3635 Atwater Avenue, Montreal, Quebec, H3H 1Y4, Canada
4277 14th Avenue, Markham, Ontario, L3R 0J2, Canada
488.0 km
344.3 km
1861
1991
227
400
7 to 12
Nursery/Toddler to 12
Girls
Coed
Boarding, Day
Day, Boarding
English, French
English
Academic
Academic
Traditional
Traditional, Montessori
14 to 18
Varies
Learning, Developmental, Behavioral
In-class adaptations
Accelerated curriculum
$18,411 to $39,419
$11,500 to $16,500
$42,863 to $64,500
$37,500
Yes
No
22%
0%
7 to 11
None
$8,350
$0
38
24
7%
8%
0%
100%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
9, 10, 11, 12
Rolling
Not available
Rolling
Not available
Yes: grades 7 - 12
Yes: grades K - 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 reportTrillium, in some senses, hits the sweet spot in terms of size: it’s small enough to maintain an intimate, student-centred feel, yet large enough to have a robust program of extra-curricular activities. The Montessori focus in the early years carries over somewhat into the middle and upper grades, most evident in the attention to community and a sense of belonging within the school family. While the academic program is proven, the community of the school is also an important draw. Instruction is challenging, yet supportive, and cast within a global lens, perhaps most evident within the language programs offered. The ideal student is one looking for something different, able to thrive in a diverse academic atmosphere, and preparing to enter university.
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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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"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."
"Founded in 1991, Trillium School is a co-educational school with Montessori-based kindergarten. Trillium serves students from 18 months to Grade 12. The school is housed in a 38,000 sq ft facility, complete with a full-sized gymnasium, computer and science laboratories, a library and fully contained schoolyard. Trillium believes in developing the whole child through a balanced approach to education. The enriched curriculum and high expectations demand a disciplined approach to students' studies. Our High School division provides an enriched, challenging academic programme in a nurturing and stimulating learning environment. Students are encouraged to show initiative and leadership, and challenge themselves to reach their potential. Our university preparation program is designed to identify and prepare the students to reach their post-secondary goals. Trillium offers assistance to the students and help them select the most suitable programmes in colleges and universities. The High School offers a number of awards and scholarships to incoming and current students every year to recognize students' success in academic and other areas. We encourage students to pursue excellence and achieve their best in all intellectual, artistic, physical and social pursuits."
"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."
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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."
"All our teachers and staff stay at the school for many years.
The parents think that all our teachers and staff are very friendly."
"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."
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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."
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"1. Teaching girls since 1861
2. Small class sizes with an average of 18 students per class
3. Dedicated, highly qualified faculty with a student-faculty ratio of 6:1
4. Free online tutoring available 24/7 through PAPER
5. Generous Bursary Program"
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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.
Trillium was founded in 1991. The school is committed to establishing within each of its students a strong foundation of work and study skills, a varied and extensive base of knowledge, and an ability to critically examine, discuss,and assess the world around them. Trillium graduates shall be global citizens, compassionate and tolerant in their perspective. They will have the self-confidence to try new things and the self-motivation to strive throughout their lives to meet high social, moral and work standards.
Traditional
Montessori
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Our Casa program effectively melds Montessori methodology with a more structured and traditional approach to the curriculum. A great deal of hands-on work is included throughout the Casa years.
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.
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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.
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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.
Information not available
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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.
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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
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
Core Knowledge
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).
Information not available
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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.
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
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.
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Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
The Trillium Casa program effectively melds Montessori methodology with a more structured and tradition approach to the curriculum. In the earliest years, a structured classroom environment helps children begin to develop the independence needed to be successful learners, Children focus on adapting to a classroom environment, listening to their teachers and classmates, and following instructions.
Accelerated
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).
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).
Information not available
Rigorous
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 “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”.
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.
In many subject areas, our program exceeds the curriculum requirements of the Ontario Curriculum as set out by the province's Ministry of Education.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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.
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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%
100%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
9, 10, 11, 12
Rolling
Not available
Rolling
Not available
Yes: grades 7 - 12
Yes: grades K - 12
No
No
No
Yes: grades 9 - 12
Yes: grades 7 - 11
No
No
Yes: grades K - 12
No
Yes: grades 1 - 12
No
Yes
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.
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.