Indirect Support:
By using a differentiated approach to learning, Kells Academy supports students in reaching their full potential. In separate Elementary,Middle and High School campuses Kells offers small classes with a focus on creativity and technology, excellent academic, arts and sports programs, as well as a wide variety of extra curricular activities and clubs. Kells enjoys a close to 100% graduation rate, high acceptance in all disciplines in CEGEP, is co-ed, and students do not need a Certificate of Eligibility to attend.
Irene Woods began her career as an educator within the public system, and while there noted that often the after-school tutorial sessions were more productive, and more time efficient, than the teaching done in the classroom. The obvious question—at least it was obvious to her—was, why don’t we just teach this way all the time? Which, in time, is exactly what she did, applying the tutorial model—small group, student-led instruction—to the entire curriculum. Kells was founded in 1978, and Woods has been an instructor and director there ever since. Those aspects of the tutorial model—individual attention, and a creative approach to instruction—are what continue to define the program today. The school has grown considerably over the years, including the creation of a boarding program, though the division between the elementary and high school programs helps to keep the focus small-group instruction.
Gallery showcasing school life and general photos of Kells Academy.
| Focus |
|---|
| Academic |
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
| Subject | offered |
|---|---|
| Biology | |
| Chemistry | |
| Ecology | |
| Geology | |
| Meteorology | |
| Physics | |
| Physiology | |
| Zoology |
| Subject | offered |
|---|---|
| Evolution as consensus theory | |
| Evolution as one of many equally viable theories | |
| Evolution is not taught |
| Subject | offered |
|---|---|
| Acting | |
| Dance | |
| Drama/Theatre | |
| Graphic Design | |
| Music | |
| Visual Arts |
| Expressive | |
| Disciplined |
| Subject | offered |
|---|---|
| Computer science | |
| Robotics | |
| Web design |
| 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 |
Kells Academy offers no/limited support for students with learning difficulties or special needs.
| Subject Ttype | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject Ttype | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Read our guide to special needs schools and special education
| Program | offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: This information is not currently available.
| 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) |
In grade Gr. 11, Kells Academy students perform an average of 2 hours of homework per night.
| 7 | 8 | 9 | 10 | 11 | |
|---|---|---|---|---|---|
| Kells Academy | 60 mins | 60 mins | 90 mins | 120 mins | 120 mins |
| Site Average | 52 mins | 57 mins | 69 mins | 80 mins | 96 mins |
This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).
| Lettered or numbered grades | K to Gr. 11 |
| Prose (narrative)-based feedback | K to Gr. 11 |
| Academic achievement reporting | K to Gr. 11 |
| Parent-teacher meetings | K to Gr. 11 |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Baseball | ||
| Basketball | ||
| Football | ||
| Ice Hockey | ||
| Lacrosse | ||
| Rowing | ||
| Rugby | ||
| Running | ||
| Soccer | ||
| Softball | ||
| Swimming | ||
| Tennis | ||
| Track & Field | ||
| Volleyball | ||
| Badminton | ||
| Downhill skiing | ||
| Golf | ||
| Snowboarding |
| Clubs Offered |
|---|
| Foreign Language Club |
| Math Club |
| School newspaper |
| Science Club |
| Student Council |
| Yearbook |
| Yoga |
| Art Club |
| Band |
| Chess Club |
| Debate Club |
| Drama Club |
| Environmental Club |
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
| Day (Domestic) | $16,000 | ||||||||||||
| Day (International) | $16,000 | ||||||||||||
| Boarding (International) | $34,000 | ||||||||||||
Discounts
| Discount Type | Enrollment Type | Amount |
|---|---|---|
| 2nd child (sibling) | all students | 10% |
| 3rd child (sibling) | all students | 15% |
| 4th child (sibling) | all students | 20% |
This information is not currently available.
