68 Daisy, Etobicoke, Ontario, M8W 1S1, Canada
3910 Quesnay Wood Drive SW, Calgary, Alberta, T3E 7M3, Canada
68 Daisy, Etobicoke, Ontario, M8W 1S1, Canada
3910 Quesnay Wood Drive SW, Calgary, Alberta, T3E 7M3, Canada
1985
1995
230
468
Nursery/Toddler to 6
JK to 12
Coed
Coed, Boys, Girls
Day
Day
English
English
Academic
Academic
Progressive
Liberal Arts
13 to 15
15 to 20
$13,500 to $23,200
$6,300 to $17,400
No
Yes
0%
20%
None
1 to 12
$0
$5,000
21
31
0%
0%
0%
75%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Mar 30, 2023
Rolling
Not available
Not available
No
Yes: grades JK - 12
No
No
information not available
information not available
Vincent Massey Academy couples a strong school community—one built over the course of more than three decades—with individualised instruction in settings that reflect, in all the best ways, the communities that they sit within. The program has grown considerably since the early days, which is always a good sign, and now operates two campuses. The interior spaces are bright, uncluttered, and inviting—the school understands that environment is important, and it shows. Instruction is cross curricular, and driven by student directed inquiry, in many ways very purposefully drawing on the best practices of the Reggio Emilia approach. The quality of the before and after care programs are a draw, so much so that a long roster of area schools have partnered with them in order to serve their own parent populations.
View full reportClear Water Academy consistently ranks very highly nationally, distinguished particularly by the strength and quality of the academic program. The approach is also a distinguishing factor, and it’s the only school in Canada to base the curriculum in integral theory, one that relies on the full spectrum of knowledge formation, from empirical inquiry to personal and spiritual engagement. As a Catholic institution, the relationship that students grow with God and their understanding of themselves as spiritual beings is yet another significant draw, and rightly so. Class sizes are small, and the feel of the school is very much of a community, one that includes the parent population. That’s a reflection of how the school was formed; in 1995 a few families got together in order to create a better education for their children. They did, and indeed very many families have been the beneficiaries of their vision ever since. Clear Water Academy presents a robust academic environment, with programs delivered through an authentic Catholic lens.
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"A staple in Etobicoke for over 30 years, Vincent Massey Academy (VMA) has developed a long-standing reputation in the community for excellence in early education. VMA offers a Reggio-inspired environment for students in Kindergarten to Grade 6, where our mission is to support our students in discovering their individual potential through a balanced education. We believe that young minds deserve an education that reflects our changing world, where they can develop, achieve, learn, and explore fearlessly."
"Clear Water Academy stands as the only private Catholic school in Alberta. We offer a rigorous program from Jr. K to Grade 12. Our dedicated faculty educate the whole child in their intellectual, spiritual, human, and apostolic formation. We provide small class sizes, single-gender classrooms from Grades 4 to 9, and a top-ranked university-prep program, which includes Advanced Placement courses. 100% of our students pursue post-secondary education. While we are a Catholic school, we welcome students of all faiths."
"In a class size of 13 students for Kindergarten and 15 students in our Grade 1-6 classrooms, our students are provided with a space that allows for individualized learning, strong relationships between teachers and students and between peers, and learning that is built around the needs and interests of the students in our classes. Our classrooms celebrate diversity and individuality and take careful efforts to allow our students to be heard, seen, and understood at an individual level."
"We consistently rank among the top schools in Alberta and proudly stand as the sole institution in Canada offering the innovative educational framework of Integral Formation. This unique approach centres on nurturing four fundamental dimensions of development: intellectual, human, spiritual, and apostolic, ensuring the education of the whole person."
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"Clear Water Academy offers families a compelling proposition: a commitment to the highest quality education delivered through the Integral Formation® model. Aligned with the Regnum Christi Education Network, we dedicate ourselves to nurturing the complete development of each child, fostering their intellectual, spiritual, human, and apostolic capacities. Within our nurturing environment, students thrive, benefiting from personalized attention tailored to unlock their full potential, enabling them to emerge as confident Christian leaders ready to embrace and utilize their unique gifts. Our motto, Semper Altius, meaning "Always Higher," encapsulates our ethos, inspiring students, parents, and faculty alike to continually pursue excellence and personal growth through a dynamic journey of formation and advancement."
