Cambridge International Academy logo
Cambridge International Academy:
The Our Kids Report > Academics
Grades Gr. 1 TO Gr. 12 — Whitby, ON (Map)

Cambridge International Academy:

Cambridge International Academy ACADEMICS & EXTRACURRICULARS

Curriculum Progressive

[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

Curriculum approach at CCIA: Progressive

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

[Show: About Progressive?]

Our Kids definition: 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.

Compare CCIA's Curriculum with other schools on
  Progressive - 35%
  Traditional - 40%
  Liberal arts - 13%
  Montessori - 11%
  Reggio Emilia - 0%
  Waldorf - 1%

What CCIA says about their overall curriculum and approach:

Our teachers acknowledge students learn at different times and in different ways therefore they use an interactive teaching strategy to best suit students' learning profiles. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. We offer continuous, varied and appropriate formative as well as summative assessments which provide evidence of every student's learning progress. This information helps teachers immediately flag areas of concern and help students in that subject. Triangulation assessments also help students, parents and teachers select attainable learning goals. For students in high school, we administer Aptitude Tests to help each student plan their further education. The high school programs offer a rigorous university preparatory curriculum and give special attention to soft skills needed for success such as organization, self-advocacy, note-taking, study skills, collaboration, and communication.



Pedagogies and subject courses:

  • Mathematics

    Equal Balance

    Mathematics approach at CCIA: Equal Balance

    CCIA has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).

    [Show: About Equal Balance?]

    Our Kids definition: These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Compare CCIA's Mathematics with other schools on
      Equal balance - 70%
      Traditional math - 25%
      Discovery math - 5%

    What CCIA says:

    Our Grade 1 through 8 Mathematics program is built around the Ontario Curriculum and is delivered with a Singapore Math approach. Singapore math ensures a foundational mastery in underlying mathematical procedures using a three-stage learning process which moves from concrete, to pictorial, and then abstract. The Singapore Math approach ensures social-emotional well being for students as they develop confidence, and comfort with mathematical thinking. Additionally, both our elementary and Grade 9 programs follow the updated curriculum strands with the use of Scratch ™ coding as the mode of instructional delivery for programming. Our approach goes above and beyond the ministry requirements in that we incorporate coding practices and principles into all Mathematical strands. The high school mathematics program closely follows the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking, with regular opportunities for discovery through proofs, manipulatives, and technology.

    Textbooks and supplementary materials:

    Textbooks used are from the Ontario Trillium List.

    Calculator policy:

    Calculators are used in the classroom for high school math courses which require the use of a scientific calculator.

  • Early Reading

    Balanced Literacy

    Early Reading approach at CCIA: Balanced Literacy

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

    [Show: About Balanced Literacy?]

    Our Kids definition: 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.

    Compare CCIA's Early Reading with other schools on
      Balanced literacy - 54%
      Phonics-intensive - 44%
      Whole language - 2%

    What CCIA says:

    We use an individualized reading approach whereby students learn to read at their own pace within the classroom. Students are given the opportunity to develop their phonemic awareness, phonetic decoding skills, reading comprehension and overall reading fluency in a safe and supportive learning environment where they read, are read-to, and are read-with. At the elementary level we use a formalized Reading Program in combination with high-interest leveled readers to ensure continual reading engagement and progression.

    DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    What CCIA says:

    This information is not currently available.

  • Writing

    Equal balance

    Writing approach at CCIA: Equal balance

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

    [Show: About Equal balance?]

    Our Kids definition: 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.

    Compare CCIA's Writing with other schools on
      Equal balance - 79%
      Systematic approach - 9%
      Process approach - 12%

    What CCIA says:

    In the early years the writing focus is on structure and usage and students are given topics of personal interest and relevance, inspiring creativity and a love of writing. Students are provided with comprehensive instruction in grammar, punctuation, spelling, and vocabulary which is spiraled throughout the grade levels as skills and concepts are re-introduced and reinforced by repeated exposure. The writing process is modelled and further developed through the use of graphic organizers and outlines. Students create descriptive and grammatically sound sentences which lead to cohesive paragraphs and, ultimately, short stories, reports, and essays. Students engage in self and peer editing and learn the importance of continual improvement in writing.

  • Science

    Equal Balance

    Science approach at CCIA: Equal Balance

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

    [Show: About Equal Balance?]

    Our Kids definition: 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.