| Kells Academy Amount: $5,000 | Other Deadline: 03/01/2012 |
| Eligibility Details: Students grade 1 to 11—Must demonstrate high academic performance, have strong leadership skills, and be good role models. Proof of consistent excellence along with a letter of intent is necessary when applying. | |
| For more details, visit: www.kells.ca/en/gak.php?node=76 | |
| Grades | Gender | Living Arrangement | Enrollment | |
|---|---|---|---|---|
| Group 1 | K to Gr. 12 | Coed | Day | 320 |
| Group 2 | Gr. 5 to Gr. 12 | Coed | Boarding | 40 |
| Total enrollment | 360 |
| Average enrollment per grade | 28 |
| Average class size | 12 to 18 |
| Gender (grades) | K to Gr. 12 (Coed) |
| Boarding offered | Gr. 5 to Gr. 12 |
| % in boarding (total enrollment) | 11% |
| Percentage of students are international students | |
| Number of different nationalities within student population | 0 |
| Five-day boarding programs offfered |
| Assessment | Required | Grades |
|---|---|---|
| Interview | K - 11 | |
| SSAT | ||
| SSAT (out of province) | ||
| Entrance Exam(s) | K - 11 | |
| Entrance Essay | ||
| Entrance Essay | ||
| Application Fee |
Day students: Rolling
Boarding students: Rolling
Completed Application Form with application fee ($50, non-refundable), report cards from the current academic year and previous school year, photocopy of educational assessment if applicable, school reference letter by teacher or principal, photocopy of birth certificate and immunization records along with a passport size photograph and MEES Achievement Record (Quebec Grades 10 and 11 only). Once the application package is complete and submitted to the school, an appointment for an interview will be arranged by the Admissions coordinator. Placement testing and a class visit will also be scheduled for your child. Tours of the school are given throughout the year, by appointment. Please feel free to call us to arrange a visit. A Certificate of Eligibility is not required.
Student Entry Points
| Student Type | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Day Acceptance (Acceptance rate) | 15 - 30 (90%) | 15 - 30 (90%) | 15 - 30 (90%) | 15 - 30 (100%) | 15 - 30 (100%) | 15 - 30 (100%) | 15 - 30 (100%) | 15 - 30 (100%) | 15 - 30 (100%) | 15 - 20 (100%) | 15 - 20 (100%) | 15 - 20 (100%) | |
| Boarding Acceptance (Acceptance rate) | 1 - 2 (95%) | 1 - 3 (95%) | 1 - 5 (95%) | 1 - 5 (95%) | 1 - 5 (95%) | 5 - 10 (95%) | 5 - 10 (95%) | ||||||
| Homestay Acceptance (Acceptance rate) | 0 | 0 | 0 | 0 | 0 |
| Services | Offered |
|---|---|
| Career planning | |
| Internships | |
| Mentorship Program | |
| University counseling |
| Key Numbers | |
|---|---|
| Average graduating class size | N/A |
| *Canadian "Big 6" placements | N/A |
| **Ivy+ placements | N/A |
*Number of students in the past year who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.
**Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)
| Alumnus | Grad Year | Accomplishment |
|---|---|---|
| Haya Aziz | 2010 | Haya came to Kells in Grade 8 and was one of our Valedictorians (we had two that year). She is now thriving in Medicine at McGill University. |
| Jean Pierre Falet | 2010 | After having been at Kells for 5 years, JP was our second Valedictorian of the Class of 2010. He is also studying Medicine at McGill University. |
| Nour Khatib | 2003 | MD, CM: Doctor of Medicine and Master of Surgery McGill University and Resident doctor at Sunnybrook Health Sciences Center, Toronto, Ontario. |
| Mandana Moosavi | 2002 | Mandana graduated in Medicine from McGill University. Currently: Endicronology Fellow at Vancouver Coastal Health. |
| Fangzhou Bian | 2006 | Associate Lawyer at Couzin Taylor LLP, allied with EY. |
| Mo Yu (Lanny) Li | 2008 | Lanny graduated from McGill University in Medecine and is now studying as a resident doctor in General Surgery in Alberta. |
| Hani Abdul Baki | 2006 | Hani graduated from McGill University and is now working as an investment banking analyst in New York City. |
Below, find stories and testimonials about Kells Academy.
...I wanted to thank you for allowing me to visit your grade 8 and 10 history classes yesterday. I left your class with all kinds of ideas running through my head... while it was wonderful to see the technology in action used to "flip" your class (my original reason for visiting, and by the way I loved the fact that you used Google drive to upload the screencasts and for individual folders, so efficient and effective) what was truly outstanding was the opportunity for your students to engage, collaborate and reflect within the competencies of the history and citizenship currciulum. I could see how this model really allowed you to switch from the role of "deliverer of information" to "facilitator of information." Your focus on critical thinking and its value in your classroom was very much evident-and something I think other schools should really see in action!
