851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
36 Scarsdale Road, Toronto, Ontario, M3B 2R7, Canada
Indirect Support:
851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
36 Scarsdale Road, Toronto, Ontario, M3B 2R7, Canada
0
2000
30
180
3 to 8
Nursery/Toddler to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Progressive
Liberal Arts, International Baccalaureate
6 to 10
12 to 18
Learning
In-class adaptations
$21,000
$20,700 to $26,150
No
Yes
0%
3%
None
Nursery/Toddler to 12
$0
$3,000
5
11
0%
0%
100%
80%
3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades Nursery/Toddler - 12
No
No
information not available
“At La Citadelle International Academy of Arts & Science, students experience academic rigour and high expectations alongside individualized support, warmth, and care.”
“Parents at La Citadelle told us they value the small class sizes, accessible faculty members, and frequent reporting on their children’s progress.”
“La Citadelle is a school that nurtures true bilingualism, meaning students learn both French and English as first languages—especially if children start their academic careers here.”
Read The Our Kids Review of La Citadelle International Academy of Arts & Science
It’s true that not all students learn in the same way, though it's also true that not all schools address the full range of learning within the populations that they serve. TLC was created to offer an option to students who, for a whole range of reasons, weren't finding the kinds of support, teaching, and student experience that they needed to learn best. In that, and much else, this isn’t your average school, which is exactly what makes it, for those who enroll, such a strong offering. The school is small, class sizes are very small, meaning there is pronounced personal attention. There is a focus on gaining a sense of confidence in academic and social abilities, and relationships with peers and instructors, rightly, is seen as the foundation of learning. Robyn Keystone, Head of School, is an Orton-Gillingham practitioner, applying a multi-sensory approach to instruction, and included in that is a desire to work with students to find approaches that work best for them. The staff is exceptionally experienced, empathetic, and work in collaboration with the families that enroll. It’s a unique offering, and for those who attend, an exceptionally welcome one.
View full reportLa Citadelle was established in 2000 with just 5 students and operating out of a church basement. The program has grown considerably since then, with an annual enrolment of 200 students spanning prep-K to Grade 12. Further, in 2015 the school moved into a new space, doubling the size of the physical plan and providing an opportunity to grow the student population and its programs significantly. Despite that growth, the approach to instruction remains true to the original intentions. Since its inception La Citadelle has been progressive, and while achievement is one of the six core values, so are compassion and harmony. There is a high level of individual support, in part a function of a low teacher/student ratio. The ideal student is one that is operating ahead of her peers, able to thrive within a challenging, varied, and multilingual teaching environment.
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"TLC offers specialized education for learners with ADHD and Dyslexia. We work with kids from grades 3 to 8 who are struggling to achieve their potential within a traditional academic environment. We nurture "out of the box" thinking while developing foundational and essential hard and soft skills that are necessary for navigating the landscape of our future. We specialize in creating a positive, student-centred environment that helps children develop a passion for learning in the classroom and beyond."
"La Citadelle is a highly regarded private educational institution rooted in the fundamental concepts of Canadian bilingualism, holistic education, mastery learning, and excellence in both instruction and education. Founded in 2000, La Citadelle offers a highly academic reach-ahead IB and AP curriculum in Languages, Mathematics, Sciences, Technology, Humanities, and Fine Arts together with a panoply of co-curricular activities to an exceptional group of students, from PrepK (2 1/2 years old) to Grade 12, who excel academically, share an enthusiasm for knowledge, are outstanding world citizens and value ethics, personal achievement, and responsibility as fundamental traits of character. Inspired to learn and achieve by exceptionally competent and dedicated teachers, they are guided and encouraged to embrace challenges and reach their goals while being provided with extraordinary opportunities to develop individual interests and talents."
"Our teaching methodology is grounded in the scientifically proven strategies of Orton-Gillingham based education. We offer multisensory learning strategies and active experiences so that students are processing the educational space using their visual, auditory, and kinesthetic/tactile learning pathways. We also offer direct and explicit instruction within the classroom, a student-centred and individualized learning environment, and a basic to complex skill development trajectory."
"Navigating private school options can be overwhelming today. La Citadelle addresses this complexity with a focus on essential elements like studying, mastery learning, discipline, and genuine child success. Our conversations with parents are refreshingly candid, emphasizing commitment and hard work for the honest pursuit of success. La Citadelle is committed to providing an authentic and objective perspective on the efforts needed from both students and families for success."
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"Parents choose TLC School because of our commitment to supporting students in finding their passion for learning, providing a safe and nurturing environment, and our strong parent-school connection and community. We provide a well-rounded education that prepares students for success and ensures their individual needs are met."
