3635 Atwater Avenue, Montreal, Quebec, H3H 1Y4, Canada
2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
1861
2006
227
750
7 to 12
JK to 12
Girls
Coed
Day, Boarding
Day
English, French
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
14 to 18
Varies
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
In-class adaptations
$18,411 to $39,419
$10,095 to $14,395
$42,863 to $64,500
Yes
No
22%
0%
7 to 11
None
$8,350
$0
38
50
7%
0%
0%
40%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades 1 - 12
No
No
Yes: grades 7 - 11
No
information not available
information not available
The Sacred Heart School of Montreal was founded in 1861, and built around the principles that were at the core of the Society of the Sacred Heart, which was begun by Saint Madeleine Sophie Barat in 1800. Among those principles was to educate girls to take part in society beyond the home or the church. Barat sought to encourage girls to take a transformative role in their communities, something that, it perhaps goes without say, was a unique perspective for the time. Sacred Heart continues to follow that ideal, expressing it within modern curricular and extracurricular programing, including the integration of 21st century literacies and online tutoring. An international gaze, too, is used to inform the program, seen specifically in service trips and international exchanges. The school was unique when it was formed, and it remains at the cutting edge of education today.
View full reportSt. Jude’s is, notably, an IB world school which, as of September 2018, will be offering the entire continuum, from the primary years through the high school grades. That’s a draw for the families that enroll here, principally because of the strength of the academic program and the international focus that it allows. The IB was developed to educate toward a facility with the core curriculum—language and numeracy—as well as interpersonal communication, creative engagement with others, and an empathetic view toward the diversity within the global setting. St. Jude’s does all of that, including the values piece, which often isn’t perhaps stressed as much whenever people discuss the IB. The school promotes an understanding of our place in the world, as citizens, in the awareness that other people, of course, are citizens, too, just like us. The culture of the school is close-knit, with small class sizes and an very safe, family feeling throughout. It’s also a very vibrant, active school community--the entire school meets every day for a morning assembly, something that solidifies the sense of place and belonging, something further enhanced by the house system. There’s a lot going on, and every point within the school affords a front-row seat. The ideal student is one able to thrive in a diverse, challenging, socially engaged academic atmosphere.
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"Teachers are approachable, candid, and work with families in the best interest of the child."
Dania Szanajda - Parent (May 22, 2020)
The SHS of Montreal has been an incredible experience for my daughter. As parents of a special needs...
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"...when I started CEGEP, I actually realized that I had an advantage over most of the other students in my classes that went to other schools."
Natasha Vitale - Alumnus (Jun 24, 2020)
Attending Sacred Heart was the best decision I ever made! The teachers were friendly, approachable, ...
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"I was very happy with the quality of instruction I received because I felt as though it made me well prepared for post-graduation."
Beatrice Mackie - Alumnus (Nov 16, 2020)
My time at Sacred Heart was brief but memorable. Following the closure of my past high school, Sacre...
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Kind and supportive
Andrew Gonzalez - Parent (Jan 23, 2018)
My child has told me that he really enjoys St. Jude’s Academy. I believe that what he likes the mo...
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"he has developed a good rapport with a few key teachers"
Jenny Chai - Parent (Jan 23, 2018)
Our son has just started in Junior Kindergarten at St. Jude’s Academy, and his favorite subjects a...
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Values and education
Lyne El-Husseini - Student (Jan 23, 2018)
My time at St.Jude's Academy has been exceptional. I have been in the school for four months already...
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"Since 1861, we have been dedicated to graduating confident and brave women, full of potential and prepared to take on the world. The school is committed to developing young women of intellect, conviction, compassion and with a sense of justice for all; leading to the MEES Secondary-School Diploma. An all-girls grade 12 program, and boarding, are also available. In a constantly evolving world, choose Sacred Heart to accompany and encourage your daughter on this journey of personal and developmental growth."
"St. Jude’s Academy (JK-Grade 12) is the leading private university preparatory and IB World School (PYP, MYP, DP) in Mississauga/GTA. Our experienced faculty are world leaders in IB education. The focus on fundamentals and individualized approach ensures 100% of our graduates are accepted into their chosen university while our Phys. Ed, Arts and language specialists nurture the whole student. Supported by our community of faculty and parents, our students are inspired to confidently make their mark in the world."
"Sacred Heart encourages its students to thrive academically as well as socially, and to strive for greatness, all of which are part of Sacred Heart’s fundamentals and core values. The school teaches its students to feel empowered and brave enough to take on a world that will challenge them in many different ways over the course of a lifetime, but also feel safe enough to rely on their Sacred Heart community for support and encouragement."
"SJA was the first in Mississauga to offer a continuum of education for students aged 3 to 19. Our students’ experience, their stride and their goals will be helped by the care and expertise of faculty and staff. SJA offers a unique education experience that goes beyond academics and provides a careful balance of Student Life. This careful balance has proven to provide lasting, influential and significant changes in the lives of our students."