Other thoughts: I know you said your use of the Universal Design for Learning model was unintentional, but from my perspective, as someone who has been implementing this framework within school boards this year, it was really striking to see this in action. I was so impressed with so many things: your ability to build individualized adaptations into the curriculum, the self-pacing options, the flexible reading and writing assistive support, allowing for different methods of response and also presenting material in different ways.
So-thank you again for allowing me to see outstanding teaching and learning in action-and please thank your class as well, they were great kids!
Kind regards,
Andrea
Dear Mrs. Perlman,
Please allow us to take this opportunity to thank you and all the educators at Kells - especially Mrs. Brady - for the wonderful work accomplished with Zach over the last 4 months. We were delighted to have met all his educators at the Parent/Teacher meeting last week, and very pleased with what each teacher had to say regarding his progress, accomplishments, strengths and weaknesses.
Zach has achieved a lot in his very short period of time at Kells which demonstrates the high quality and standard of education provided at Kells. We have seen tremendous development in many aspects of his education and we are sincerely grateful to everyone at Kells for nurturing his joyful spirit, creative thinking and love of learning, and for the continuous efforts spent to captivate and stimulate his very young mind.
There is no doubt in our minds and hearts that Kells is a fine, first class institution, and the best choice we have made for our son Zach.
Looking forward to many more years of continued success for Zach and Kells, we remain
With warm regards,
Nora & Johnny Woldegabriel
...Just as no one size of school uniform fits all, so education should be custom tailored to the student, says the founding director of Kells Academy, Irene Woods.
Learning has always been a very personal matter at the Westmount Learning Centre she founded in 1978, which later expanded into Kells Academy. Class sizes are kept small, and the focus has been on supporting each learner’s uniqueness. “Now we’re taking this approach, which works so well, to the next level — finding new ways to keep students active and engaged.”
This fall, Kells high school is expanding two popular initiatives launched last year: Flex scheduling, which allows students to hand-pick elective subjects, and the innovative use of digital technology.
The Flex program complements the school’s wide range of extracurricular activities. In the 2014-15 school year, it garnered rave reviews from students who leaped at the chance to select a course of special interest each semester. Building on this, Woods and her team have included options beyond the arts and sports programs for which the school is known. Students can select from a dozen subjects that range from jiu-jitsu to dance to calculus to music.
While in Grade 9 last year, Jason Papagiannis, 15, took advantage of two Flex courses: law in one semester, philosophy in the next. His father, George, whose 18-year-old daughter Christina also attended Kells, said “Jason kept saying how he enjoyed the discussions and the camaraderie that developed” in the Flex courses. He also had the opportunity to mingle with students of different ages, since the program’s courses are open to all grade levels.
“My son has also greatly benefited from the way technology is used at Kells, and the way it has been integrated into the curriculum,” Papagiannis added. “Jason learned important digital life skills and would not have achieved the same level of success at school without them.
“The use of technology has definitely made the parents’ job easier,” he said, echoing the sentiments of many of the parents. “My wife and I both appreciate many aspects, including daily online access to our kid’s homework and class notes.”
The introduction of digital technology to the classroom has been a game-changer for students and teachers. Kells has embraced it fully and finds that it permits teachers to offer instruction that reaches every learner, changing the classroom dynamics. In-class innovations include the “flipped classroom” and “Learning Response Systems.” Both are already used in educational circles and employ digital technology to promote active learning. Kells has adapted them to create approaches unique enough to be recognized at a conference for educators held at McGill University in May 2015.
The flipped classroom reverses the usual teaching model, with lessons given at night, homework during class time. Students watch videotaped lectures or lessons at home, communicating with each other or their teachers via online discussions. “In-class time is used for discussion, activities and more one-on-one time with the teacher,” Woods said.
Learning Response Systems refers to an interactive presentation system adapted for the classroom. The teacher poses questions verbally or on a so-called smartboard, a high-tech whiteboard. Students then provide their answers using remote transmitters such as an iPad, a process that keeps everyone in the class engaged. The system instantly collects the results, which the teacher can view and then give immediate feedback.