    Compare CCIA's Science with other schools on
      Equal balance - 69%
      Expository - 5%
      Inquiry - 26%

    Teaching approach:

    Science is fundamental to helping students understand how things work in our world. In the Elementary grades, Science is inquiry-based, and uses real materials to make connections between scientific theory, technology, and our everyday lives. Most lessons focus on acquiring skills and knowledge through hands-on experiences which reinforce scientific theories learned in class. The High School Science program delivers the Ontario Curriculum thoroughly with emphasis placed on inquiry-based learning and knowledge acquisition through a variety of instructional methods such as peer to peer teaching, current event discussions, and case study analyses. The curriculum is delivered through the use of up-to-date texts, hands-on experimentation and investigation, and online simulations. Experiments are thoughtfully designed to enrich the students’ learning and provide experience with instrumentation, procedures and lab reporting skills. Students work independently and in groups to create and present projects that demonstrate their understanding of the concepts learned.

    Treatment of evolution:

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

    Topics covered in curriculum:

  • Literature

    Equal Balance

    Literature approach at CCIA: Equal Balance

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

    [Show: About Equal Balance?]

    Our Kids definition: These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

    Compare CCIA's Literature with other schools on
      Equal balance - 76%
      Traditional - 21%
      Social justice - 3%

    What CCIA says:

    Literary analysis is key to the development of critical thinking. Our teachers choose both classic and contemporary literary texts that resonate with students and promote discussion, critique and debate. Students are encouraged to make connections to themselves, the text, and the world around them as they read and listen to literary text. Students engage in reading comprehension and vocabulary exercises, as well as written response journals, as they build their thinking skills. We have been successful in increasing students’ reading interest through reading clubs which foster offline discussions and help students understand the historical and social context of the text being read. This leads to a deeper understanding and a greater sense of achievement. Emphasis is on the use of the personal growth model which encourages students to draw their own opinions, express their feelings, and use personal experiences and the text to develop their writing skills.

    Program covers:

    Canadian lit
    American lit
    European (continental) lit
    World (non-Western) lit
    English lit
    Ancient lit
  • Social Studies

    Core Knowledge

    Social Studies approach at CCIA: Core Knowledge

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

    [Show: About Core Knowledge?]

    Our Kids definition: 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).

    Compare CCIA's Social Studies with other schools on
      Core knowledge - 37%
      Expanding communities - 30%
      Thematic - 33%

    What CCIA says:

    The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of World cultures and history as well as a more focused knowledge on Canadian history and geography. Students engage in individual and group based projects that demonstrate their understanding of the content. Art, drama, and literature are used to enhance the social studies program in all elementary grades.

  • Humanities and Social Sciences

    Equal Balance

    Humanities and Social Sciences approach at CCIA: Equal Balance

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

    [Show: About Equal Balance?]

    Our Kids definition: These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

    Compare CCIA's Humanities and Social Sciences with other schools on
      Equal balance - 83%
      Perennialism - 7%
      Pragmatism - 10%

    What CCIA says:

    Humanities and the Social Sciences promote active listening, critical thinking skills and help students make connections to history and the world in which they live in. Students learn to make decisions based on values, and discover the truth about the human condition and the human experience. Our teachers use a number of strategies such as direct instruction, visual media, and reciprocal teaching to increase dialogue between teacher and students. Thinking and inquiry is key to learning in the Social Sciences and Humanities where students develop their own questions, collect and organize data, draw inferences, and engage in problem solving. Field trips and role play are also incorporated as part of the teaching strategies to give students the opportunity to make real-life connections to their learning.

  • Foreign Languages

    Equal Balance

    Foreign Languages approach at CCIA: Equal Balance

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

    [Show: About Equal Balance?]

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

    Compare CCIA's Foreign Languages with other schools on
      Equal balance - 65%
      Audio-lingual - 2%
      Communicative - 33%

    What CCIA says:

    The French curriculum follows ministry guidelines and is a comprehensive and seamless program that builds on the four key strands of Listening, Speaking, Reading and Writing. Students develop their overall French communication skills using a variety of texts and online French resources. Vocabulary building, reading and writing are connected to relevant events and real-life practical scenarios with the use of engaging multimedia resources and applications.

    Language instruction offered in:

  • Fine Arts


    Fine Arts approach at CCIA: Creative

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

    [Show: About Creative?]

    Our Kids definition: 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.

    Compare CCIA's Fine Arts with other schools on
      Creative - 33%
      Receptive - 2%
      Equal balance - 65%

    Program offers:

    Graphic Design
    Visual Arts

    Visual studio philosophy:


    What CCIA says:

    The Arts curriculum is designed to facilitate an appreciation of art through the study of art history and various artistic techniques and mediums. This involves exposure to art through gallery visits and online and in-person talks from guest artists from the local community and beyond. Students are encouraged to think about the importance of art in the world, and as a reflection and historical record of humanity. The Arts curriculum encourages self-expression through the creation of various two and three dimensional art projects using a variety of materials. Visual Arts includes the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, photography, and crafts. The program focuses on creating and fostering a sense of curiosity, creativity and confidence in students.

