Esprit Academy

• Curriculum Progressive, Montessori
  [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.

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  Curriculum approach at Esprit Academy: Progressive, Montessori

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

  [Show: About Progressive, Montessori?]

  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 - 27%
    Traditional - 44%
    Liberal arts - 17%
    Montessori - 10%
    Reggio Emilia - 1%
    Waldorf - 1%
  

  Esprit Academy has a Montessori approach to secondary curriculum.

  Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.

  What Esprit Academy says: We are a progressive alternative school that uses some Montessori principals in learning and teaching. Our curriculum uses the Ministry of Ontario guidelines as our skeleton, allowing the students to dive deeply into the areas of interest and strength. Each student follows their own programming, in that we tailor the speed and manner of teaching to the individual. Our students are highly intelligent and require a different approach to learning. We also focus on learning specific skills to allow our students to be life long learners. Teaching reading, writing and mathematics in a step wise fashion so that each student has a strong foundation in which to continue their learning careers. Students often arrive with gaps in their previous learning. Our goal is to identify these issues, and work towards filling them so that our students can move forward with their learning.

  Montessori offered:

  Program	offered
  Montessori toddler
  Casa
  Elementary
  Middle School
  High School

  Approach:

  Focus	Special needs
  Academic	Gifted, Special needs

  Pedagogies and subject courses:

  • Mathematics Equal Balance
    Mathematics approach at Esprit Academy: Equal Balance

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

    [Show: About Equal Balance?]

    These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Mathematics at schools on OurKids.net

      Equal balance - 68%
      Traditional math - 29%
      Discovery math - 3%
    

    What Esprit Academy says: Lessons begin with concrete materials and real world examples so that students understand why they are learning the specific skill. There are three types of questions that students work on throughout the week. First is their daily math, these are practice questions, or activities with materials that help to reinforce new concepts and become proficient in computation. Second are review questions, a few questions each week on previous materials that ensure that students retain previously learned skills. Lastly are challenge questions. These questions allow the students to apply known skills to new and more challenging questions to stretch their understanding and use critical thinking to figure out the solution.

    Textbooks and supplementary materials: We use a variety of textbooks and materials as needed for each student. We have Nelson, JUMP, Singapore Math along with online practice and games.

    Calculator policy: This information is not currently available.

  • Early Reading Phonics-intensive
    Early Reading approach at Esprit Academy: Phonics-intensive

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

    [Show: About Phonics-intensive?]

    Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.

    Early Reading at schools on OurKids.net

      Phonics-intensive - 42%
      Whole language - 2%
      Balanced literacy - 56%
    

    What Esprit Academy says: We strongly use Montessori materials and pedagogy in the early reading program. This ensures that students understand the phonetics of the English language. We work with students on reading through writing, moving onto step wise introduction of exceptions, grammar rules and comprehension.

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

    What Esprit Academy says: This information is not currently available.

  • Writing Equal balance
    Writing approach at Esprit Academy: Equal balance

    Esprit Academy 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 - 82%
      Systematic approach - 10%
      Process approach - 8%
    

    What Esprit Academy says: We begin by having the students write. We want them to enjoy the process of writing, seeing it as a way of sharing their stories and ideas. Once they are comfortable with the writing process, we work on grammar, spelling and sentence structure in a step wise fashion so that they each skill is shown one at a time.

  • Science Equal Balance
    Science approach at Esprit Academy: Equal Balance

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

    [Show: About Equal Balance?]

    Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.

    Science at schools on OurKids.net

      Equal balance - 73%
      Expository - 5%
      Inquiry - 22%
    

    Teaching approach: We have direct teaching of concepts in science class. Discussions about the why of the world and how it works. Students learn through discussion, direction instruction and independent research. Each week an entire afternoon is dedicated to a STEM challenge exercise, where students are given a problem to solve through design, construction and testing.

    Treatment of evolution:

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

    Topics covered in curriculum:

    Subject	offered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature Equal Balance
    Literature approach at Esprit Academy: Equal Balance

    Esprit Academy 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 - 77%
      Traditional - 20%
      Social justice - 3%
    

    What Esprit Academy says: The traditional approach is used to build the students understanding of reading and the mechanics needs to comprehend and take meaning from what they are reading. However, we use a variety of texts to work through the learning. We focus our choices on texts that show all walks of life, all types of families and speak to the difficulties that humans may face. Using these materials to spring board discussions on our role in social justice and what we can do to improve the world for those in it.