The innovation in teaching programs and methods at Kells Academy is progressive and never ceases. A number of other programs are in the plans as the school continuously strives to build better learning methods that prepare their students with skills that will be essential in tomorrow’s world.
Visit www.kells.ca to learn more.
...
Kells Elementary offers an exciting environment that celebrates the uniqueness of each student. Every student brings his or her own interests, experiences and culture to the learning environment and the school understands that a one-size-fits-all approach to learning just does not work.
The N.D.G. school, with classes from kindergarten to Grade 6, is made up of a diverse population of Canadian and international students, many of whom benefit from the small class sizes and the differentiated approach Kells takes in its teaching.
“This diversity is a good blend,” said Marla Perlman, the principal, “that paves the way for a rich and meaningful education.”
At Kells Elementary, learning happens not only in the classroom, but in the resource room, the library, outdoors and, more recently, online.
A low student/teacher ratio and access to state-of-the-art classrooms and a resource room ensures that each student’s needs are taken care of.
“At Kells Elementary, we understand that the Internet is a big part of today’s reality and we ensure that students benefit by all it has to offer,” Perlman explained. “Technology can be a great equalizer in education in that it enhances learning for students who may struggle with the skills of reading and writing.”
Social media can also be a powerful teaching tool and last year, Kellsstudents were thrilled to be able to communicate with Olympic athletes via Skype during the Olympic games in Sochi.
It is, however, important that students be taught what is acceptable behaviour online and what needs to be avoided. They need to understand the significance of their digital footprint.
“We promote responsible use of social media including Facebook, Twitter and Skype — we call it digital citizenship,” Perlman said. “It’s important that kids be taught what is acceptable and what to avoid.”
Each year at graduation, students become emotional about leaving Kells Elementary as they recount the happy times and activities they shared with their teachers and friends. A highlight of the year is the spring concert at Oscar Peterson Hall, where students get to showcase their talents to a large audience of parents and friends. “They also tell us how much they enjoyed the overnight trips, the sports, the clubs, and the great support they felt during their years at Kells Elementary.
“Many of our students continue on to Kells High School, a few blocks away, where the continuity in academia, the arts and technology eases the transition to the next phase of their education.”
Kells educators have high expectations of students without putting pressure on them to achieve.
“Irene Woods is Kells’s founder and our driving force,” Perlman said. “She is passionate about learning and seeing students reaching their full potential, and her enthusiasm trickles down to both myself and my staff.
“We want every student to succeed; we will find a way and never give up.”
...Kids love coming to Kells Academy, a unique learning institution. This is, in great part, because its founder and director, Irene Woods, is an educator who thinks differently.
“Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.” — Albert Einstein
“I believe that every student can shine — and even small accomplishments are potential launching pads to greater triumphs,” Woods said. “Academic success often begins with the discovery of the pupil’s optimal learning style.”
With its low teacher-student ratios, Kells’s educators have the opportunity to address and respond to individual needs.
“Another way we help students to thrive is with our state-of-the-art educational technology,” Woods said. “Kells graduates, many of whom struggled in public schools, have gone on to acquire university degrees. They now enjoy satisfying careers and productive lives.”
Tutorial model — As its name suggests, the tutorial model allows teachers to engage students as a private tutor would do, when working one-on-one. For example, not everyone learns best by listening — a percentage of students are, by nature, more visual. Some prefer to work alone while others blossom in group settings. Teachers at Kells are expert at assessing what will help a pupil absorb material most easily. Feelings of achievement can facilitate the evolution of a reluctant student into an eager one.
Educational technology — At Kells, everyone has an iPad, so teachers can send information to a whole class electronically, in an instant and students can respond — making the communication process interactive and quick. Emailing between students and teachers is the norm.
Another extraordinary use of the iPad, in the classroom, is for pre-tests. During a pre-test, the educator receives students’ responses immediately to questions about their prior knowledge or interest on a given topic. This directs the instruction, making the teaching more effective and relevant to students.
