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Calgary Changemaker School:
The Our Kids Report > Academics
Grades K TO Gr. 7 — Calgary, AB (Map)
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Calgary Changemaker School:
THE OUR KIDS REPORT
REPORT CONTENTS:

Calgary Changemaker School ACADEMICS & EXTRACURRICULARS


Curriculum Progressive, Reggio Emilia

[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at CCMS: Progressive, Reggio Emilia

CCMS has a Progressive, Reggio Emilia approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).

[Show: About Progressive, Reggio Emilia?]

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.

Curriculum at schools on OurKids.net:
  Progressive - 32%
  Traditional - 41%
  Liberal arts - 14%
  Montessori - 11%
  Reggio Emilia - 0%
  Waldorf - 2%

CCMS has a Reggio Emilia approach to supplementary curriculum.

Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims 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. They 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. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).

What CCMS says about their overall curriculum and approach:

We do not believe in a 'one-size-fits-all' approach to education. We believe that students should be offered 'choice, voice and challenge' in their education so that each child can learn and grow with joy and confidence. Both the Alberta Program of Studies and our own Changemaker curriculum are taught through challenging but joyful exploration, challenging individual and collaborative project-work and experiential learning with plenty of time outdoors. We believe that by mindfully educating our students to be creative and empathetic Changemakers we will be preparing them to be successful leaders in a rapidly changing, post-industrial future.


Approach

Focus
Nature-based

Pedagogies and subject courses:

  • Mathematics

    Traditional Math

    Mathematics approach at CCMS: Traditional Math

    CCMS has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).

    [Show: About Traditional Math?]

    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.

    Mathematics at schools on OurKids.net:
      Traditional math - 27%
      Discovery math - 5%
      Equal balance - 68%

    What CCMS says:

    This information is not currently available.

    Textbooks and supplementary materials:

    This information is not currently available.

    Calculator policy:

    This information is not currently available.

  • Early Reading

    Balanced Literacy

    Early Reading approach at CCMS: Balanced Literacy

    CCMS has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive, Whole Language approach).

    [Show: About Balanced Literacy?]

    Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.

    Early Reading at schools on OurKids.net:
      Balanced literacy - 57%
      Phonics-intensive - 41%
      Whole language - 2%

    What CCMS says:

    This information is not currently available.

    DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.

    What CCMS says:

    This information is not currently available.

  • Writing

    Equal balance

    Writing approach at CCMS: Equal balance

    CCMS has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).

    [Show: About 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.

    Writing at schools on OurKids.net:
      Equal balance - 78%
      Systematic approach - 10%
      Process approach - 12%

    What CCMS says:

    This information is not currently available.

  • Science

    Inquiry

    Science approach at CCMS: Inquiry

    CCMS has an Inquiry approach to Science (as opposed to Expository, Equal Balance approach).

    [Show: About Inquiry?]

    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 at schools on OurKids.net:
      Inquiry - 25%
      Expository - 5%
      Equal balance - 70%

    Teaching approach:

    This information is not currently available.


    Treatment of evolution:

    Subjectoffered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

    Topics covered in curriculum:

    Subjectoffered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature

    Equal Balance

    Literature approach at CCMS: Equal Balance

    CCMS has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).

    [Show: About Equal Balance?]

    These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

    Literature at schools on OurKids.net:
      Equal balance - 75%
      Traditional - 22%
      Social justice - 3%

    What CCMS says:

    This information is not currently available.

  • Social Studies

    Expanding Communities

    Social Studies approach at CCMS: Expanding Communities

    CCMS has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge, Thematic approach).

    [Show: About Expanding Communities?]

    The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.

    Social Studies at schools on OurKids.net:
      Expanding communities - 28%
      Core knowledge - 40%
      Thematic - 32%

    What CCMS says:

    We take a balanced approach of core, community and themes.

  • Humanities and Social Sciences

    Pragmatism

    Humanities and Social Sciences approach at CCMS: Pragmatism

    CCMS has a Pragmatism approach to Humanities and Social Sciences (as opposed to Perennialism, Equal Balance approach).

    [Show: About Pragmatism?]

    Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.

    Humanities and Social Sciences at schools on OurKids.net:
      Pragmatism - 10%
      Perennialism - 8%
      Equal balance - 82%

    What CCMS says:

    This information is not currently available.

  • Foreign Languages

    Equal Balance

    Foreign Languages approach at CCMS: Equal Balance

    CCMS has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).

    [Show: About Equal Balance?]

    These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

    Foreign Languages at schools on OurKids.net:
      Equal balance - 63%
      Audio-lingual - 3%
      Communicative - 34%

    What CCMS says:

    Our language program is unique to our school. Students may choose from a variety of different world languages to explore and the program is largely self-directed with support and guidance from the teacher as needed. Some have chosen Cree, Igbo, French, Spanish, German, Japanese and ASL (sign language).