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"Our school, Clear Water Academy, is deeply rooted in the rich traditions and practices of the Roman Catholic Church. It's essential for families considering enrollment to prioritize the Catholic faith and embrace its beliefs to fully benefit from our educational model of Integral Formation. Our rigorous academic program, aligned with Alberta certification standards, emphasizes excellence in literature and mathematics, encouraging students to strive for their highest academic achievements.
At Clear Water Academy, our dedication to academic excellence goes hand in hand with our commitment to nurturing ethical and compassionate individuals grounded in their faith, preparing them to excel not only academically but also as Christian leaders in their communities."
"By ensuring intimate class sizes, VMA offers students an educational space that celebrates individuality and considers all avenues of developing the whole child. Our student's voices are heard and reflected in the learning that they take part in. Their voice and autonomy in their learning guide them in becoming confident and competent global citizens, and supports them in seeing themselves and how they fit into the changing world around them."
"Families choose Clear Water Academy for its commitment to academic excellence in a safe, caring, and fun environment, emphasizing character and moral growth. The prestigious University Preparatory program secures children's university placements. The separated classrooms for girls and boys in Grades 4-9, tailoring teaching to unique interests, are cherished. They value the high-quality Catholic education and small class sizes that foster strong connections and community."
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"Clear Water Academy offers a faith-filled environment with small classes and a dedicated faculty, enhancing the education experience and cultivating future leaders prepared for post-secondary education. Our commitment to forming Christian leaders is evident in our approach, of engaging students not only with high academic standards but also with strong character formation. We empower students to be well-prepared and confident as they embark on their future journeys and choices, ready to make a positive impact on the world."
"VMA is located in the hub of our community and has access to many local resources and community personnel. As part of our approach to developing the whole child, our programs frequently head out into the community to help our students draw real-life connections to the learning taking place in their classroom. Our programs visit local food banks, the library, local restaurants for cooking programs, and parks to extend their classroom learning experiences."
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Our goal in opening the Day School is to continue to question what it means to learn as a young student; to truly observe and understand what types of skills and knowledge aid us as we advance through life. Our approach to learning strives to consider how we learn in all avenues of life and replicate that in our classrooms. Education is no longer about the answers; it is about the path and perspectives we take to get there. Now more than ever, we want to support our students in communication and collaboration, as we ask real questions about the world around us. To know is one thing, but to build their own understanding allows young minds to apply their knowledge to everyday life.
In part of this approach, we recognize the importance of collaborative support between teachers and families. With that, we hope to foster an environment that welcomes parent involvement, ongoing open communication, and a sense of community. Our teachers and management alike, are a team of passionate educators that are in this field to bring out the best in each and every one of our students, and we are excited for the opportunity to work together to support our students in exploring their own paths to success.
We are looking forward to having all of you a part of the journey with us. Your support and trust in us give us all the faith in knowing that we will always continue to provide the highest level of education for your children.
Dear Parents of Prospective Students,
Thank you for your interest in Clear Water Academy, A Catholic School - Forming Christian Leaders. Our school is centrally located in Calgary, Alberta and offers programs from Jr. Kindergarten to Grade 12. We are proud that our school is consistently ranked a top school in Alberta by the Fraser Institute.
Clear Water Academy is a school where students receive a balanced spiritual and educational foundation. We ensure that every child receives a personalized education aimed at forming their character, intellect, faith, and desire to serve others. Today, Clear Water Academy is home to nearly 450 students in Junior Kindergarten through Grade 12, and over 75 staff members (role models). Clear Water Academy teaches, educates, and forms students so that they will become the leaders necessary to change society.
Semper Altius - Always Higher is Clear Water Academy's motto. Whether it is helping a classmate with difficult math homework, taking on a leadership role in a school club, or participating in the dozens of athletic teams or service projects that take us into local neighborhoods and around the world, Semper Altius is a way of life.
I invite you to learn more about our very special school. Please contact our Admissions Director, Val Blahut, to book your personal tour. We'd love to meet your family and introduce to Clear Water Academy!
