. Teachers adapt according to the individual abilities of each student. We get to know our students because of our small class sizes. Both factors support differentiation."
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"When families consider SJR, they feel that the school provides a strong education for their child that pushes them to be their best. They see that academics are at the core of SJR while also providing a well-rounded breadth of opportunities including arts and athletics. Most importantly, families continue to tell us that they appreciate the open nature of the school, welcoming all people."
"AcadeCap offers the convenience of its one-stop-education offerings, from a top-notch bilingual IB PYP, the OSSD, the Orton-Gillingham dyslexia support, our enriched physical education programme, the after-school clubs and the summer camps. Academically, we stand out due to our successful teaching style differentiation, our skill-development-based learning, our enriched science instruction, and our accelerated math program."
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"What often goes unrecognized initially is the athletic and arts offerings and the multitude of opportunities for students to get involved throughout the school. Athletically, our school offers students a wide array of sports and many facilities to use including an arena on campus, a state of the art fitness center, and a double sized gym. Additionally, the arts program offers music, art, and drama in many capacities including a Rock Show, drama productions, and art clubs and events."
"AcadeCap’s learning-to-learn approach translates into academic achievement, resilience, and an arsenal of problem-solving strategies when presented with challenges in learning, at work and in life. Contrary to popular belief, large social environments such as large schools do not develop social skills. We capitalize on small groups and across-the-ages interactions to actively teach social skills.
AcadeCap students are confident in communicating with people of all ages, not only their peers."
"What families might find surprising about SJR is that there is a real community built amongst all families, students, teachers, and staff. Parents often comment once their child is enrolled at SJR, how much they feel a part of the school and welcomed.
Another aspect is the academic pursuit of all students. Families often comment they see a change in their child for the better, in their drive to succeed in school. The feeling of it's cool to be smart is definitely felt at SJR."
"The efficiency of across-the-ages collaborative learning in an open-concept setting. The open-space and the small class sizes at AcadeCap allow for a great deal of flexibility, opportunity, and time to differentiate. Solid social skills and long-lasting friendships develop in a small group setting, where children can interact with one another in a more approachable way. This allows children to develop their skills, and learn new skills from others while accomplishing any collaborative task."
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St John’s-Ravenscourt (SJR) is an independent co-educational Kindergarten to Grade 12 university-preparatory day and boarding school that offers an outstanding all-round education for talented boys and girls. We are fiercely proud of our rich heritage and combine our long traditions with the best of 21st Century learning to enable our students to thrive in this quickly changing world, not only during their school days but at university and beyond.
Our School community is built around the four pillars of academic excellence, creative expression, active healthy living and social responsibility. We have extremely high expectations of our students, in terms of their academic commitment and co-curricular attainment as well as their personal qualities of compassion, integrity and service. I am very proud to lead a School of such fundamental strength, clear mission and exhilarating possibilities.
SJR has rightly earned an enviable reputation for ensuring that our students rise to the challenge and fulfil their academic potential. Our talented faculty has forged a strong tradition for educational innovation and for creating a vibrant learning environment that nurtures students and helps them grow into well-rounded adults. There is also, of course, our tremendous raft of co-curricular opportunities that develop leadership, self-belief and character.
Situated on the banks of the Red River in Winnipeg, SJR boasts a wonderful campus and some of the very best facilities of any independent school in Canada and beyond.
The best way to appreciate our warm and purposeful atmosphere and strong sense of community is to make a personal visit. Come and meet me and my colleagues and talk with our splendid students. In the meantime, this website provides a wealth of information about life at SJR, and I hope it captures your imagination.
Académie de la Capitale (AcadeCap) I am proud to say, is a unique bilingual IB World School where students want to stay, long after the school day is finished! Soon after its inception, it had the distinction of being the first school in the Ottawa/Outaouais region authorized to offer the IB Primary Years Programme. AcadeCap, still true to its roots, upholds its unique approach to education. Our students: construct learning according to their potential rather than their age and/or grade; engage easily in learning “beyond the classroom” as a result of the “pick-up and go” potential of the small class; participate in e-long-distance learning to support geographically mobile students; become totally bilingual, and even multilingual; develop collaborative social skills through interaction across the ages; learn to work respectfully alongside each other in an open-concept facility; participate in an AcadeCap developed Globalization, Leadership and Innovation course in middle school; At AcadeCap, we are convinced that real life learning and a lifelong love of learning occur when a child or a teenager engages in on-going personal interaction with adults as well as other children, and participates in relevant learning experiences such as going to Bamfield Marine Science Center and to Race Rocks at Lester B. Pearson United World College. To tailor such authentic learning experiences, to offer guidance throughout the experience, as well as to nourish this love of learning, it is essential for educators to have the time to interact with each and every student. Open-mindedness, flexibility and small class size, allow for such learning to take place at AcadeCap. Take the challenge: we invite you to enrol your child at AcadeCap and find out how engaged in learning your daughter or your son can be when inspired to transcend limits!