  • Fine Arts

    Creative

    Fine Arts approach at CCMS: Creative

    CCMS has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).

    [Show: About Creative?]

    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.

    Fine Arts at schools on OurKids.net:
      Creative - 33%
      Receptive - 2%
      Equal balance - 65%

    Program offers:

    Subjectoffered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What CCMS says:

    "Creativity is inherently subjective. Our goal is to create an open and non-judgemental environment for students to experiment, innovate, and find the artist within". We have a music, drama and dance specialist on staff.

  • Computers and Technology

    Light integration

    Computers and Technology approach at CCMS: Light integration

    CCMS has a Light integration approach to Computers and Technology (as opposed to Heavy integration, Medium integration approach).

    [Show: About Light 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.

    Computers and Technology at schools on OurKids.net:
      Light integration - 17%
      Heavy integration - 31%
      Medium integration - 52%

    What CCMS says:

    Our junior high students have more digital literacy programming than our younger students. Access to technology is very limited for our Kindergarten and Div1 students.


    Program covers:

    Subjectoffered
    Computer science
    Robotics
    Web design

  • Physical Education

    What CCMS says:

    At Calgary Changemaker School, physical education takes place outdoors or at off-site locations and facilities such as climbing centres, provincial parks and sports complexes. We offer opportunities for students to develop physical literacy, teamwork, resiliency and problem solving skills through games, activities, solo and team sports and nature-play. Additionally, we emphasize how physical activity and spending time outdoors can support our health and well-being.

  • Sex and health education

    Alberta curriculum

    Sex and health education approach at CCMS: Alberta curriculum

    CCMS has an Alberta curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

    [Show: About Alberta curriculum?]

    The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

    Sex and health education at schools on OurKids.net:
      Follows provincial curriculum - 60%
      Does not follow prrovincial curriculum - 40%

    Approach to sex and health education: Mostly value-neutral

    CCMS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
    [Show: About Mostly value-neutral?]

    By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

    What CCMS says:

    This information is not currently available.

Preschool/K Curriculum Reggio Emilia

[Show definition of Preschool/K Curriculum]

Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

Preschool/K Curriculum approach at CCMS: Reggio Emilia

CCMS has a Reggio Emilia approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Academic approach).

[Show: About Reggio Emilia?]

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.

Preschool/K Curriculum at schools on OurKids.net:
  Reggio emilia - 7%
  Play-based - 24%
  Montessori - 24%
  Waldorf - 2%
  Academic - 43%

What CCMS says about their preschool/K curriculum approach:

Our full-time Kindergarten loosely follows a Reggio Emilia and Forest School approach with a focus on building foundational literacy and numeracy skills with plenty of time for indoor and outdoor play.

Language English

Learn about Calgary Changemaker School's languages of instruction and enrolment.

CCMS offers English as the primary language of instruction.

Language of enrolment include: English

Curriculum Pace Student-paced

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at CCMS: Student-paced

CCMS has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).

[Show: About Student-paced?]

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.

Curriculum Pace at schools on OurKids.net:
  Student-paced - 23%
  Standard-enriched - 59%
  Accelerated - 18%

What CCMS says about their curriculum pace:

We use portfolios, individualized goal-setting and formative assessments to demonstrate growth-areas and progress. Core subject classes are often organized in ability groupings so that students who need more time to reach their goals are supported as needed while those who exceed grade-level expectations are not held back from advanced exploration.


Flexible pacing style

Type Offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What CCMS says about their flexible pacing:

This information is not currently available.

Academic Culture Supportive

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at CCMS: Supportive

CCMS has a Supportive approach to Academic Culture (as opposed to Rigorous approach).

[Show: About Supportive?]

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.

Academic Culture at schools on OurKids.net:
  Supportive - 50%
  Rigorous - 50%

What CCMS says about their academic culture:

This information is not currently available.

Developmental priorities Balanced

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

Primary Developmental Priority: Balanced

Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

Secondary Developmental Priority: Emotional

The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."

What CCMS says about their developmental priorities:

Our three pillars are to develop in our students a strong: Sense of Self, Sense of Purpose and Sense of Belonging. We strive to provide a balance of opportunities for our students to develop their intellectual, emotional, social and physical competencies but beyond that we seek to set the foundation for students to become empathetic leaders, social innovators and Changemakers.

Special needs support Indirect Support

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

CCMS offers Indirect Support

Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.

What CCMS says about their special need support:

Due to limited resources we are unable to accommodate students with moderate to severe learning or behaviour challenges or special needs. If students are clinically diagnosed with a moderate or severe learning or behaviour challenge during their time at our school, options would be discussed.

A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:

Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
  • Learning disabilities
    Dyslexia (Language-Based Learning Disability)
    This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
    Auditory Processing Disorder (APD)
    This is a sound differentiation disorder involving problems with reading, comprehension, and language.
    Dyscalculia
    This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
    Dysgraphia
    This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
    Language Processing Disorder
    This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
    Nonverbal Learning Disorders (NLD)
    These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
    Visual Perceptual/Visual Motor Deficit
    A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
  • Developmental
    Autism
    Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
    Asperger's Syndrome
    On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
    Down syndrome
    his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
    Intellectual disability
    This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
    Williams syndrome
    This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
    Fetal Alcohol Spectrum Disorder (FASD)
    Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
  • Behavioral and Emotional
    Troubled behaviour / troubled teens
    roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
    Clinical Depression
    This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
    Clinical anxiety
    This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
    Suicidal thoughts
    This involves persistent thoughts about ending one's life.
    Drug and alcohol abuse
    This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
    Oppositional Defiant Disorder (ODD)
    This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
  • Physical
    Multiple sclerosis
    This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
    Cerebral palsy
    his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
    Muscular dystrophy
    Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
    Spina Bifida
    This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
    Dyspraxia (Developmental Coordination Disorder)
    This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
    Blindness
    Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
    Deafness
    Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
    Cystic Fibrosis
    Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
    Multiple physical
    Accommodating a wide range of physical conditions and disabilities.

Read our guide to special needs schools and special education


Academic support

TypeOffered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed learning disabilities

TypeOffered
Accommodations
Modifications
Extra support

What CCMS says:

Due to limited resources we are unable to accommodate students with very complex or severe behavioural needs at this time. We are excellent at supporting those children who are mildly gifted or highly sensitive in nature. We have many universal supports built into our programs and facilities including small class sizes that can be very beneficial to all children including those with unique needs but we are not a special needs-focused school and our resources and areas of expertise with special needs students is limited.


Additional support

TypeOffered
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy

Gifted learner support In-class adaptations

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Curriculum Delivery: Acceleration and enrichment

There is an equal emphasis on acceleration and enrichment.


In-class adaptations

Program Offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What CCMS says about their gifted learner support:

We recognize that Gifted learners often have significant variations within themselves and can develop unevenly across skill levels. We strive to identify and support the areas that a Gifted learner needs the most growth in addition to providing opportunities for advanced exploration.

Homework Policy

[Show definition of Homework Policy]

Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

Nightly homework

In grade Gr. 7, CCMS students perform an average of 30 mins of homework per night.

K1234567
CCMS0 mins0 mins0 mins0 mins0 mins15 mins15 mins30 mins
Site Average5 mins15 mins18 mins24 mins30 mins35 mins41 mins53 mins

What CCMS says about their flipped classroom policy:

This information is not currently available.

Report Card Policy

[Show definition of Report Card Policy]

While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades

TypeGrades
Prose (narrative)-based feedbackK to Gr. 8
Habits and behaviour reportingGr. 1 to Gr. 8
Parent-teacher meetingsK to Gr. 8

Extracurricular Activities

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

Sports offered

Calgary Changemaker School offers 0 competitive sports and 6 recreational sports.

  Competitive offered          Recreational offered
all sports]
  • Archery
  • Curling
  • Ultimate
  • Badminton
  • Baseball
  • Basketball
  • Canoeing/Kayaking
  • Cricket
  • Cross-country skiing
  • Cycling
  • Downhill skiing
  • Equestrian
  • Fencing
  • Field Hockey
  • Figure Skating
  • Football
  • Golf
  • Gymnastics
  • Ice Hockey
  • Ice Skating
  • Lacrosse
  • Martial Arts
  • Mountain biking
  • Racquet Ball
  • Rowing
  • Rugby
  • Running
  • Sailing
  • Skateboarding
  • Snowboarding
  • Soccer
  • Softball
  • Squash
  • Swimming
  • Tennis
  • Track & Field
  • Volleyball
  • Weightlifting
  • Wrestling

Clubs offered

Calgary Changemaker School offers 14 clubs and extracurricular programs.

  Clubs offered           Clubs not offered
all clubs and programs]
  Foreign Language Club
  Habitat for Humanity
  Jazz Ensemble
  Math Club
  Musical theatre/Opera
  Ballet and Classical Ballet
  Online Magazine
  Outdoor Club
  Outdoor Education
  Paintball
  Photography
  Poetry/Literature club
  Radio club
  Robotics club
  Round Square
  School newspaper
  Science Club
  Scouting
  Student Council
  Yearbook
  Yoga
  Animation
  Art Club
  Astronomy Club
  Audiovisual Club
  Band
  Chess Club
  Choir
  Community Service
  Computer Club
  Dance Club
  Debate Club
  Drama Club
  Environmental Club

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THE OUR KIDS REPORT: Calgary Changemaker School

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