God Bless,
Darren Forrester
Principal
Liberal Arts
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
The development of each student to reach their individual potential is the basis of all programs at Vincent Massey. We believe that a child’s potential is best met by setting a foundation that prepares them for all aspects of life, not just academia. The development of the whole child widens the scope of learning and provides a diverse, well-rounded education in social, physical, and emotional aspects of life. Learning is made approachable and engaging by our teachers who specialize in facilitating learning environments that meet the needs of all our students. Teachers develop lessons based on the interests, needs, and development levels of the students in their classroom, ensuring a well-balanced education for everyone. Our balanced approach to education is facilitated through experiential- and inquiry-based curriculum, cultural and character education, and enrichment programs, to ensure that success is felt throughout all avenues of life. Our programs still use a specific scope and sequence for learning literacy and math skills.
Our goal is to provide the highest quality education with an emphasis on developing authentic Christian leaders. Our university preparatory curriculum sets high, yet attainable, academic expectations. Solid intellectual formation provides students with the ability to think, speak and write clearly, coherently, and persuasively. Our students develop habits essential for ongoing academic success including study skills, critical thinking, perseverance, and a desire to produce high quality work. Our approach provides an excellent education amongst like-minded peers, with a wide range of enrichment activities in a challenging, positive, faith-filled environment. Our dedicated team of educators gives our students the personal attention they need to develop their unique potential and God-given talents. Through leadership and personal development opportunities, we focus on character and spiritual formation, instilling confidence, poise, and maturity. Our graduates are young men and women of integrity and character who have attained a solid foundation in their faith, the humanities and the sciences.
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.
Our Math Program follows the Ontario Curriculum. VMA tailors each student’s math learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. We use a mastery approach to math to ensure students completely comprehend a concept before advancing. This approach allows students to advance through these concepts at their own pace, never capping the grade level curricular expectations that they are working at. In small groups and/or individually, teachers are able to work along side students to reach their individual potential.
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Balanced Literacy
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.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Our Literacy Program follows the Ontario Curriculum. VMA tailors each student’s literacy learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. Our teachers are trained in the Science of Reading approach to literacy. This approach is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. In small groups and/or individually, teachers are able to work alongside students to reach their individual potential.
Home reading program commence in Junior Kindergarten.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science 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.
Reggio-inspired learning puts the interests and inquiries of the children at the heart of the learning that takes place in all our classrooms. The goal of our Investigative Research/science block is to build knowledge as a class in real, authentic problems they see around them. This learning block is designed to be collaborative, exploratory, and cross-curricular. The process of this exploration allows our students to guide their learning, deepen their thinking, and take risks and allows every student to be a valued contributor to the knowledge we build as a classroom.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Our Investigative Research blocks allow our students to ask real questions about the world around them. Our programs focus on higher-order thinking to improve their critical thinking and creative problem-solving skills. Students will be directed to focus on understanding and applying knowledge to analyze, evaluate, and create knowledge.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
Information not available
Spanish taught from JK to Grade 3. French taught Grade 4 to Grade 9. High school students encouraged to take either French or Spanish. Spanish and French clubs are offered.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Dance, drama, and artistic expression are critical vehicles for learning in a Reggio-inspired classroom. They are used to allow our students to interpret experiences on their own and express their understanding in a personal manner. VMA incorporates the arts in many of our investigative research projects and explorations. Students receive a minimum of one art exploration a week but often have much more opportunity for art, particularly in our Kindergarten classrooms Throughout the school year, VMA highlights different communities of artists through a school-wide artist study. Classrooms have studied Indigenous artists in the month of October, Black artists during Black History Month, and LGBTQ++ artists during Pride month. VMA's art program is also extended with programs throughout the year with specialized learning experiences. Such as improv classes, and African Fusion Dance.
The fine arts are an integral part of our program from Junior Kindergarten to Grade 12. In addition to classroom time, our students can participate in our musical theatre productions at both the elementary and secondary levels.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Computers and technology are used in our classrooms to enhance the learning environment and allow our students to become competent in the use of technology. We have some options courses that are primarily focused on technology.
