615 Wellington Street, London, Ontario, N6A 3R6, Canada
P.O. Box 100, Wilcox, Saskatchewan, S0G 5E0, Canada
Indirect Support:
615 Wellington Street, London, Ontario, N6A 3R6, Canada
P.O. Box 100, Wilcox, Saskatchewan, S0G 5E0, Canada
2012
1920
30
310
8 to 12
8 to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Liberal Arts
Traditional
6
12 to 16
Learning, Developmental, Behavioral
Learning, Behavioral
In-class adaptations
In-class adaptations
$20,200
$3,400 to $11,550
$23,100 to $53,550
No
Yes
0%
30%
None
8 to 12
$0
$10,000
6
62
0%
87%
94%
90%
7, 8, 9, 10, 11, 12
9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 8 - 12
Yes: grades 9 - 12
No
No
information not available
information not available
The Sycamore School doesn’t look like a typical school—it occupies a house in downtown London—and, in fact, it isn’t a typical school, which is why families turn here. The students arrive having demonstrated their skills and academic abilities, yet, for a range of reasons, aren’t reaching their potentials in a more traditional learning environment. Instruction is cooperative, allowing students to take responsibility for their learning in consort with their instructors. One of the goals is to motivate learners, and to help them find their own unique paths to success. The ideal student is one who will thrive within a very close-knit, student-oriented setting, and who is capable of operating at the top of his or her peer group.
View full reportThe school began its life in 1920 as a convent school, though came into its own—and gained the present name—after Father Athol Murray arrived in 1927. Murray is one those great Canadians that we all should know more about. Charity was a guiding principle, and he believed that quality education was to be offered to all, if they wanted it, whether they could pay for it or not. Indeed, many students he admitted couldn’t, and he took them anyway. It was on that basis that he was invested into the Order of Canada.
Still, Murray is more remembered today due to his influence in regional and professional hockey. He once said, “I love God, Canada and hockey—not always in that order.” He built the Notre Dame Hounds into a force, and in time the program attracted students for that reason, many of who went on to professional careers. Olympic medalist Delaney Collins is an alum, as is Wendell Clark and of course many others. That said, there is far more to the school than hockey. The program is based in the Catholic tradition, and attention to values is a particular attraction, both for students who share that tradition as well as those who don’t. Character is important, too, and while we tend to look first at the hockey program, the list of notable alumni would be impressive even without the NHL players. The ideal student is one looking for a strong foundation for their careers at university and beyond.
View full reportinformation not available
information not available
"The Sycamore School offers personalized, alternative education recognizing that today’s learners must be capable of independent, flexible thinking in times of continuous change. The school has developed a unique approach in educating students who struggle with personal anxiety and stress. High school courses are offered within a multidisciplinary framework enabling positive learning experiences. Collaborative, welcoming classes are taught by subject specialists whose enthusiasm may further spark student engagement."
"Athol Murray College of Notre Dame is a private, independent, co-educational boarding high school, rooted in Catholic tradition and open to students of all faith backgrounds. Athol Murray College of Notre Dame is dedicated to the development of intellectual, social, emotional, spiritual and physical qualities of our students with a passion for lifelong learning. Through a balance of strong academic, athletic and spiritual growth in a safe and caring prairie environment, we prepare our students for life as leaders."
"Our students work best in the small community atmosphere that they have chosen to guide their path to high school graduation. Students are supported by their teachers and other staff who adapt the learning opportunity to reflect student learning preferences, ambitions and life goals."
"Athol Murray College is more than just a school, it is a way of life. The College is located on 50 acres within the small rural Village of Wilcox, surrounded by endless skies and expansive views, with breath-taking sunsets and ocean like wheat fields. This physical location allows for our students to feel safe, secure and part of a local community. It provides an unique atmosphere free from the distractions, but still connected to the global world with our 21st Century Education Learning Plan."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Our students and their families have chosen The Sycamore School for the low student: teacher ratio that is, on average 1:6. Our micro school population ensures a less stressful environment for students and a more co-operative and inclusive atmosphere for those who wish to focus on completing their high school education."
"Families will choose Notre Dame because of the proven success of our challenging academic, athletic and spiritually balanced lifestyle. Notre Dame develops leaders who are equipped with the emotional, physical, mental and social tools needed to become successful and contributing members within their own communities. The developmental growth within ND students is the most noticeably distinguished character commented on by our parents and guardians."
Information not available
Information not available
"Since The Sycamore School has worked hard to avoid the traditional school-like setting, students and their parents learn to appreciate the home like surroundings; homeschooling parents refer to TSS as the homeschool away from home. We are proud of that difference."