Progressive
International Baccalaureate
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.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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.
Junior School (K - Grade 5) follows the Reggio Emilia curriculum and the Middle and Senior Schools follow a balanced approach to learning.
At Acadecap International School (Académie de la Capitale), our students benefit from the philosophy, the approach, and the curricula of the Ontario Ministry of Education and the International Baccalaureate. Our younger students, from JK to grade 6, follow the IB Primary Years Programme (IB PYP), with classes taught 65% in French and 30% in English & 5% languages. Our grades 7 & 8 follow our own Pre-Secondary School Programme (PSSP) approach, with classes taught 50% in French and 50% in English. In grades 9 to 12, our students continue on with the English Ontario OSSD curriculum, taking full advantage of the higher-order thinking skills and rigorous preparation gleaned from completing the PSSP. At Acadecap, we are a community of learners, encouraging the mingling of different age groups, especially when it comes to daily subjects and intra-curricular activities like Math, STEM (iSTEAM), Coding, Jiu-Jitsu, Violin, Visual Arts, Waterpolo and Skiing, where ability and age do not necessarily follow in lock-step. The result is a convivial atmosphere that one might be hard-pressed to witness in other schools.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The mathematics courses at SJR cover the content of the corresponding provincial courses, but include additional material and cover most topics in greater depth. We have three clearly held objectives: 1) Students should have a thorough mastery of basic skills. This is considered essential for success in higher mathematics and mathematics related courses. 2) Students should have an excellent understanding of ideas and concepts. It is important that they understand how various ideas are interrelated, and that they develop an intuitive feeling for the concepts that are being used. Memorizing how to solve a vast collection of “type problems” is not enough. 3) Students should be able to apply their skills and concepts to solve problems that they have not seen before. There is a strong emphasis on problem-solving at all levels, and there are a variety of mathematics competitions that all students can participate in each year.
Information not available
Grade 10: Foundations and Pre-calculus Mathematics 10 Grade 11: Pearson Pre-calculus 11 Student Edition - myWorkText Grade 12: Pearson Pre-calculus 12 Student Edition - myWorkText
Défi Mathématique
Students in Grades 9 through 12 require a scientific calculator for their Mathematics courses. Students in Grades 11 and 12 are encouraged to use a graphing calculator (a must for those taking AP courses) and the TI-84 Plus graphing calculator is preferred.
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
Language Arts instruction at St. John’s-Ravenscourt’s Junior School assists students to become adept, confident, fluent and creative communicators, who appreciate the power, usefulness and beauty of language. It is fundamentally important for students to become confident users of language and versatile thinkers, both in school and out.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We provide benchmark testing.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
As students progress through school, their instruction increasingly enables them to acquire as many language conventions as possible. This acquisition cannot be left to time and chance. Given the interrelationships among the language arts, there is a need for fully integrated instruction characterized by coherence and continuity.
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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.
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.
Emphasis is on understanding concepts and applying these in many different situations. For each topic, students begin with simple problems, move on to more complicated ones that involve several topics and finally they are expected to solve problems involving previously unseen situations.
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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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The goal of the English program is to produce graduates who can speak and listen effectively, analyze literature with sophistication, write with forcefulness and precision, read with comprehension and insight and apply their skills with creativity. To these ends, a sequential program—focused on language and literature—has been devised to challenge students in English on a variety of levels.
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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.
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.
The core concept of citizenship provides a focus for Social Studies learning across the Junior School grades. Social studies addresses various aspects of citizenship: - Role of Citizenship in Social Studies - Rationale for Citizenship Education - Active Democratic Citizenship in Canada - Canadian Citizenship for the Future - Citizenship in the Global Context - Environmental Citizenship
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The social studies program is an integral component of the SJR curriculum. Through the two key disciplines of history and geography, students are encouraged to become critically aware and prepared to take an active role in confronting the challenges of the future.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The study of French and Spanish, as any other second languages, can play an important role in the development of cross-cultural understanding. One of the main goals of the Language Department is to foster an acquisition of knowledge and an appreciation of both French and Spanish language and culture.
