How we see La Citadelle International Academy of Arts & Science
How La Citadelle International Academy of Arts & Science sees itself
"La Citadelle is a highly regarded private educational institution rooted in the fundamental concepts of Canadian bilingualism, holistic education, mastery learning, and excellence in both instruction and education. Founded in 2000, La Citadelle offers a highly academic reach-ahead IB and AP curriculum in Languages, Mathematics, Sciences, Technology, Humanities, and Fine Arts together with a panoply of co-curricular activities to an exceptional group of students, from PrepK (2 1/2 years old) to Grade 12, who excel academically, share an enthusiasm for knowledge, are outstanding world citizens and value ethics, personal achievement, and responsibility as fundamental traits of character. Inspired to learn and achieve by exceptionally competent and dedicated teachers, they are guided and encouraged to embrace challenges and reach their goals while being provided with extraordinary opportunities to develop individual interests and talents."
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How people from the school’s community see La Citadelle International Academy of Arts & Science
Top-down influence on the school’s direction and tone
Alfred Abouchar, Headmaster
B. Sc., B. Ed., M. Sc., M. Ed
Alfred Abouchar is the Headmaster and founder of La Citadelle International Academy of Arts & Science. With a rich and diverse educational background spanning 40 years in both Canada and internationally, Mr. Abouchar has created this unique educational institution to instill in children a profound value for education while offering them a curricular program of study that leads students to the highest standard of academic achievement. For the past 17 years, La Citadelle International Academy of Arts & Science has been the living testimony of his vision that All children can succeed!
Fluent in both English and French, Mr. Abouchar holds an Honours B.Sc. in Physics and Chemistry from the American University in Cairo, a B.Ed. from Althouse College of Education of the University of Western Ontario, a M.Sc. in Physics from the University of Western Ontario and a M.Ed. from the Ontario Institute for Studies in Education of the University of Toronto.
Beginning his extensive career in education by teaching Physics and sciences at the secondary level, Mr. Abouchar was recruited by the Ministry of Education as Education Officer, Provincial Consultant in Mathematics and Sciences and Secretary General of the Council for Franco-Ontarian Education. He has among his various academic contributions also occupied the positions of Principal Investigator & Coordinator of the Ontario Assessment Instrument Pool in Chemistry and Physics, Professor at the Faculty of Education of the University of Ottawa and Superintendent of Curriculum, Research and Continuing Education with the Ottawa-Carleton French Language School Board. Mr. Abouchar has also lead the Ontario delegation at the joint Canada-France Educational Workforce in Chad, founded the Multicultural Francophone Association of Ontario, and served for 9 years on the Ontario Advisory Council on Multiculturalism and Citizenship.
Mr. Abouchar has furthermore participated in the provincial overhauling of the Ontario Science Curriculum, written Physics and sciences textbooks, developed innovative educational software and related films, and lectured extensively on a variety of topics in Education.
A passionate musician and composer, Mr. Abouchar has successfully merged his musical talent with his expertise in computer technology and pedagogy to create a unique Computer Music Program of study which is offered exclusively to all elementary and secondary school students at La Citadelle. The annually produced albums of their collective compositions are but tokens of the authentication of the development of their creativity and their power of learning and achieving at La Citadelle.
“Since 'seeing is believing ', I gracefully extend an invitation to all parents of school children to visit La Citadelle and experience first-hand its harmonious and scholarly perspectives and to join us on our fascinating endeavor of distinctly shaping the lives of our children and leading them to success,” - Mr. Abouchar.
If you’re considering a small school for your extroverted child, make sure it offers plenty of social opportunities, including the ability to seek out and interact with different peer groups. Since smaller schools have smaller and less diverse student populations than big schools, it can sometimes be more challenging for your child to find a like-minded group of friends—friends with similar interests, values, etc.
“It’s important to look at the social makeup of the school,” says Ruth Rumack of Ruth Rumack's Learning Space. "Is there enough variety that your child will have a group that they feel connected with? Because you want to have friends that are like-minded and you want to be in a social situation where you feel honoured and respected. Variety can also be found in extracurriculars, leadership programs, and sports activities, which tend to have kids with a wide range of personalities.”
Also, make sure a school’s teaching and learning approach is suitable for your social child. “For instance, a school focusing on individual learning instead of group learning may not play into your child’s strengths,” say Ann and Karen Wolff, Toronto-based education consultants at Wolff Educational Services. “You want to make sure the social, emotional, and academic realities of the classroom are a match for your child’s personality.”
Throughout the continuum—from the Primary Years Programme (PYP) to the Diploma Programme (DP)—the IB offers plenty of group work, projects, and activities, which can be great for extroverts who often enjoy social and collaborative learning. Also, “Since IB schools have a strong emphasis on community service and activism, your child will have great opportunities to harness their outgoing and collaborative personality,” says Stacey Jacobs, Director of Clear Path Educational Consulting. These schools will also give your child the chance to interact and spend time with a bright, motivated, and ambitious group of kids who may have interests similar to them.
However, given the challenging curriculum and heavy workload of the IB, it can sometimes leave less time for socializing. This makes it especially important to ask about social opportunities at the school, including the ability to interact with different peer groups, both in class and out.
Smaller schools often have small classrooms and tight-knit communities, which can make it easier for your introverted child to come out of their shell, make friends, and feel like they belong. Since they’re less socially overwhelming, your child should find it easier to navigate their social environment. And since they’re conducive to group work, small classes often have plenty of interaction, which can help your child develop critical interpersonal skills.
Of course, small schools normally have a less diverse student population than big schools, which can sometimes make it more challenging to find a group of like-minded peers—peers with similar personalities, interests, values, etc. This makes it especially important to ask a school about its extracurricular programs, which can help your introverted child establish an intimate social circle.
IB schools give your child the opportunity to interact and spend time with a bright, motivated, and ambitious group of kids who may have interests similar to them. Due to the IB’s heavy focus on group work, the programme offers a social and collaborative learning environment, which can help your introverted child overcome their shyness and get to know their peers well. This can relieve some of the pressure associated with having to take the initiative outside of class to make friends.
Just make sure any school you're considering offers enough independent work time for your introverted child—something which can vary widely between IB schools.
THE OUR KIDS REPORT: La Citadelle International Academy of Arts & Science
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