  • Computers and Technology

    Medium integration

    Computers and Technology approach at CCIA: Medium integration

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

    [Show: About Medium integration?]

    Our Kids definition: Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

    Compare CCIA's Computers and Technology with other schools on
      Medium integration - 52%
      Light integration - 18%
      Heavy integration - 30%

    What CCIA says:

    Our school recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. Teachers use coding, robotics, electronics, and multimedia equipment to support learning across the curriculum. Some of the software used within the curriculum includes Java, Python, and Scratch. Additionally, we gladly identify and accommodate students who require the use of a computer to thrive academically.

    Program covers:

    Computer science
    Web design
  • Physical Education

    What CCIA says:

    Our approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students learn movement skills and principles, ways to improve personal fitness and physical competence, as well as safety and injury prevention. We offer a wide variety of competitive and recreational sporting experiences for our students. Gym classes for High School students may include attending a fitness club. Our students are encouraged to find their passion through physical activity and athletic involvement in order to learn the value of hard work, commitment, and discipline and to live a well-balanced life.

  • Advanced Placement courses

    This information is not currently available.
  • Sex and health education

    Not Ontario curriculum

    Sex and health education approach at CCIA: Not Ontario curriculum

    CCIA has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).

    [Show: About Not Ontario curriculum?]

    Our Kids definition: The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.

    Compare CCIA's Sex and health education with other schools on
      Does not follow prrovincial curriculum - 41%
      Follows provincial curriculum - 59%

    Approach to sex and health education: Mostly value-neutral

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

    Our Kids definition: 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 CCIA says:

    This information is not currently available.

Language English

Learn about Cambridge International Academy's languages of instruction and enrolment.

CCIA offers English as the primary language of instruction.

Language of enrolment include: English

Online Learning

Cambridge International Academy's online learning approach and offerings. Learn about this school's online programs and courses offered, its course formats, and its teaching and learning approaches.

Cambridge International Academy offers online courses to students.

What CCIA says about their course flexibility:

We understand the importance of providing students with the convenience and freedom to learn at their own pace. As such, there is no fixed registration deadline for these courses. Students can register at almost any time throughout the academic year. Additionally, we have designed our online courses to be self-paced, allowing students to progress through the material at a speed that suits their individual learning style and schedule. There is no firm end date for course completion, giving students the flexibility to take the time they need to fully grasp the subject matter. We also recognize that each student's circumstances may differ, so there is no minimum course load requirement. Whether a student wants to take just one course or multiple courses simultaneously, they have the freedom to choose what best aligns with their academic goals and commitments. Our aim is to create a supportive and inclusive learning environment, where students can access high-quality education and achieve their academic aspirations on their terms. Through our flexible online courses, we empower students to take control of their learning journey and thrive in their studies.

Course format


What CCIA says about their course format:

Distance: Our distance learning courses provide a fully online and self-paced approach to education. These courses do not require any real-time, face-to-face interactions, offering maximum flexibility to students. All course content, lectures, assignments, and assessments are available online through our learning platform. Students can access and engage with the course materials from anywhere with an internet connection, making it suitable for learners who may have geographical or time constraints. Distance learning emphasizes independent study and self-discipline, allowing students to manage their own learning journey and progress through the course materials at their own speed.
Asynchronous: Our asynchronous online courses offer a flexible learning experience, allowing students to access course materials and lectures at their convenience. Unlike synchronous courses, there is no fixed schedule for live sessions, giving students the freedom to study at their preferred pace and time. All course materials, including pre-recorded lectures, discussion forums, and assignments, are available online, ensuring students can access and review them whenever suits their schedule best. Asynchronous learning accommodates diverse learning styles, enables self-directed learning, and empowers students to balance their education with other commitments.
Synchronous: In our synchronous online courses, students participate in real-time, interactive virtual classes with their instructors and peers. These courses follow a structured schedule, where students are expected to log in at specific times for lectures, discussions, and collaborative activities. The advantage of synchronous learning is that it fosters immediate engagement and allows for direct interaction with the instructor, creating a virtual classroom experience that closely resembles traditional in-person classes. Students can ask questions, receive immediate feedback, and engage in group activities in real-time, enhancing the sense of community and active learning.

Academic support and services

Dedicated teacher per course
Exam proctoring
Student progress tracker
Regular office hours
Additional support
Study groups
Special needs support

Curriculum Pace Standard-enriched

[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 CCIA: Standard-enriched

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

[Show: About Standard-enriched?]

Our Kids definition: 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.

Compare CCIA's Curriculum Pace with other schools on
  Standard-enriched - 56%
  Accelerated - 18%
  Student-paced - 26%

What CCIA says about their curriculum pace:

We deliver a steady pace for administering the Ontario Curriculum however some courses may be presented in enriched ways. To stimulate our pupils' thinking on significant issues and interact with one another on a wide range of topics, an in-depth study is administered to targeted topics.