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"Students at all-girls schools have higher aspirations and greater motivation than their female peers at coed schools because all-girls’ schools are specifically dedicated to the ways girls learn. Our dedicated, highly qualified faculty understand that girls learn differently than boys and all-girls’ schools are able to focus on girls’ unique learning styles. Our students are then inspired to become informed, engaged global citizens who lead with determination, competence, and empathy."
"In the caring and vibrant SJA community, students are motivated and guided to take ownership of their intellectual and moral growth and develop the self-esteem and courage. At St. Jude's Academy they will need to deal successfully with the challenges and opportunities that high school and university hold. It is the only school that has a n educational experience designed to inspire and challenge students."
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"Access to a worldwide Network of Sacred Heart Schools
Upon enrolment, your daughter becomes part of a worldwide network of sister schools which includes over 150 schools in 41 countries. This network allows us the unique opportunity to offer a diverse and far reaching student exchange program."
"In the caring and vibrant SJA community, students are motivated and guided to take ownership of their intellectual and moral growth and develop the self-esteem and courage. At St. Jude's Academy they will need to deal successfully with the challenges and opportunities that high school and university hold. It is the only school that has a n educational experience designed to inspire and challenge students."
"The importance of our Sacred Heart Community
When joining Sacred Heart, you develop a common goal with the faculty, staff, parents and alumnae. That goal is to come together and encourage its students to follow their ambitions while supporting them each step of the way, because Sacred Heart is not just a school, at its core, it's a community."
"SJA is different... their SJA commitment is to ensure that the student always comes first takes is evident in everything at SJA. The faculty/staff goes above and beyond every day to prioritize students’ development of academics, confidence, strong work ethic, independence and effective learning habits. This focus and delivering the recognized IB programs within a caring and vibrant community, motivates students and guides to them to take ownership of their intellectual and moral growth"
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At The Sacred Heart School of Montreal, we believe that girls possess incredible potential and are capable of achieving remarkable things. Since the inauguration in 1861, we have been dedicated to providing a nurturing and inclusive environment where students can flourish academically, grow personally, and develop the skills necessary to navigate an ever-changing world. Through innovative teaching methods and personalized attention, we foster a love for learning and equip our students with the tools they need to excel in college, careers, and beyond. We prioritize the social and emotional well-being of our students, providing a supportive environment where they can build resilience and a strong sense of self.
More than a School, a Community
Not only is The Sacred Heart of Montreal located in the heart of Montreal where we have been a part of the city's fabric for over 160 years, but we are privileged to be part of a larger Sacred Heart community. Our network consists of 150 schools across 41 countries and creates a sense of belonging while enabling growth. As a member of this worldwide network, we benefit from a wealth of resources, expertise, and collaborative partnerships that enhance our ability to deliver a transformative education. With this network also comes the opportunity for our students to visit one of their sister schools around the world. We believe that international experiences can greatly enrich one's education and personal growth, and we are committed to providing our students with the chance to broaden their horizons through cultural immersion and academic exploration.
As you explore our school, we hope you will gain a deeper understanding of the vibrant and enriching educational experience that awaits you at The Sacred Heart School of Montreal. We invite you to join our community of trailblazers, innovators, and change-makers, where young women are empowered to embrace their potential and shape a brighter future.
Our Mission
These are only some of the ways that we ensure that our learning environment encourages our students’ progress. As a Sacred Heart network school, our mission is to nurture the mind, body, and spirit of all our students; our five goals allow this mission to develop organically into in-school as well as extracurricular activities that push students to get involved in their communities, develop their social awareness, and seek personal and academic growth. All this and more ensures that all students leave Sacred Heart as well-rounded and accomplished young women.
St. Jude's Academy is distinctive due to the weight we place on achieving fluency in language and effectiveness in numeracy; we instil in all our students a firm practical, cultural and artistic framework which reinforces all academic studies. Our students have confidence to express themselves effectively in both their public and private lives. I encourage parents to come check out our school and see the difference a caring atmosphere can make.
Progressive
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Small class sizes guarantee students individual attention from our dedicated faculty. An accelerated mathematics program leads to Calculus in Secondary V. The school also offers an AP course in European History, Psychology and English. French is offered at four levels to match girls' aptitudes, including Français langue d'enseignement, which is equivalent to what is taught in a French school. Sec I & II have the opportunity to take Social Sciences (History and Geography) in French. The Faculty Scholars program allows motivated students to work on an independent project with an expert in the field. Sacred Heart girls benefit from the balance between academic excellence and rich extracurricular programs. Students compete in team sports such as ice hockey, basketball and soccer, and participate in clubs.