"La Citadelle welcomes diverse families seeking unique educational experiences. Academic-focused families value our commitment to excellence. Families seeking a fresh start appreciate our supportive environment. Those desiring a rigorous setting find familiarity in our structured approach. We tailor our methods to meet individual needs, ensuring a comprehensive and enriching academic journey for all students. Our unwavering commitment is to foster success and flourishing in education."
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"The school's commitment to fostering a supportive and inclusive environment stands out to parents. They witness firsthand the sense of belonging and camaraderie among students, facilitated by caring educators who prioritize social-emotional development alongside academic achievement. Parents are delighted to see their children thriving in an atmosphere that values empathy, respect, and diversity."
"Our school's smaller size, often overlooked, prioritizes interpersonal connections over opulence. In contrast to larger institutions, our close-knit environment fosters a deep understanding of each student's needs, strengths, and challenges, enabling a personalized educational approach. The essence of our school resides in the quality of instruction, a sense of community, and individualized attention, challenging prospective parents to value substance over size for their child's education."
"One aspect that leaves parents in awe of The Learning Common is the school's dedication to personalized education. Each child is recognized as a unique individual with distinct strengths, interests, and learning styles. Through personalized learning plans and small class sizes, educators tailor instruction to meet the specific needs of each unique learner."
"La Citadelle transcends academics, fostering a notable shift in student behaviour. Embracing values, discipline, and respect, diverse backgrounds undergo positive transformations, leaving parents astonished at improved conduct. Integrating academic excellence with a robust ethical foundation cultivates responsible, well-rounded individuals. Our unwavering commitment to education and character development redefines the educational experience, shaping promising futures for students and families al"
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At The Learning Common, we want to support each student in finding their place and value in their community. Our effective teaching strategies help learners to gain confidence in their academic pathways and nurture creativity, innovation, resilience, collaboration, and empathy. Our small class sizes and teaching expertise results in a comfortable and positive environment for our 'out of the box' thinkers.
Approximately 20% of the mainstream classroom does not learn in the same way as the majority, and this is the demographic we know best. We understand that this type of thinking needs to be nurtured through research based and proven tactics to help each learner flourish and reach their potential.
Alfred Abouchar is the Headmaster and founder of La Citadelle International Academy of Arts & Science. With a rich and diverse educational background spanning 40 years in both Canada and internationally, Mr. Abouchar has created this unique educational institution to instill in children a profound value for education while offering them a curricular program of study that leads students to the highest standard of academic achievement. For the past 17 years, La Citadelle International Academy of Arts & Science has been the living testimony of his vision that All children can succeed!
Fluent in both English and French, Mr. Abouchar holds an Honours B.Sc. in Physics and Chemistry from the American University in Cairo, a B.Ed. from Althouse College of Education of the University of Western Ontario, a M.Sc. in Physics from the University of Western Ontario and a M.Ed. from the Ontario Institute for Studies in Education of the University of Toronto.
Beginning his extensive career in education by teaching Physics and sciences at the secondary level, Mr. Abouchar was recruited by the Ministry of Education as Education Officer, Provincial Consultant in Mathematics and Sciences and Secretary General of the Council for Franco-Ontarian Education. He has among his various academic contributions also occupied the positions of Principal Investigator & Coordinator of the Ontario Assessment Instrument Pool in Chemistry and Physics, Professor at the Faculty of Education of the University of Ottawa and Superintendent of Curriculum, Research and Continuing Education with the Ottawa-Carleton French Language School Board. Mr. Abouchar has also lead the Ontario delegation at the joint Canada-France Educational Workforce in Chad, founded the Multicultural Francophone Association of Ontario, and served for 9 years on the Ontario Advisory Council on Multiculturalism and Citizenship.
Mr. Abouchar has furthermore participated in the provincial overhauling of the Ontario Science Curriculum, written Physics and sciences textbooks, developed innovative educational software and related films, and lectured extensively on a variety of topics in Education.
A passionate musician and composer, Mr. Abouchar has successfully merged his musical talent with his expertise in computer technology and pedagogy to create a unique Computer Music Program of study which is offered exclusively to all elementary and secondary school students at La Citadelle. The annually produced albums of their collective compositions are but tokens of the authentication of the development of their creativity and their power of learning and achieving at La Citadelle.
“Since 'seeing is believing ', I gracefully extend an invitation to all parents of school children to visit La Citadelle and experience first-hand its harmonious and scholarly perspectives and to join us on our fascinating endeavor of distinctly shaping the lives of our children and leading them to success,” - Mr. Abouchar.