Web design
Robotics
Computer science
In part of our approach to developing the whole child, we seek to ensure that our students take time to care for themselves throughout the day. On a daily basis, students are provided with time for meditation and are supported with ongoing conversations about taking care of our bodies and our minds. As a part of our physical education curriculum, VMA offers a minimum of 3 specialized sports programs for 4-8 week sessions. Specialized coaches from outside of VMA teach these programs. Sports may include but are not limited to karate, skating, soccer, basketball, and gymnastics. VMA's physical education program also extends into the community to participate in baseball, tennis, cross country, and tobogganing. VMA also has regular access to Franklin Horner community centers gym for indoor sports days such as Floor Hockey Day and Basketball Day.
Physical education is an integral part of our program. We provide our students with exposure to many sports and outdoor education opportunities. Our goal is to foster healthy attitudes and provide our students with life skills. Athletics and outdoor education provide character formation opportunities. Our youngest students focus on developing gross and fine motor skills with the help of a certified PE instructor. In addition to regular PE classes, our elementary students receive skating and swimming lessons and have a chance to join the Jr. Crusaders. In junior high and high school we have field competitive teams in basketball, volleyball, track and field, badminton, and soccer. Our teams regularly qualify for provincial competitions. Our outdoor education program in junior high allows students to experience many activities from skiing, to cycling, to hiking and camping.
Play-based
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our balanced approach to education ensures that success is felt throughout all avenues of life. We believe by equipping our students with the tools to succeed not just academically - but emotionally, socially, and physically - we equip students with the skills necessary to navigate all aspects of life. On a daily basis we provide leaders of the future with the opportunity to test and develop critical thinking, problem solving, communication, and innovation skills. We encourage them to ask questions, take risks, and collaborate with peers to help them in building a growth mindset and take agency over their learning.
We have taken what we believe to be "best practices" from the Montessori and Reggio Emilia philosophies, embedded within those are traditional academic practices coupled with authentic Catholic values. We also offer specialized Spanish, Music, and Phys. Ed programs. Numeracy and literacy skills are introduced and reinforced through play. Our Jr. Kindergarten students are well prepared for entry into Kindergarten and the academic expectations of our Elementary program.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Students generally keep pace with the Ontario curriculum, but our programs aim to ensure students are being met on an individual level. Students regularly engage in working 1:1 with their classroom teacher in literacy and math concepts.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
The first few years set the foundation for learning for the rest of a child’s life. VMA provides an inquiry-based, cross- curricular education in which students are presented with the opportunity to explore many different avenues of learning. Vincent Massey promotes confident, curious, resourceful learners who respect and value the individual differences of their peers.
We set high standards for academic performance and personal character development in a caring and supportive learning environment that focuses on the whole child. We recognize that strength lies in virtue as well as in academic performance. Loving, talented teachers give each student the tools needed to learn to the best of their ability. Our program provides structure, academic foundation, study of the Catholic faith, and leadership opportunities. Students are naturally led to intellectual curiosity, the love of learning, and positive character formation. Our students grow in self-control, generosity and respect of others.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
The environment we created for our students at VMA is used to mirror real life, while simultaneously providing them with skills and strategies to navigate the unexpected bumps along the road. Students are given opportunities to discover themselves and their interests in a safe and accepting space and encouraged to make mistakes along the way.
Our mission is to provide the highest quality education and foster integrally formed Christian leaders. We focus on four dimensions: intellectual, human, spiritual, and apostolic. We strive to: teach the mind, in an environment of academic excellence; educate the heart, helping each student to love authentic values and to develop a sense of what is good, right, noble, beautiful; form the character, which serves as the foundation of all virtue and integrity. Our graduates become strong Christian leaders, convinced of the truth, prepared and committed to establish and foster a society where Christian values are put into practice.
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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
1 - 12
0%
20%
$0
$5,000
0%
75%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Mar 30, 2023
Rolling
Not available
Not available
No
Yes: grades JK - 12
No
No
No
No
No
Yes: grades K - 12
No
Yes: grades 2 - 12
No
No
We are looking for families that will partner with us in the education of their children and that are open to having their children educated within the Catholic faith. Our students are well-rounded with many interests and are open to discovering who God created them to be. Our students are willing to face challenges and stretch themselves to become the best they can be.
All Applicants:
Canadian Citizens:
Non-Canadian Citizens:
