3635 Atwater Avenue, Montreal, Quebec, H3H 1Y4, Canada
20561 Logan Ave., Langley & Burnaby, British Columbia, V3A 7R3, Canada
Indirect Support:
3635 Atwater Avenue, Montreal, Quebec, H3H 1Y4, Canada
20561 Logan Ave., Langley & Burnaby, British Columbia, V3A 7R3, Canada
1861
1993
227
78
7 to 12
8 to 12
Girls
Coed
Day, Boarding
Day
English, French
English
Academic
Academic
Traditional
Progressive
14 to 18
3 to 6
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$19,347 to $42,558
$8,900 to $19,500
$45,116 to $65,828
Yes
Yes
30%
25%
7 to 11
8 to 12
$8,300
$5,000
38
16
7%
0%
0%
0%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades 8 - 12
No
No
Yes: grades 7 - 11
No
information not available
“Whytecliff is different, something the youth and families who attend seem to deeply appreciate. … For students with diverse learning needs, especially those who have struggled with anxiety or depression, Whytecliff is a refuge—an island of stability in a turbulent world.”
“The hallmark of the Whytecliff program is that it’s community-based and anchored in real relationships.”
“Whytecliff is a hidden gem and an academic setting like no other.”
Read The Our Kids Review of Whytecliff Agile Learning Centres
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 reportThe school began operations in 1993, though is an expression of a larger program of activity that dates back to 1975 with the creation of the Focus Foundation, a non-profit intending to provide social and educational support for youth aged 13-19. Since the beginning, the force of the programs was in working with assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. The school extends that mandate, providing a positive, understanding environment for students who, for a range of reasons, haven’t been able to thrive in prior academic settings. The proof, as they say, is in the pudding, and that’s demonstrated through high rates of attendance, course and degree completion, and academic success. Students arrive with a range of challenges, though also with a shared experience of finding themselves on the periphery of their various social circles. In that sense, while they may be different from each other, here they are different in the same way. The school, for many, is the first truly positive, inclusive community they’ve been a part of. That forms the basis of the work of the school, as does a faculty that brings a wealth of professional and therapeutic accreditation and experience.
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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."
"Whytecliff Centres in Langley & Burnaby offer a highly successful Gr. 8-12 curriculum tailored for youth with diverse learning/personal challenges. Our caring and competent staff gently weave the academics with a positive strengths-based therapeutic program, paving the way for whole-life success. Despite struggling in other schools, attendance here soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path! "
"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.
Sacred Heart creates a space for students to cultivate a deep sense of empathy and compassion and learn the importance of giving back and making a positive impact on the world around them. Encouraged to embrace diversity and inclusivity, they develop the skills to navigate and appreciate the complexities of our interconnected global society. This holistic approach to education equips students with the tools they need to not only succeed in their personal and professional endeavors but also to become responsible and empathetic citizens of the world."
"We reach kids on an emotional level. We’re not bound by a lot of the same rules and structures that some schools are. Everything that we do here, in the end, comes down to relationships. And the program that we’ve created here is a family. What we do here is create a warm, caring environment. It’s like a home."
"In adapting to the evolving needs of the student body, Sacred Heart transformed its approach to education and faith. While its roots may have been deeply Catholic, the institution recognized the importance of embracing diversity and fostering inclusion among its students. While Catholic values remain a part of the school's ethos, there has been a shift towards prioritizing faith in a broader sense. This shift reflects a recognition that in today's world, fostering understanding, empathy, and respect for all individuals regardless of their religious affiliation or background is paramount. By promoting a culture of inclusivity and openness, Sacred Heart empowers its students to navigate the complexities of the modern world with compassion, empathy, and a deep sense of faith in themselves and in humanity as a whole. In this way, Sacred Heart remains rooted in its Catholic heritage while also embracing a broader vision of faith that values diversity and inclusion as central tenets."
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"Since its inauguration in 1861, Sacred Heart opened its doors to any girl, regardless of circumstance, who desired a Sacred Heart education. One of its major differentiators is that Sacred Heart has an extremely rich history with many significant traditions and milestones, but one of the most significant moments has recently taken place when the school announced it is becoming fully independent of government subsidies effective September 2024. This change has been planned for several years, and the decision is the result of a thorough and thoughtful decision making process that was guided by the best interest of our Sacred Heart community. With this change, Sacred Heart will be able to stand by its dedication to welcome more young women, both domestic and international, seeking a Sacred Heart education without the need for an English Language Education Eligibility certificate. This is an inspiring new chapter in Sacred Heart’s history."
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"A Sacred Heart student embodies a genuine enthusiasm for learning and approaches their studies with curiosity and dedication, eager to explore new ideas and values teamwork. Empathy and supportiveness are also essential qualities, as everyone at Sacred Heart, faculty and staff included, demonstrate compassion and kindness towards others, fostering a positive and inclusive atmosphere. Respect for others and effective communication skills are important for meaningful interactions, while adaptability and flexibility enable students to thrive in an environment that offers personalized instruction and learning experiences. Ultimately, the Sacred Heart student has a strong desire for personal growth, embracing challenges as opportunities for learning and self-improvement within the nurturing environment of an all-girls high school."