  • Social Studies Thematic
    Social Studies approach at Esprit Academy: Thematic

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

    [Show: About Thematic?]

    The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.

    Social Studies at schools on OurKids.net

      Thematic - 32%
      Core knowledge - 43%
      Expanding communities - 25%
    

    What Esprit Academy says: Students begin their historical learning at the big bang and work forward to present day. This is done over the different school years. There is an integrated approach to history, including it in drama, art and language learning as it is not a stand alone subject in the real world. Geography is taught beginning with the student and the area they know and understand and expand to include the rest of the universe. Again geography is integrated into other subjects to ensure that students gain an understanding of the physical geography. The science of the building of the world is viewed from both the geological and scientific aspects of what has happened in the past as well as what is currently happening.

  • Humanities and Social Sciences Equal Balance
    Humanities and Social Sciences approach at Esprit Academy: Equal Balance

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

    [Show: About Equal Balance?]

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

    Humanities and Social Sciences at schools on OurKids.net

      Equal balance - 85%
      Perennialism - 6%
      Pragmatism - 9%
    

    What Esprit Academy says: Students who have been at the school continue along the timeline of life and focus on areas of interest and how they affect the world today. We look at history's affect on the modern world and ask the big questions of why, who and what. Those students who are new to the school are introduced to the timeline and spend part of their time learning the expanse of history and geography available to learn. They also participate in the discussions doing a combination of work.

  • Foreign Languages

    What Esprit Academy says: This information is not currently available.

  • Fine Arts Creative
    Fine Arts approach at Esprit Academy: Creative

    Esprit Academy 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 - 37%
      Receptive - 2%
      Equal balance - 61%
    

    Program offers:

    Subject	offered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What Esprit Academy says: This information is not currently available.

  • Computers and Technology Heavy integration
    Computers and Technology approach at Esprit Academy: Heavy integration

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

    [Show: About Heavy integration?]

    A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.

    Computers and Technology at schools on OurKids.net

      Heavy integration - 34%
      Light integration - 18%
      Medium integration - 48%
    

    What Esprit Academy says: This information is not currently available.

    Program covers:

    Subject	offered
    Computer science
    Robotics
    Web design

  • Physical Education

    What Esprit Academy says: Our goal is have students understand the benefits of physical activity and encourage them to be active daily. Our program follows the interests of the students so they are more inclined to participate. Our goal is participation and not skills building. We do

  • Sex and health education Not Ontario curriculum
    Sex and health education approach at Esprit Academy: Not Ontario curriculum

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

    [Show: About Not Ontario curriculum?]

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

    Sex and health education at schools on OurKids.net

      Does not follow prrovincial curriculum - 45%
      Follows provincial curriculum - 55%
    

    Approach to sex and health education:

    Esprit Academy 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.

    Esprit Academy's approach to sex-ed: This information is not currently available.

  
  

  Jump to:

  • Mathematics

  • Early Reading

  • Writing

  • Science

  • Literature

  • Social Studies

  • Humanities and Social Sciences

  • Foreign Languages

  • Fine Arts

  • Computers and Technology

  • Physical Education

  • Sex and health education
• Montessori Approach Moderately non-orthodox
  School Policies

  	Lower Elementary	Upper Elementary	Middle
  Age groupings How children are grouped by age for each class.'	1 to 3	4 to 6	7 to 8
  Uninterrupted work periods The longest uninterrupted work period for each class.'	2 hours	2 hours	2 hours
  Tests and assignments How often students are given tests or assignments in each class.'	Occasionally (Moderate Orthodox)	Occasionally (Moderate Orthodox)	Occasionally (Moderate Orthodox)
  Graded work How often students have their work graded in each class.'	Semi-regularly (Moderately Non-Orthodox)	Semi-regularly (Moderately Non-Orthodox)	Semi-regularly (Moderately Non-Orthodox)
  Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.'	10%	5%	5%

  Classroom Practices:

  • Whole-class lectures Moderately orthodox
    Orthodox

    Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    Moderately orthodox

    Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    Moderately non-orthodox

    Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    Non-orthodox

    Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.