The aim of all International Baccalaureate Programmes is to develop "inquiring, knowledgeable and caring" internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The overall objective of the Mathematics programme is to produce problem solvers, using mathematical reasoning and communication. At all levels the assessment of Mathematics is based on two competencies, these being Solves a Situational Problem and Mathematical Reasoning. The content of every course is divided into Algebra and Arithmetic, Geometry, and Probability and Statistics. The accelerated programme moves advanced Mathematics students through the secondary school curriculum in four years instead of five, allowing them to complete AP Calculus in Secondary V.
At SJA, we believe that the best learning in mathematics comes from creative exploration. However, we still see the value in some traditional approaches in math. We ensure that the most useful traditional methods are carried forward into our discovery model. With this blended model, we have seen the greatest increase in mathematical ability and retention. For our Lower School math curriculum, we use Math Makes Sense workbooks and textbooks. We effectively combine an inquiry approach with a practical approach. Our students memorize addition, subtraction, multiplication, and division facts as required by their grade-level specific math curriculum.
We use Math Makes Sense workbooks and textbooks for Lower School (JK to Grade 6) students.
Specific to each grade level, as per IB policies.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Inquiry
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.
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.
Science plays an integral role in our daily lives, and is constantly changing and expanding. Our science programme grants students the opportunity to reach their full potential. Students are exposed to a range of topics in the fields of Biology, Chemistry, Physics and Earth Science. Constructivist and cooperative methods of learning are used in order to provide the best learning environment and to accommodate different learning styles. Students learn the value of rigorous intellectual inquiry, through both laboratory and theoretical work. They become aware of both the positive and negative effects of science on society, and of the relationships between science and other disciplines, with a focus on technology. This awareness will help them to become critical and self-assured thinkers and to make informed decisions on matters involving science.
Our teaching approach to Science follows the IB approach, specific to each grade level.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The English Language Arts programme promotes the love of learning by encouraging students to deepen their appreciation of literature and their understanding of language encountered in media texts. Students engage in open and respectful discussion of a wide range of ideas, including major ethical and moral dilemmas faced by humankind. The choice of literature and the topics of discussion and debate encourage intellectual development and a habit of reflection.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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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 mission of the Social Sciences Department is to foster a thoughtful understanding of the context, infrastructures, ideas, and forces that shape the modern world. Through a multi-disciplinary programme that comprises geography, economics, history, politics and citizenship, students learn about people and places, their power and potential, in the past and present. Our aim is to prepare students for further study and citizenship by combining scholarly insight and practical application. This will enable students to acquire a refined sense of ethical purpose and a heightened appreciation of humanity and its institutions.
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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.
The globalization of our modern world has made ease of communication and general cultural awareness increasingly important. A knowledge of languages gives students not only the ability to communicate orally and in writing, but also the opportunity to discover and explore the world’s cultural diversity, whether through literature or the print and electronic media, or through interaction and exchange with individuals in their immediate community and around the world.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
The Arts are an integral part of our society and our life experiences and are therefore an essential part of a well-rounded education. They open the door to artistic sensitivity, creativity, and the exploration of a student’s talents and interests. They further develop leadership skills, self-confidence,creative thinking and approaches to problem solving as well as provide the means to explore various mediums of personal and artistic expression. Each discipline combines theoretical understanding with a variety of practical applications in both individual and group settings. Historical, cultural and individual perspectives place the arts within a broader context; and students learn to analyze the role of the arts in the past and present and to recognize their power as both a catalyst for, and a recorder of, social change.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
With the introduction of Chromebooks for all students. technology has become fully integrated into our daily curriculum. Indeed, each student starts the day by reading the \'Daily News\' which appears as the homepage when first opening up their Chromebook.\n\nEach class also has a \'Google Classroom\', a virtual classroom, which teachers can use to place learning material, evaluations or otherwise engage with the students in discussion and classwork. A majority of work is now handed out, worked upon and returned to the teacher in a digital format.\n\nUsing the collaborative tools available through the use of the Google for Education program, students can work in groups, share notes and work on the same document even when at home or in different classrooms.\n\nTechnology is used to keep students engaged in various ways.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
In addition to giving students the opportunity to increase their level of physical fitness and raise their awareness of healthy lifestyle choices, the physical education programme fosters values that are an integral part of a Sacred Heart education: teamwork, sportsmanship, leadership, respect for themselves and for others, and a spirit of community.
Learn about our Physical Education program for Lower School (JK-6) students by copying and pasting this link: https://stjudesacademy.com/student-life/lower-school-jk-6/athletics/ and learn about Physical Education for Upper School students (Grades 7-12) by copying and pasting this link: https://stjudesacademy.com/student-life/upper-school-7-12/athletics/
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The SJA Kindergarten Program provides a solid academic foundation of reading, writing and math. Our students are introduced to French daily for 30 minutes. JK and SK students also enjoy daily Music and Art. Our Kindergarten students also benefit from: reciting poems an in-school science fair & contest in-school spelling bee an oral competition Show n' Share presentations From an early age, SJA students begin to discover that the world is a fascinating place. Field trips, performances, and community service are creatively integrated into the academic curriculum at every level.