Flipping (something students will love) — For many, the word “homework” comes with a big dose of angst. At Kells, they flip homework on its head with an innovative concept. In a traditional learning model, a lesson is taught in the classroom, followed by a homework assignment to reinforce the learning. With the flipping model, a video or PowerPoint presentation is uploaded onto the students’ iPads to be watched or reviewed at home. The next day, a related assignment is completed in the classroom. Students work together, brainstorm and figure out the best answers.
The portal (something parents will love) — In the evening, when a mom or dad asks what happened at school, teenagers tend to offer few details. With the Kells portal system, parents can log on to a website and read about their children’s school day: assignments, project deadlines, required materials and test results.
They can even arrange a parent-teacher meeting via the portal — a brilliant idea!
...In 2012, at the National Association for Independent Schools (NAIS) educational conference in Seattle, Bill Gates – the founder of Microsoft – declared that the next ten years would bring about a radical change in education and technology would be the tool to drive this revolution. He went on to emphasize that technology was only a tool and that the key to learning was to motivate and inspire the students to work together and solve problems – a task that only teachers could help the students accomplish.
Irene Woods, the Director of Kells Academy, Montreal was one of the members of the audience. She had already started implementing a technological approach to education at Kells a couple of years earlier. Hearing Bill Gates that evening only made her more determined to innovate and have technology play a larger part in the classroom.
In a recent interview she said: “ Kells Academy embraces technology as a powerful asset to making learning more interesting, fun and relevant. Through technology, we are able to better personalize and customize learning. While nothing can replace the personal motivation and help that students receive from working directly with their teacher, we see our many technological aids as a most powerful and innovative tool for helping students prepare for the future.”
She asserts that technology does not override the human aspect of learning and will never replace the teacher. As she explained, “Kells was founded on the practical application of the tutorial model in a classroom setting. A limited number of students guided by dedicated teachers led to a more positive and enriching experience for the students . They were able to accomplish a lot more in a few short sessions as compared to hours spent trying to master the same material in the classroom. This resulted in the establishment of a unique tutorial service: the Westmount Learning Centre in 1978 ; and ultimately, to the foundation of Kells Academy.”
Today Kells has a full-fledged Elementary and High School on two campuses and a large and growing number of international students who are attracted to the school, its academic programs and the various extra-curricular activities and state-of-the-art resources that it offers.
Ms. Woods is committed to the Kells tradition of small classes in a warm and friendly environment where each student can get individual attention and create and develop their own potential with the guidance of dedicated teachers teaching at the individual pace of the student. But she now envisions this very successful model propelled forward by the power of technology. Kells Academy has embraced technology as a powerful tool in making learning more interesting, fun and relevant and considers itself as a leader in this field
Students are introduced to computers in Elementary School. Irene Woods elaborates on how technology has revolutionized the role of the teacher in the classroom. It is now routine for all Kells teachers to assign topics and have the students review it on their iPads ahead of class time, so that actual face-to-face time can be used for more in-depth discussions. Ms. Morris, the resource teacher for example, particularly likes the interactive learning feature that the iPad permits in teaching and Mr. Aitken, head of the high school, is convinced that the use of iPads permits students to become active participants in their own individual learning path. As Marla Perlman, Principal of Kells Elementary, explains: “We are using innovative technology in innovative ways, and have even had public school teachers visit our school to learn how to use iPads more effectively in their classroom.”
Kells Academy lays as much emphasis on the physical, social and cultural development of its students as it does on learning through technology and students participate in numerous after-school activities. The school's soccer, basketball and rugby teams compete successfully in inter-school sports each year. The visual-and-performing arts and music are encouraged at all grade levels and the Spring Concert is one of the highlights of the Kells calendar . This year students from the debating team won their way to the Canadian finals in Calgary, having successfully competed in Montreal and Halifax.
Involvement in extra-curricular activities starts at an early age. “It is a very dynamic program,” explains Marla Perlman. “Extra-curricular activities at the elementary level take place during the lunch hour. Students can participate in drama, sports, the arts or join one of the Clubs like the spirit committee, chess club, lego club, glee club, primary club or the green committee that is responsible for the school garden - one of the first school gardens in the city.” These activities, as well as tutoring students for those who need it, are part of the new extended day for elementary students that now runs from 3 to 6 pm.