  • Specialist classes Moderately orthodox
    Orthodox

    We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    Moderately orthodox

    We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    Moderately non-orthodox

    We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    Non-orthodox

    We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

  • Modern-day technology Moderately non-orthodox
    Orthodox

    Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    Moderately orthodox

    Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    Moderately non-orthodox

    Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    Non-orthodox

    Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.

  
  

  Overall approach : Which option best describes your overall curricular approach?

  Orthodox

  36% of schools

  Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

  Moderately Orthodox

  47% of schools

  Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

  Moderately Non-Orthodox

  13% of schools

  Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

  Non-orthodox

  4% of schools

  Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.

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  Teaching Assistants:

  This school uses teaching assistants.

  What Esprit Academy says: We use a combined methodology designed specifically for gifted students who may have other learning challenges. These modifications are made to ensure that our students achieve the independence they require for life long learning.

• 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.

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  Curriculum Pace approach at Esprit Academy: Student-paced

  Esprit Academy 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 - 25%
    Standard-enriched - 58%
    Accelerated - 17%
  

  What Esprit Academy says: We assess each student, their current knowledge and tailor the work to fill in gaps, build a better foundation, or move them through curriculum at a faster pace as necessary.

  Flexible pacing style

  Flexible pacing style	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 Esprit Academy says about flexible pacing: Each student works at their own pace through the curriculum. Lessons are given to each student to ensure that they are learning in the best way possible for their learning style.

• Academic Culture
  [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.

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  What Esprit Academy says: We have high academic standards as our students are highly intelligent and can grasp concepts way beyond their chronological age. However, many of our students have learning challenges and need extra support in specific subjects. Our goal is to build their competences in these areas so that they can meet or exceed grade level expectations.

• 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.

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  Primary Developmental Priority: Balanced

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

  Secondary Developmental Priority: Intellectual

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

  What Esprit Academy says: Our learning environment supports our students socially and emotionally. We spend time discussing mental health needs and different perspectives on how to live. We spend an hour a day in the ravine to ensure the the physical needs of our students are met. Discussing that if our bodies aren't healthy we can't learn.

• Special needs support Special needs school
  [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.

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  Esprit Academy is a Special needs school

  Full-time programming is offered for all students which is exclusively focused on one or more special needs.

  What Esprit Academy says about their special need support: Each student has the curriculum tailored to their learning level and needs.

  Academic Support:

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

  Mild but clinically diagnosed ADHD:

  Subject Type	offered
  Accommodations
  Modifications
  Extra support

  ---

  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

• Gifted learner support Dedicated gifted school
  [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.

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  Dedicated gifted programs:

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

  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 Esprit Academy says: The learning difference of a gifted learner are accommodated for through choices in projects and in-depth research in areas of strength and interest.

• Language English
  Esprit Academy offers English as the primary language of instruction.

  Language of enrollment include: English
• 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.

  ---

  In grade Gr. 8, Esprit Academy students perform an average of 30 mins of homework per night.

  Nightly Homework

  	4	5	6	7	8
  Esprit Academy	15 mins	15 mins	15 mins	30 mins	30 mins
  Site Average	30 mins	35 mins	40 mins	52 mins	56 mins

  What Esprit Academy 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.

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  How assessments are delivered across the grades:

  Lettered or numbered grades	Gr. 7 to Gr. 8
  Prose (narrative)-based feedback	Gr. 4 to Gr. 8
  Academic achievement reporting	Gr. 4 to Gr. 8
  Habits and behaviour reporting	Gr. 4 to Gr. 8
  Parent-teacher meetings	Gr. 4 to Gr. 8

I'm so pleased you have dropped by to have a look at our school. At Esprit Academy we pride ourselves in providing an enriched environment for the gifted and highly intelligent student. Our staff works with each student and develops an individualized program based on curriculum expectations, student interest and academic needs. We cater to the twice exceptional learner. These students require a different approach when building skills and learning new material. We look forward to meeting you during the Admissions Pathway on October 3. Or book a private meeting with us to discuss any questions.