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.
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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.
The school provides a rigorous education that incorporates all forms of critical thinking and inspires a life-long love of learning.The curriculum develops aesthetic values and the creative use of the imagination.The faculty utilizes a variety of teaching strategies that recognize the individual needs of every student.Members of the school community model and teach ethical and respectful use of all learning resources, both written and electronic.
We believe that all students can learn and thrive within the IB model. The focus on fundamentals and individualized approach ensures student success.
"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."
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."
At The Sacred Heart School of Montreal, our mission is to nurture the mind, body and spirit of each student in a supportive and caring environment.
Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.The focus on fundamentals and individualized approach ensures student success while our Phys. Ed, Arts, and language specialists nurture the whole student.
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
Information not available
Sacred Heart has a comprehensive accommodations policy and assessment policy on the evaluation of student learning. The school honours most recommendations made by licensed professionals and provides accommodations for learning and social-emotional challenges.
SJA has partnered with Oakwood Academy, an individualized education school, to offer private school for students who have learning difficulties. Please see Oakwood Academy for further information.
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
7 - 11
22%
0%
$8,350
$0
0%
40%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades 1 - 12
No
No
No
No
Yes: grades 7 - 11
No
No
Yes: grades 1 - 12
No
No
No
No
The Sacred Heart School of Montreal is for girls seeking an education that combines academic excellence and timeless values. Sacred Heart has more than 157 years of experience graduating young women of action with solid skills and tools for success. Rich in cultural, religious and socio-economic diversity, Sacred Heart students have the courage and confidence to take their place in an ever-changing world. The goal of a Sacred Heart education is to help each student to develop her intellectual and personal gifts and talents to the fullest.
Welcome! We are delighted that you are considering St. Jude’s Academy. This application package is an integral part of our admissions process. Please be assured that none of the questions are intended to prevent students from being invited to attend our school. We are trying to gain as much information about students and their families as possible so that all parties involved have a solid foundation for a rich and engaging personal interview. We admit students for the following September on a continuous basis throughout the year. Admission to St. Jude’s Academy is competitive; thus, to avoid disappointment, we encourage you to apply as soon as possible.
We look forward to welcoming you and your daughter to the Sacred Heart community. We accept applications all year long but it is always good to apply early.
STEP 1: THE TOUR
We begin with a personalized information session, offering an in-depth understanding of our IB Programme and Student Life. Subsequent to this session, we extend an invitation for you to embark on a personalized tour of our St. Jude’s Academy campus – you will be able to experience our classrooms in session, engage with our dedicated teachers, and ask questions.
We eagerly anticipate the opportunity to welcome you to the St. Jude’s Academy family!
STEP 2: THE ASSESSMENT
For students in Grades 1 to 8, applicants complete one day of assessments in reading, writing and math, to give us a better understanding of their strengths and opportunities.
We also ask for the following:
1. For Upper School students (Grades 9 to 12): English, Science or Social Studies teacher reference
THIS FORM is to be completed by the student’s current English, Science or Social Studies teacher.
2. For Upper School students (Grades 9 to 12): Math teacher reference
THIS FORM is to be completed by the student’s current Math teacher.
3. Report Cards for SK – Grade 8
Please scan (or take clear pictures with your phone) the two most recent Report Cards for your child.
During the summer, as schools are closed, Teacher References are not required for new registrations for the September 2024 start date. We will be reviewing report cards to assess suitability for our academic program
Upper School (Grades 9 to 12) students’ Teacher Reference forms must be submitted from the teachers to the Admissions Office email ([email protected]) directly. Please submit supporting documents by emailing them to our Admissions Team at [email protected].
STEP 3: THE DECISION
Admission decisions are made based on a careful review of the applicant’s report cards, academic potential, extracurricular accomplishments, character and overall suitability for the IB St. Jude’s Academy experience.
Please let us know if your child has any academic, social or behavioural concerns. Learning support is available. Our Guidance Counsellor continues to assess student cases as needed.
STEP 4: THE FINAL STEP - REGISTRATION FORMS
Once your Report Cards are assessed, and we believe that your child would be a good fit for St. Jude’s Academy, we will invite you to complete and submit our Registration Package electronically. This package is available on our website by grade on our Tuition and Fees page, linked below, and or will be sent to you on completion of the Information Session.
Detailed payment options are in the Registration Package.
Welcome to St. Jude’s Academy! We look forward to meeting you soon!
Tuition and Fees