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"If a student is seeking a large high school experience characterized by a bustling campus, the close-knit environment of Sacred Heart may not be the ideal fit. Due to its smaller size, the school offers a more intimate and unified community where students and faculty often have closer relationships. This can foster a sense of belonging and support, as students may feel more connected to their peers and have more personalized interactions with teachers and staff. For students who thrive in larger environments, the personal atmosphere Sacred Heart may feel constraining or lacking in opportunities for growth and exploration. Ultimately, the decision of whether Sacred Heart is the right environment for a student depends on their individual preferences, priorities, and goals for their high school experience. While some students may thrive in the intimate setting and supportive community of a smaller school, others may prefer the opportunities and diversity offered by a larger institution."
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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."
"Most students are at Whytecliff because things didn't go well at other schools. Students chose us because they're looking for a fresh start, a new approach; a school that might have success where others hadn’t. And once here, both parents and students find it life altering."
"The most prominent feature of The Sacred heart school of Montreal, as perceived by the public, is its rich history within Montreal’s fabric intertwined with the expansive nationwide Sacred Heart network. Our network not only provides a deep-rooted historical foundation but also offers unique student exchange opportunities, enriching the educational experience for students. Moreover, the school is widely recognized for its warm and caring environment, characterized by small class sizes that foster personalized attention and support. This reputation for nurturing students in a family-like community sets the school apart, making it a beacon of superiority in education renowned for its commitment to holistic development, individualized learning and academic excellence."
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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. Access to a worldwide network of sister schools opens up a multitude of enriching opportunities for your daughter's educational journey. Through student exchange programs, she can immerse herself in different cultures, languages, and perspectives, fostering a deeper understanding of the global community. These exchanges not only broaden her horizons but also cultivate lifelong friendships and invaluable cross-cultural communication skills. Additionally, the Sacred Heart network provides access to collaborative projects, joint academic initiatives, and shared resources, further enhancing the educational experience and preparing her to thrive in an interconnected world."
"Since the beginning, the force of the programs was in working with student assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. It’s unlike any school in the region or, for that matter, the country."
"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."
"Parents are always surprised with the changes they see in their child and how quickly thrive at Whytecliff. Despite struggling in other schools, student attendance at Whytecliff soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path."
"Its commitment to improvement of its infrastructure to optimize the educational landscape can be demonstrated by the recent opening of a state of the art Auditorium (2020) and Julia Cianci Wellness Centre (2022).
A well-designed auditorium provides a dedicated space for showcasing drama productions, musical performances, and other artistic endeavors. This not only allows students to showcase their talents but also encourages participation in extracurricular activities related to the performing arts, fostering creativity and self-expression.
The Julia Cianci Wellness Center cultivates the well-being of the students in addition to the staff and educators alike. This space offers an opportunity to participate, engage and communicate freely while putting one’s physical and mental health as a priority.
Investing in such facilities demonstrates Sacred Heart's dedication to providing students with access to high-quality resources and opportunities for growth and development."
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"Sacred Heart’s commitment to excellence in education can be demonstrated through various goals that focus on enhancing student learning, fostering a positive learning environment, and promoting continuous improvement. The Leadership Team encourages and supports teachers in adopting innovative and effective teaching methods, such as project-based learning and technology integration. It provides PD opportunities for educators to stay current with best practices in teaching and learning. The school continually invests in technology infrastructure and resources to enhance the learning experience, including providing access to educational software and interactive learning tools. Facility enhancements which will further enhance teaching and learning are on the horizon."
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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.
At Focus Foundation of BC we work from a strength based approach with a focus on students' strengths and abilities. Each student has an IEP that helps them set and meet their educational, social, emotional and physical goals. This approach has a proven track record; this year we had a 95% graduation success rate with our grade 12 students.
Teaching Philosophy:
I want to create an exciting leaning environment that is challenging, interactive and respectful. I believe students learn best by being engaged and knowing it is okay to make mistakes. When students leave my classroom I want them to feel confident and have a passion for life long learning.
Why I work at Whytecliff
I work as a Teacher and Principal for the Focus Foundation of BC. I work here because I can’t imagine another job existing that has the perfect combination of challenges and successes. Whytecliff School has become a part of what defines me as a professional and as a person, and it is a part of me that I am extremely proud of.
Progressive
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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.
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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.
Whytecliff Agile Learning Centres are the only schools in the Province of BC also certified as 'Positive Youth Development' programs by CARF (the gold standard for therapeutic accreditation). Our positive, strengths-based program focuses on fostering overall social/emotional well-being, while cultivating confidence, competence, creativity, future career readiness, and connection to the wider community. Each student at Whytecliff works from an individualized education plan (IEP) tailored to their unique strengths, interests, and abilities. The goals is to match each student to a personalized curriculum that's fun, engaging, and personally meaningful to them. At Whytecliff, a student’s favourite comic book might serve as a source of inspiration for examining plot or character development in English. Or football or hockey passing strategies might spark their curiosity in physics or mathematics. Our person-centered, inquiry-based approach is particularly effective for students who've had negative experiences in school and are turned off traditional learning. In all we do, we strive to be flexible, empathetic, and sensitive to the needs of each individual student, doing everything we can to support their success.