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 CCIA says about their flexible pacing:

At CCIA, we offer on-line courses to students who are motivated to propel their academic studies to enter post-secondary education sooner. In addition, we offer School-Work Transition Career Pathways such as Early Childhood Education and a Business Focus. Co-op Classes are offered to gain work experience and OSSD.

Academic Culture Rigorous

[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 CCIA: Rigorous

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

[Show: About Rigorous?]

Our Kids definition: 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”.

Compare CCIA's Academic Culture with other schools on
  Rigorous - 49%
  Supportive - 51%

What CCIA says about their academic culture:

Cambridge International Academy keeps the student-to-teacher ratio low so we can focus on the individual needs of the student and support each child on his or her individual path to success. At Cambridge International Academy, we recognize that students have different learning styles. Our learning environment is set up to meet the needs of students. We use a complete approach which reinforces verbal instruction with visual, audio and written support. This allows students to engage on many levels with the material being presented.

Developmental priorities Intellectual

[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: Intellectual

The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

Secondary Developmental Priority: Balanced

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

What CCIA says about their developmental priorities:

Cambridge International Academy pays equal attention to the emotional, social, and physical aspects of our students with emphasis on intellectual ability. We aim to inspire students to become critical thinkers.

Special needs support No 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.

CCIA offers No support

CCIA offers no/limited support for students with learning difficulties or special needs.

What CCIA says about their special need support:

CCIA has the flexibility to cater to students who have mild learning disabilities and ADHD. We work closely with parents to set up an academic regime which includes training on the Reading Plus or MyLexia brain based programs, and one-to-one instruction and tutoring as needed. Accommodations are offered in class to help capture the best of a student. High School students wanting an Early Childhood Education or Business focus may have the opportunity to receive modifications in some of the high school courses.

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

Special NeedNeed
Forms of SupportA
  • 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.
    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.
    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
    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.
    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."
    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

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

Mild but clinically diagnosed learning disabilities

Extra support

What CCIA says:

When a student demonstrates learning difficulties while attending CCIA, our dedicated teaching staff investigate alternate ways of teaching to help the student grasp the content. Extra help in homework is offered after school. Planning with long term projects is also monitored to ensure the student is meeting deadlines. We offer accommodations such as extra time to write a test and the use of a computer in class. Teacher notes from lessons are also provided to help the student get back on track. When difficulties persist, parents are notified and a parent- teacher meeting is arranged to brainstorm ideas to support the student.

Additional support

Social skills programs
Occupational therapy
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.

Class structure

Program Offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

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 CCIA says about their gifted learner support:

Cambridge International Academy provides curriculum differentiation by pace, breadth and depth. Our classes integrate several disciplines within an area of study to encourage students to explore topics and ideas in greater depth, and to give advanced learners a springboard to further investigation. Advanced students are given tasks which develop independent research skills, and hone critical and creative thinking skills.

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. 12, CCIA students perform an average of >2 hours of homework per night.

CCIA30 mins30 mins30 mins45 mins45 mins60 mins60 mins90 mins90 mins90 mins120 mins160 mins
Site Average15 mins18 mins24 mins30 mins36 mins42 mins54 mins58 mins76 mins87 mins103 mins111 mins

What CCIA 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

Lettered or numbered gradesGr. 1 to Gr. 12
Prose (narrative)-based feedbackGr. 1 to Gr. 12
Academic achievement reportingGr. 1 to Gr. 12
Habits and behaviour reportingGr. 1 to Gr. 12
Parent-teacher meetingsGr. 1 to Gr. 12

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

Cambridge International Academy offers 3 competitive sports and 8 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

Cambridge International Academy 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
  Poetry/Literature club
  Radio club
  Robotics club
  Round Square
  School newspaper
  Science Club
  Student Council
  Art Club
  Astronomy Club
  Audiovisual Club
  Chess Club
  Community Service
  Computer Club
  Dance Club
  Debate Club
  Drama Club
  Environmental Club

What CCIA says about their extracurricular activities:

  • CCIA offers a variety of extracurricular programs designed to support the whole school.
  • Extra-curricular sports provide opportunities for students to develop their physical capacities, as well as providing balance to the rigor of academics and an arena for character development such as annual school camps, international trips, etc.
  • Extracurricular opportunities complement and enhance the academic program and are essential to student success. CCIA offers a variety of after school and weekend programs, homework clubs, math contests, debate, public speaking, and robotics.

THE OUR KIDS REPORT: Cambridge International Academy

Next steps to continue your research:

 Add to shortlist

By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All right reserved.