The nurturing and blossoming of each student has resulted in a close-to-100 percent graduation rate. Students from Kells go on to the CEGEP's of their choice in all faculties of commerce, health , pure and applied science, social sciences, fine arts – and, of course, technology.
Ms. Woods is justifiably proud of how her dream has translated into the reality of Kells Academy. Looking ahead to the future of the school, she continues to believe in the founding principles of the institution that are anchored in a humanistic view of education . The focus at Kells Academy will always remain on individual students learning, innovating and thriving in a harmonious community - but using the power of technology to help each student develop their maximum potential. ...
Congratulations to Yasmeen Dajani for placing second in the Quebec Public Speaking Competition held at The Study on November 30 th, 2012. This entitled her to compete in the Canadian National Public Speaking Championships, hosted by St. John’s-Ravenscourt School in Winnipeg in February. This prestigious event took place over three days, and included multiple events including Persuasive Speeches, Interpretive Reading, Impromptu Speaking, and Parliamentary Debate.
Only the top four students in each province, having qualified at the Provincial Championships, were invited. Yasmeen, a grade 10 student, spoke beautifully in all four categories and received high scores across the board. Although she did not qualify for the World Championships, she had a wonderful experience and learned a great deal from the top young speakers in Canada.2013 Canadian National Debate Championships.
...
Spain –culture, cuisine and castanets
During the March break, 14 students ventured on an excursion to Spain. The trip would take them from Barcelona to Gibraltar while touring the Andalusia area and the Alpujarras mountains. In Barcelona, students took in the unique works of the famous architect Antoni Gaudi which included the incomplete Sagrada Familia, la Pedrera and the majestic Park Guell.
After visiting the Moorish castle of Alhambra in Grenada and learning the basic steps of flamenco dancing, students traveled through the twists and turns of the Alpujarras mountains to stay in a secluded eco
lodge. They were treated to a once-in-a-lifetime cooking workshop in Narilas, a town with a population of about 80 people, where they were welcomed with open arms by the inhabitants of this beautiful region.
Then there was Seville, a city fuelled by the joy of living and full of Andalusian hospitality. After visiting the Alcazar castle and the Catedral de Sevilla, home of Columbus’ tomb and the Giralda tower (which gave them a superb panoramic view of the city from up high), they stopped in the park for a picnic and a soccer match that got everyone’s legs ready for a walking tour of the historic neighborhood surrounding the Alcazar. The night ended elegantly when the students visited the world’s only flamenco dance museum. The visit was crowned by a one-hour live flamenco show. The energy was palpable
on the way back to the hostel as hands were clapping, feet were stomping and Kells’ voices were resonating in the streets of Seville. Thankfully, as the Spanish enjoy dining late, very few were woken up from their sleep.
As the students made their way back towards Barcelona for a final day of shopping and fun, they got a chance to experience a little more of Spain’s hospitality for one last time. The plane ride back seemed unexciting after a routine of delicious Spanish cuisine and cultural discoveries. The only thought that consoled the travelers was the knowledge that their memories would be forever engraved in their hearts and would be shared with their peers on returning home to
Kells Academy. ...
Brrrr ! Nous avons eu froid ! Mais nous avons surtout eu beaucoup beaucoup de fun !
Et le fun a commencé depuis le voyage en bus. Après une dixième vérification et un dixième appel… c’est parti ! À l’arrière, ça chahute et ça grignote. À l’avant, Mr Chung et Mr Nahas découvrent de véritables talents de chanteuses chez les filles ! Quant à Mme Ghanem, elle arpente le couloir sans arrêt pour s’assurer que tout va bien.
On arrive ! Les animateurs de la Base de Plein Air du Mont-Tremblant se souviendront longtemps des élèves de Kells Academy !
Pendant deux jours, les 11 et 12 octobre 2012, ça courait, ça criait, ça riait, ça se bousculait dans les chambres, dans les couloirs et dans la cafétéria du Centre. 45 diablotins en tout s’en sont donné à cœur joie, accompagnés par 4 de leurs enseignants (Mme Ghanem, Mr Chung, Mr Nahas et Melle Sikias) et encadrés par 4 jeunes moniteurs bien sympathiques surnommés Chatouille, Prez, Goliwok et Azimut : Rabaska sur une eau gelée (If you’re happy and you know it, paddle paddle !), geocaching, tir à l’arc, ballon et autres jeux à l’extérieur et à l’intérieur…Le temps est trop vite passé !