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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.
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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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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.
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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
Physiology
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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.
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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
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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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The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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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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.
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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
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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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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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Student-paced
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 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.
An individual education plan is developed and tailored for each student. Emphasis is on each child's strengths with sensitivity to their particular challenges and increasing capacity for attentional focus, emotional balance, and learning growth. Students may take time for initial progress and accelerate as they achieve balance and become comfortable.
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.
In our supportive academic environment, each child has the time and latitude to study each subject according to their skills and abilities (with either slower-paced or accelerated learning). Our low student to educator ratio of 6:1 permits tailoring of the curriculum to each child’s learning capacity and interests, and for teaching to accommodate diverse needs. Our educational approach and curriculum emphasizes hands-on classroom activities and high-growth community learning opportunities. There is also one to one teaching, or students may choose to work in pairs or in small groups. Students may focus on one course at a time or do projects that integrate several courses. Students have access to out of school tutoring before or after regular hours.
"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.
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."
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.
We all want to see kids grow up to be happy, healthy, and lead fulfilling lives. At Whytecliff, we recognize that students today are graduating into a world of immense complexity and change. In addition to helping children overcome any personal, academic, or emotional challenges, we also want to help them discover and develop the key traits and skills that will help them thrive, even in uncertain times. Within the Whytecliff community, children experience a range of opportunities to develop new skills and discover their talents. These experiences encourage personal growth and a strengthened relationship to family and the wider community. Whytecliff inspires hope and leads to promising futures rich with dignity, purpose, and options.
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. | ||||
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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
Children at Whytecliff discover a safe, warm, and friendly community, sensitive to their unique needs and challenges, and supportive of their strengths and talents. Whytecliff’s physical environments are thoughtfully designed to accommodate children with diverse learning needs, with a mix of cozy individual study rooms and bright, inviting spaces (more conducive to group gatherings). Our compassionate, attuned, and well-educated staff both love children as well as their particular subject matter. Therapeutic support is tailored to fit the specific needs of each child attending our programs, addressing behavioural, emotional, mental health, addictions, and learning challenges in an integrated way, while building confidence and encouraging hope. Children can experience a wide range of physical activities and community enrichment opportunities, adapted to ensure the safety of each child while fostering developmental maturity and growth. We consider families and caregivers as active partners, and welcome appropriate involvement in their child’s curriculum, learning, and growth.
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.
Whytecliff’s two sites are recognized by the BC Ministry of Education (2 of only 15 schools in the Province of BC) as specialized independent schools dedicated to meeting the needs of students with diverse learning needs and personal/life challenges. Whytecliff focuses on each individual child and can adapt our approach to meet a variety of needs. This makes us especially well-suited for children with co-occurring challenges. Children also develop the inner skills & resources and grow their personal confidence & competence, so they’re better positioned to deal with any other life/learning challenges as they proceed to graduation and beyond.
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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
8 - 12
30%
25%
$8,300
$5,000
0%
0%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades 8 - 12
No
No
No
No
Yes: grades 7 - 11
No
No
No
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.
Whytecliff considers applications of any child in the Lower Mainland or Fraser Valley, age 13-18, who is not being successful or engaged in school. The majority of children we accept have challenges with anxiety & depression and are seeking an environment where they can feel safe ⎯ a real school offering Dogwood and Evergreen graduation that doesn’t seem remedial or like an ‘alternative school’, and a place where they can begin to relax, feel normal, and develop their personal abilities and self-esteem. Many of the children who are successful and qualify for acceptance at Whytecliff have been labelled within a diagnosed category such as: –ADHD –FASD –Dyslexia –Dyscalculia –Dysgraphia –Language Processing Disorder –Nonverbal Learning Disorders –Visual Perceptual/Visual Motor Deficit –Chronic Health Impairment –Gifted –High Functioning Autism –Asperger’s Syndrome –Behavioral and Emotional Challenges –Troubled Behavior –Clinical Depression –Clinical Anxiety –Suicidal Thoughts –Drug and Alcohol Abuse –Oppositional Defiant Disorder If you don’t see your child’s challenge listed above, that doesn’t mean they won’t qualify; we have a policy of actively considering all applications to the program.
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.
To apply for a place in one of our programs, contact us, ideally by email.
Most of our intake occurs in August or early September, for the full school year, and in January and before February 10th for the Spring session.
We’re also happy to call you and get further details if you would prefer to apply that way. As we’re seeking to build a real community, we like to make sure the program is a good fit for each student.
We also have several Open Houses during the year. To find out our next open house date or arrange a private tour, please contact us.