Liberal Arts
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
50% of The Learning Common’s curriculum focuses on the development of hard skills in Reading and Math as these are essential skills an individual requires to function in today’s world and beyond. Our effective and proven methodology has been a mainstay of our successful business and thus, is a fundamental piece of our school’s curriculum. Literacy and numeracy are fundamental skills that lead to more positive social emotional, employment, and educational outcomes. 50% of The Learning Common’s curriculum is grounded in Scandinavian teaching approaches and focuses on soft skill development in critical thinking, creativity, communication, and collaboration. Our peer-to-peer learning and facilitation techniques work to develop the necessary soft skills for navigating the industries of the future.
La Citadelle International Academy of Arts & Science offers an exceptional well-rounded international education and a truly comprehensive advanced instructional program from PrepK to Grade 12 in a multilingual environment within the Canadian experience. Promoting good education and a balanced instructional program of study covering languages, the arts and sciences in its pedagogy of excellence, which is based on the Ontario and French Curriculum, the IB and the AP programs, La Citadelle strives to create a well-rounded learning process that is geared to establish a marked impact on the holistic development of the learner.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
At The Learning Common, we use multi-sensory teaching methods that effectively help learners to process and retain information. We believe in moving from the basic to complex learning objectives and have students master foundational and fundamental skills in numeracy. We provide opportunities for students to make real world connections and learn about concepts that they will be using outside the classroom. We are proponents of STEAM and STEM education and have dedicated a full day of STEAM and STEM learning each week.
At La Citadelle, we believe that one can more effectively teach a subject if they have a passion for it. As such, specialized teachers are designated for specific subjects, and mathematics is no exception. Guided by the textbook, the approach to teach mathematics combines both the traditional and the discovery math approaches in an effort to equip the student with an array of skill sets relevant to the assimilation of mathematical concepts.
We use JUMP math, and Orton-Gillingham based strategies within our math curriculum.
Information not available
We do not have a calculator policy. They will be used in circumstances where required and based on needs of the students.
Calculators may be used in an upper elementary class at the request of and under the supervision of the mathematics teachers. Secondary School students will possess a scientific calculator to use at their discretion, primarily outside of the classroom.
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.
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.
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
Reading beginnings are phonics-centred and will evolve into sound blends and word formation. Students begin this early reading practice in French in Junior Kindergarden and are relatively fluid readers in this language by the end of Grade 1. English as an academic subject begins in Grade 1, with a phonics-based system as well, but given their initial proficiency in the language overall, their reading skills are at par with their French ones by the end of this same year.
Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
Beginner writing is systematic in both mechanics and content. As of Grade 1, there is a balanced approach to teaching a student the proper techniques to write cursive (how to hold a pencil, how to respect a line, forming letters, letter sizing, etc.) and what it is that they are writing. It begins with the ability to write sight words and to reproduce words containing sound blends seen in reading. From there, there is a gradual progression towards sentences, paragraphs and longer pieces of written works, all with a strong emphasis on correct sentence structure, and proper spelling.
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
We encourage an equal balance of research and inquiry based learning methods. We are dedicated to STEAM and STEM curriculum and believe the skills and strategies learned within this curriculum is important in the future of our ever-changing job market.
Based on the textbooks, we cover all strands required by the Ministry of Education at the elementary levels: Life Systems, Matter and Energy, Earth and Space systems and finally, Structures and Mechanisms. In grades 11 and 12, Science subjects are divided into the respective disciplines of Biology, Chemistry and Physics which are offered as University Preparation courses.
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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Looking at classical forms of literature as a means of creating a historical narrative is important in understanding where we are today. Using a combination of both socially conscious and progressive literature with the traditional texts help to create a well-rounded impression of literature's timeline and impact on society.
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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
Core Knowledge
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
The Ministry of Education conglomerates History, Geography and Civics into one big umbrella called Social Sciences. At la Citadelle, we believe, in preparation for the upper grades, that, though interconnected, each facet of the Social Sciences is a subject to be treated independently. Grades 1 & 2, are given a generalized Social Science course using an Expanding Communities approach. From Grades 3 to 6, History, Geography and Civics are treated as distinct units. We further divide the curriculum in the following manner. History is taught more with regards to world history, and Geography is taught with a heavy Canada slant. Civics remains a course with an Expanding Communities approach. At the secondary levels, each facet is considered a different subject in which separate credits are obtained.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
Information not available
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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Students are required to take a 3rd language (either Mandarin or Spanish), in addition to their bilingual (French, English) core education. This 3rd language is taken from Grade 2 all the way up to Grade 9. Guided by textbooks which are divided into units pertaining to everyday life, students are given the tools to actively communicate in every-day situations using the target language. Writing, though a key component, is not the primary focus of our 3rd language programme.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
We do not offer any specific courses in fine arts, however, the arts are woven throughout our curriculum and included in every unit of focus. Students will have access to teachings in dance, drama, music, visual arts, and design.