"One of the aspects of our school that is often overlooked is the convenience of all essential amenities located in one location. Our university style campus provides everything you need with no more long hours spent driving to location for sports or clubs. It's all right outside your doorway. We are not just a hockey school, we have 15 high school sports including ND Alumni competing professionally in football and rugby and a new Esports Athletic Program (Canada's 1st Prep-College Program)."
"Students and their families often comment on the atmosphere of caring that they feel in the entire school population … students and staff. There is an easy integration among students and staff of differing grades, ages, genders and cultures that creates a community of learners. Completing assignments at school with teacher assistance enables families to participate more fully in after school activities."
"Families might find surprising that no other high school in the world has developed more elite junior, collegiate, USPORTS, NCAA, National, Olympic, NHL and professional hockey players than Notre Dame with over 215 NHL drafted players alone. ND graduates also receive more than twice as much in post-secondary scholarships and 50% more scholarships that the average Canadian high school. 80% of all students are on the Honour Roll with 100% graduation rate."
Information not available
Information not available
Information not available
Information not available
Learning in the 21st Century requires that schools change with the times. Bodies of knowledge do not stagnate and education must not continue to do so. At the turn of the 20th Century, John Dewey believed that "the teacher should only provide background information and have the students work together in groups on the concept. This should start conversation and discussion, and give rise to valuable collaboration. Although the written exam would continue to play an important role, particularly presentations, projects and other evaluation techniques are used to keep track of the progress."
The London School pedagogy considers these notions and takes them forward into the 21st Century where all that exists as knowledge is available to everyone who knows how to access it in the online forum, how to evaluate the credibility of the information and how to interpret its meaning. Students no longer must prove their worth by spouting the wisdom of the ages but rather by developing the discernment required to use knowledge to its best advantage; how to apply it to everyday life and how to evaluate the impact of certain knowledge and actions from the appropriate historical perspective. We do not want future generations to repeat past mistakes but we do want them to understand how their choices and actions will shape their future. What our students need to know remains to be seen. It is our job to ensure that they have the confidence and skills to recognize the value and application of knowledge as presented to them through a variety of personal and school experiences.
information not available
Traditional
Information not available
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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
Our progressive liberal arts program aims to deepen the learning experience while strengthening skills and exciting a passion for learning in a creative, collaborative environment. We focus on building opportunities for success and provide a stimulating intellectual environment where students can shape their academic goals. We work with family teams for anxious and stressed students and develop personalized academic plans for students experiencing school refusal that has compromised their success in traditional schools. The High School program, leading to the OSSD (Ontario Secondary School Diploma) for which our school is authorized to grant credits on behalf of the Ministry of Education, is based on the courses offered toward the OSSD as outlined in the Ministry document entitled Ontario Schools, Kindergarten to Grade 12, Policy & Program Requirements. Each course is presented in a manner that accommodates individual learning needs at a pace that supports student success.
The academic program at Notre Dame is an integral part of the development of the complete Notre Dame Hound. Graduates from Notre Dame are regularly accepted at top universities in Canada, the United States and abroad. At Notre Dame, our academic strength lies in the philosophy that all students benefit from a positive learning environment. It is more than the delivery of the curriculum that is important. Our students excel in an environment that is supportive and demanding, challenging each student to strive for growth and understanding in all academic areas. A professional, highly educated and highly motivated academic faculty provides students with a unique learning experience. The creation of a positive classroom environment where students are challenged to think and speak for themselves contributes to the education of our students. The Notre Dame academic program demands excellence from students and prepares these same students to achieve greatness beyond Notre Dame.
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.
Information not available
Textbooks are used as reference, not followed as curriculum delivery systems.
Information not available
Information not available
Not applicable
Not applicable
Information not available
Not applicable
Not applicable
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
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
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.
Choices of Literature are based on individual choice with teacher approval of relevance to curriculum expectations. Current literature in all genre is explored. Reading, writing, analysis and thought are presented as means of enjoyment in learning.
Information not available
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
Not applicable
Not applicable
Information not available
Information not available
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.
Since student choice and interest is germane to the success of their learning experience, current thought and discovery is examined within the appropriate historical perspective. Content is explored through various lenses especially those of the indigenous peoples of the world.
Information not available
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
In response to student interest, many First Nations Languages may be offered. Oneida and Lunaape languages have been well received by First Nations and non First Nations students.
Information not available
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.
Practicing artists become part of the teaching/guiding program in Visual Arts.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Technology is an integral part of learning at Athol Murray College of Notre Dame. we strive to use modern teaching approaches that use technology to enhance student learning, facilitate collaboration, and make creating and communicating e ective and easy. we work closely with students to develop their technology skills and to promote the responsible use of technology and social media tools. Notre Dame also provide families back home an online portal to be able to access student grades, school calendars and collaborate with the Notre Dame Community from anywhere in the world. Every student is issued a tablet that can be utilized from anywhere on our wireless campus. for students frequently traveling o campus, it is easy to stay organized, access coursework and connect with teachers and classmates.