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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
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Through the study of Drama, Art, and Music, our students learn not only to discover and develop their own creative expression and problem solving skills, but also to better understand the complex world in which we live. Studying the arts encompasses many different aspects of learning.
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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.
Our students assume an active and productive role in the Information Age of the 21st century. To do so successfully they must become knowledgeable about, and comfortable with, computing devices and related information technologies.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The vision of the program is to have all SJR students living physically active and healthy lifestyles. The program emphasizes physical, emotional and mental well-being, as well as life-long fitness.
WELL-BALANCED P.H.E. Younger students, tweens and teens participate in activities that support self-knowledge and self-understanding; discover the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve problems, address physical challenges, function as part of a group, manipulate equipment or apparatus, and express themselves kinaesthetically in a range of situations. UNITS OF P.H.E Fitness conditioning and training (including yoga and pilates-inspired conditioning). Individual and team sports including; touch football, ultimate frisbee, baseball, basketball, volleyball, soccer, floor hockey, hockey, badminton and tennis. Gymnastics. Waterpolo and water fun. Jiu-jitsu instruction by a Renchi. Outdoor education such as cross-country skiing, hiking, downhill skiing/snowboarding. Track and field. Ballet and Jazz
Academic
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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.
The core values in this approach are: - The child is an active participant in learning and is a capable and resourceful learner. - The indoor and outdoor environments are utilized as the “third educator” along with the student and the teacher. - The teacher, parent, and child work together as collaborators in the process of learning. - Making learning visible and documenting students’ learning as it occurs helps to provide key insights into the children’s thought processes.
The preschool age children benefit from the IB Primary Years Programme (PYP) curriculum framework that enables 3 to 5 year old children to develop their full potential using guided inquiry and play as the best tools for exploring and studying mathematics, science and technology, languages, social studies, the arts, and personal, social, and physical education. We offer a 10 or 12 month inquiry-based programme for students.
Standard-enriched
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).
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.
SJR offers an Advanced Math program which allows for a streamed approach.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At Acadecap International School, we believe that education needs to be grounded in evidenced practice, while nonetheless accounting for forward thinking and change. We encourage learners of all ages to acquire holistic thinking, to seek answers, to use critical thinking, and to act. The Acadecap syllabus is structured to combine the age-banded stages of the Ontario Ministry of Education, with the developmental phases of the International Baccalaureate programmes. This combination takes any pre-conceived limitations away from the scope and depth of students' learning. The result is a constantly motivated and challenged student body, who are passionate about learning.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The Acadecap student is unlike any other. He or she not only develops the ability to think and to question critically, ethically, and divergently, but also the ability to create design and build. It is our aim to develop academically successful students, who also have the gumption to take risks, to innovate, and to tackle the unknown.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Acadecap International School offers support on a case-by-case basis upon meeting with parents and assessing the child's needs.
SJR has student support services that are in place to assist students who develop learning difficulties while at our school and for those with mild or subclinical difficulties. Some diagnosed learning disabilities can be supported at the school.
At Acadecap International School, differentiation is acknowledged as a sound teaching practice applicable to all students. Our small classes and open-concept space allow for a great deal of flexibility, opportunity and time to differentiate, giving every student the varying levels of support needed. Tutoring and one-on-one instruction can also be provided, such as Orton-Gillingham-based multisensory teaching. Specialists are also called in to provide additional support, if required. Before admission, all potential students are required to spend a visit day with a class, where he or she will be evaluated.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
6 - 12
1 - 12
10%
6%
$15,000
$6,500
70%
90%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Jan 26, 2024
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades K - 12
No
Yes: grades 4 - 12
No
No
No
SJR is looking for students who have demonstrated a commitment to achieving their goals whether they are academic, athletic, or artistic, and wish to continue their studies at the university level; students who are looking for a challenge, and are willing to put in the time and effort it takes to reach their goals.
At AcadeCap, we strive to create a culture of academic excellence driven by the ideal of a community that embraces differences and risk taking; and the belief that education does not only stem from a place, but also an attitude. This is why, in addition to all the admission requirements, the day students spend at AcadeCap helps the students and parents decide whether or not they feel our community is the ideal setting for them to continue their education. It also helps us take note of their ability to contribute and to excel both independently and cooperatively.
The admissions process involves 4 steps:
1) submit an online application and required documents including report cards from the past 2 years.
2) request a teacher recommendation of a current teacher through our online application system.
3) admissions assessment
4) student interview with the principal (Gr. 6 - 12)
5) parent interview with the Director of Admissions