At La Citadelle, our main goal is to bring out the artist in every student. Through Fine Arts, Music, Drama, Dance, Computer Music, Graphic Design and other forms of creative courses our students receive an in-depth hands-on experience from specialized teachers who are passionate in what they do and bring to each student and the classroom curriculum.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
We believe that students need to be able to navigate the language of the computer both effectively and proficiently. This means reading, comprehension, and research skill development. Our students need to understand where information is coming from, why it's being made accessible, and how it can be used for their futures. Technical skills in computers and a virtual platform are fundamental to a young person's future.
Computer literacy is an increasingly important skill in today's society, and it is a very valuable teaching and learning tool. We do not however believe that it should replace traditional teaching and learning skills as these too remain valuable assets. To maintain our students' level of computer proficiency, without it deterring teaching of other subjects, students from Kindergarten to Grade 10 take a mandatory computer technology course, in which they progress from learning basic computer and keyboarding skills to more advanced programmes and web design.
Web design
Robotics
Computer science
Each day students have 2, 30 minute sessions of what we call motion learning. This includes walking, hiking, skipping, dancing, yoga, and exercise. Students retain 20% more information when they do some sort of physical activity before embarking on their learning. We have one session of motion learning in the morning and then again in the afternoon.
Across all grades, the physical education programme combines both Health and Physical Education where students learn to make healthy active living a part of everyday life by participating in the classroom and gymnasium, out of doors, in schoolyards and school gardens, and in the community. Beginning with Kindergartens, students gradually develop their kinesthetic awareness and understanding of movement concepts as well as acquire an extensive subject-specific vocabulary. As students become adolescents, and are beginning to face important life decisions more advanced knowledge and skills are developed to help them better understand and cope with the changes they are experiencing and to make responsible decisions about the health of their adult bodies. In this programme, they have the opportunity to learn and establish patterns of healthy, active living
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.
At the four levels of the Kindergarten Panel, La Citadelle aims to instill in children a curiosity and a love of learning as they develop their own skills and talents. Offered exclusively in French through a concrete based pedagogy, the curriculum program at the Kindergarten Panel is structured in such a manner as to integrate a variety of subject matters such as play and learn, cursive writing, mathematics, sciences, computer studies, music and arts and to foster accelerated mastery learning and a high level of achievement by all children.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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).
Starting from Grade 1, all subjects are taught by specialized teachers who teach across grade levels and who provide students with the flexible academic support needed to make them achieve mastery learning.
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 academic culture is student-centred. We teach learners the hard and soft skills necessary for navigating a future of life-long learning where they will have to create their own value in the world. As educators, we inspire ideas and nurture creativity and innovation, however, we want students to gain autonomy over their educational experience and journey.
La Citadelle provides a rigorous curriculum in a holistic and supportive environment whereby our students excel academically, share an enthusiasm for knowledge, are outstanding world citizens, and value ethics and personal responsibility.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
La Citadelle offers a comprehensive, balanced and academically advanced program in languages, arts and sciences, enabling its students to acquire the fundamental intellectual, emotional, social and physical foundations to live a full and enriching life in an ever-changing global and technological 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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We specialize in providing effective remedial education for learners with exceptionalities such as Dyslexia, Aspergers, and ADHD/ADD. Our teachers are equipped with the strategies and approaches of Orton-Gillingham and understand how to create a positive and comfortable educational environment for students who are struggling with learning disabilities.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Nursery/Toddler - 12
0%
3%
$0
$3,000
100%
80%
3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades Nursery/Toddler - 12
No
No
No
No
No
Yes: grades 3 - 12
No
Yes: grades 8 - 12
No
No
We work with all types of learners, but we specialize in providing education for unique learners or those with exceptionalities. We are able to teach the skills necessary for navigating a world which will require a skilled labour market and life-long learning. Many of our students are out-of-the-box thinkers are creative, innovative, and don't fit the mold of the mainstream classroom.
At La Citadelle, we believe that every child is unique in their own way, and that it is our duty to help each student shine and thrive through the grades and life itself. A Positive attitude and a willingness to learn always helps.