Web design
Robotics
Computer science
Our Healthy Active Living Plan is focused on building opportunities for health and wellness that can last a lifetime. We approach fitness from an outdoor education platform that enables youth to engage with nature and creates a learning environment that extends beyond the classroom walls.
Information not available
Not applicable
Not applicable
Information not available
Standard-enriched
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.
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.
Students may choose open prerequisite subjects from other grade levels based on interests and/or special abilities. Assignments and evaluation techniques are tailored to specific learning strengths; for example oral exams or quizzes or power point instead of essay.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our aim is for our students to meet their graduation requirements at their own pace, within the expectations of Ontario Secondary School curriculum in a positive manner that is meaningful and memorable for the individual .
At Notre Dame, our academic strength lies in the philosophy that all students benefit from a positive learning environment. It is more than the delivery of the curriculum that is important. Our students excel in an environment that is supportive and demanding, challenging each student to strive for growth and understanding in all academic areas. The Notre Dame academic program demands excellence from students and prepares these same students to achieve greatness beyond Notre Dame.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The Sycamore School's Trillium Teaching method has been designed to enable students to develop personal resilience, discernment and empathy so that they can bring a sense of purpose and strength to their future.
Our aim is the growth of individuals with deeply rooted personal values, who are ready to take responsibility for their own lives and to serve the true needs of our society in Canada and the world. This aim is achieved through the College's program of studies and of spiritual, cultural and social activities, with a special emphasis on athletics. It is also reached through the experience of community life in the College, a life involving both cooperation and competition in the context of the prairie village of Wilcox.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations: preferential seating, computer use, lighting alternative, reduced sensory stimuli if possible, Use of headphones/music when appropriate, Cue transitions, Breaks, Using timers/planners, self-monitoring Additional: Written/Verbal explanations, Visual cues, supportive peer placement, reduce/minimize distractions, address fragrance sensitivity, increase distance between desks, alternative workspace, direct instruction, simplified format, smaller, chunked amounts of work, repetition of information, scribing, note sharing, focus prompts, verbal/visual signals to begin, positive reinforcement, peer assistants, responses given privately, mind mapping, use graphic organizers, hands-on materials/activities, manipulatives, dramatization of information, note taking instruction, teacher modelling for notebook organization, active participation, acceptable alternatives; provision of video tutorials, extended time, alternative locations or formats, large print, one question per page, increased line spacing; Providing a designated reader, headphones/music, visual tracking tools , space to stand, recording devices to capture oral responses and encouraging verbal and/or graphic responses
Information not available
High school aged students typically may have previously diagnosed learning disabilities; The Sycamore School will refer students to an appropriate clinician for assessment and/or renewed assessment as indicated. The Sycamore School offers accommodations to students with learning disabilities who are able to work toward achievement of graduation requirements with minimal support. Small classes may be the support that individual students need.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
8 - 12
0%
30%
$0
$10,000
94%
90%
7, 8, 9, 10, 11, 12
9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 8 - 12
Yes: grades 9 - 12
No
No
No
No
No
No
Yes: grades 8 - 12
No
No
No
Teens who are experiencing anxiety, depression, sensory overload, social anxiety and/or school refusal and who have demonstrated the ability to complete credits toward the OSSD (Ontario Secondary School Diploma but may who require more time in order to meet the graduation requirements.
The Notre Dame Man & Woman The world today is looking for men and women, Who are not for sale Who are honest, sound from centre to circumference, true to the heart's core With consciences as steady as the needle to the pole Who will stand for the right if the heavens totter and the earth reels Who can tell the truth and look the world right in the eye Who neither brag nor run Who neither flag or flinch Who can have courage without shouting it In whom the courage of everlasting life runs still, deep and strong Who know their message and tell it Who know their place and fill it Who know their business and attend to it Who will not lie, shirk or dodge Who are not too lazy to work, nor too proud to be poor Who are willing to eat what they have earned and wear what they have paid for Who are not ashamed to say "No" with emphasis God is looking for them. He wants those who can unite together around a common faith - who can join hands in a common task - and who have come to the kingdom for such a time as this. God give us such as them. Not only will they be better prepared to fulfil their duties as a citizen, they should make a better friend, a better husband, a better father, a better wife, because free people do. They will, in short, be better prepared to live, and when their hour comes, they will know better how to die because free people do. – Athol Murray
The deposit of $2,000.00 represents part of the total yearly tuition and as such is applied to monthly tuition at the rate of $200.00/month or fraction thereof over the ten month period.