En soirée, la pluie de plus en plus forte ne nous a pas empêchés de nous réunir autour d’un feu de camp-marshmallows avant de courir nous abriter pour une veillée improvisée, en pyjamas, autour de la cheminée.
Là, bien au chaud, nous avons chantonné avec Monsieur Nahas et sa guitare, avant d’écouter les histoires terrifiantes de ce cher (Deer) Teho. Toujours affamés, les heures de repas étaient toujours les bienvenues… Les cuisinières assourdies par le vacarme de la cafétéria n’ont toutefois jamais perdu le sourire et servaient généreusement et patiemment le groupe surexcité. Mais avant de quitter la salle à manger, il faut nettoyer les tables. Une grande première pour la plupart des jeunes qui n’ont pas toujours fait le travail à la perfection… Sans doute le manque d’expérience...
Pour la nuit, les chambres à lits superposés ont fait la joie de tous. Au rez-de-chaussée, le pavillon des filles (Les Cèdres) n’a retrouvé le silence qu’à une heure bien avancée de la nuit. Pareil pour les garçons qui créchaient à l’étage, dans l’aile des Pins.
Le lendemain matin, une fine pluie de flocons annonçait une journée froide. Retour donc aux chambres, après un bon petit-déjeuner, pour enfiler des vêtements chauds avant de se séparer (en groupes) pour les activités du matin. Au programme, entre autres : Survie en forêt (orientation à la boussole et construction d’un abri) et escalade aux arbres.
Retour pour manger et boucler les bagages. Mille vérifications, le temps de retrouver les propriétaires de chaque manteau, chaque couverture, chaque objet traînant par-ci, par-là… Enfin, adieu aux moniteurs et….tout le monde dans le bus ! Une belle escapade « Nature » dans les Laurentides, sans iPads et sans téléphones cellulaires !!
Oui, c’est possible ! Foi de Secondaires 1 et 2 de Kells Academy !
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Math, Science, English, French and History, not to mention school spirit, school activities, clubs, sports and volunteering, are what make up a student's life. Juggling academic success and healthy social involvement isn't easy. It requires hard work, organization and determination and, of course, hours dedicated to studying. These are the qualities that lead to a successful academic standing. Our Honour Roll students know all about what it takes to achieve an 85% overall average. They understand the importance of homework and have developed practical study skills that will carry them through major assignments, critical projects and stressful examinations. They are recognized for their effort, commitment and success. There is a lot to get caught up in during these high school years; their focus is admirable. A round of applause for our Honour Roll students! ...
Working as an educator in the public sector, I found that devoting time to after-school tutorials was a most positive and enriching experience for my students. I was consistently impressed at what students were able to learn and accomplish in a few short tutoring sessions, in comparison to the hours spent trying to master the same material in the classroom. This led me to consider a practical application of the tutorial model in a classroom setting, and resulted in the 1978 establishment of a unique tutorial service: the Westmount Learning Centre; and ultimately, to the foundation of Kells Academy.
To recreate the one-on-one tutorial experience we committed to small classes, in a warm, welcoming environment, and engaging the participation of supportive and enthusiastic teachers. Using this model we were able to make learning more interesting, meaningful, and relevant, and most importantly, teach at the individual pace of each student— attributes we maintain and adhere to, to this very day.
In 1990, Kells Academy acquired its own building in NDG at the corner of De Maisonneuve Boulevard West and Park Row West. Further expansion took place in 2004 with acquisition of the Hydro Quebec building situated on Cavendish Boulevard corner of De Maisonneuve, and now, our thriving elementary campus under the direction of Marla Perlman.
November 9, 2016
Kells Middle School
With plans for a Middle School in the works, Kells Academy is once again expanding. ...
September 8, 2015
Kells Elementary featured in the Montreal Gazette
Investing in a quality elementary school education at Kells Academy. ...
February 11, 2015
Science Fair Wows Judges
Once again, Kells' talented young scientists delighted and impressed judges and visitors with their innovative projects. ...
