2075 Sherbrooke Street West, Montreal, Quebec, H3H 1G6, Canada
43 Chaplin Ave, St. Catharines, Ontario, L2R 2E4, Canada
1969
1983
300
261
7 to 11
Nursery/Toddler to 12
Coed
Coed, Girls
Day
eSchool, Homestay, Day, Boarding
English, French
English
Academic
Nature-based
Traditional
Progressive
12 to 20
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
Dedicated class; in-class adaptations
$21,270
$350
$9,158
Yes
No
0%
0%
7 to 11
None
$7,000
$0
60
15
0%
0%
95%
0%
7, 8, 9, 10, 11
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 7 - 11
No
No
No
Yes: grades 7 - 11
No
information not available
information not available
“We don’t jump on their weak areas,” says Angela Burgos, head of school. “If your child struggles with math, we’re not going to pounce on math right away — a sure recipe for failure and discouragement. Instead, we work on developing strengths to get some traction and then tackle those harder areas.” That approach accounts for much of the value that Centennial can offer, and the success that it has. The typical student arrives after struggling within a traditional academic setting. Most often, that struggle is a result of linguistic disruption—dyslexia, dysgraphia—or executive functioning issues, as common in children with ADHD or autism spectrum disorders. For them, the approach taken at the school can feel like a breath of fresh air. Instruction is empathetic, using strategies appropriate to the students' unique needs. An environment in which students find themselves as part of a majority, rather than an academic or social minority, can also create unique opportunities for the development of a positive self-concept than might previously been available to them. “School results increase because their confidence increases," says Burgos. Celebrating their 50th anniversary, Centennial Academy is also unique within Montreal in that it offers a full curriculum in both English and French.
View full reportAgate Private School was created to reflect the Sudbury Model of education, which gets its name from the Sudbury Valley School founded in 1968 in Framingham, Massachusetts. An experimental school at the time, there are now more than 60 schools around the world that identify as Sudbury schools, all reflecting a core belief in educational freedom within a democratic learning environment. It’s an example of the free school movement, established in Europe in the 1920s, and perhaps peaking in the US in the 1960s and 1970s. It was a response to regimented learning of the kind that we still think of as stereotypically "school": students in rows of desks, learning a set curriculum in consort with their peers, and following a set schedule. In a sense, some of the core concepts of free schooling—instruction that is personal, student-directed, unregimented—have filtered their way into even the most traditional school settings today. Classrooms furniture is varied, with areas for quiet reading, group collaboration, etc. But Agate is an example of all of that and then some. Students guide their learning, choose how to spend their time, and follow their personal instincts. And, just as the Sudbury Valley School, or the Summerhill School in the UK—and indeed Agate itself—the model has proven itself effective. Perhaps it’s not the school for every student, though, indeed, there’s no school that is. The families that turn to Agate find a place where students are challenged to grow and learn in new ways. And they do.
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"...forward-looking, and dedicated team whose objective was to optimize the learning experience of the students."
Daniel Jordan - Parent (Aug 12, 2019)
Our son Philip completed his entire secondary school cycle at Centennial, and we are very happy with...
View full review
"Agate Private School can help your child succeed in anything."
Yulanda Vanleer - Parent (Mar 09, 2023)
Ari was really able to thrive with the help of Gayle. She is so good at bringing out the best in her...
View full review
"At Agate Private School, the teaching experience is unique as parents take on the role of educators for their children."
Celene Dobson - Parent (Feb 23, 2024)
At Agate Private School, my child's homeschooling experience has been nothing short of exceptional. ...
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"My son is learning at a faster rate with far more retention."
Kathy Parris - Student (Feb 28, 2024)
I love Agate Private School. My son is learning at a faster rate with far more retention. I am able...
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"At Centennial Academy we recognize that not all students learn the same way, and we are proud to be the only independent English and French Montreal high school focused on teaching students to success through a Coached Learning Development Model. More than 90% of our students graduate on time and go on to pursue higher education."
"Agate Private School is an alternative private school specializing in designing, developing and engaging individualized programs for our autodidactic students. Borders, distance learners and day students collaborate to make a unique learning experience. Founded in 1983 by the Ontario Ministry of Education and Training, expressly for home educators, alternative needs and like-minded families. Agate private school strives to offer spontaneous diversity of choice with students stimulating an open-ended curriculum."
"Centennial is the only high school in the province of Québec that helps students master their learning challenges, graduate on time, and become autonomous and resilient learners – without the help of parents or outside tutors."
"Our school allows children and parents to exercise agency, choice, and personalization in education. The students are permitted to choose, what, how, and when they will learn. We, as Staff and Parents, support them in their strengths-based approach to learning.
We also offer a Forest School Option- Monday to Friday located in various locations around the Niagara peninsula."
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"Every parent wants to give their child the opportunity to succeed in school and in life. Centennial helps put that success within reach for children with learning challenges. Parents rely on us to provide a rigorous, supportive, accessible academic environment for their child."
"Families choose Agate Private School for their ability to choose their own educational method and agency in learning tools, curriculum and direction. Families and students are autodidactic and can self-graduate.
No other school allows you and your children to choose your own learning journey, create and curate your own curriculum and design your own education plan.
Never again feel lost, helpless and powerless in your child learning journey."
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"The removal of obstacles to learning ie: age segregation, grades, grade levels and standardized tests. Children are not standard; they are unique and individual. They have their own strengths and abilities, which we respect and foster. We identify and focus on strengths not deficiencies, allowing your children to build and accept their utmost potential."
"We are early adopters of the Universal Design for Learning (UDL), a scientifically-driven educational framework that addresses the main barrier to learning: an inflexible, one-size-fits-all approach to teaching. UDL reaches all types of learners by providing multiple means of representation, expression and engagement."
"We support all styles and methodologies in learning. We also believe that everything counts and matters, that the child and their instincts and agency matter, regardless of where or what they do. We include everything as part of their learning.
Learning is like breathing, it happens all the time. Everything they do matters, they matter!"
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For over 50 years, Centennial has been true to its mission to help students with learning challenges become autonomous and resilient learners. Too many schools are designed to fit the so-called "average" student. At Centennial, it's quite the opposite. Everything we do, from the way our school is structured to the way our classes are taught, is designed to remove unnecessary obstacles that get in the way of learning. We make learning both meaningful and accessible. Our results speak for themselves: 90% of our students are diagnosed with learning challenges, yet, with our help, over 90% of our students graduate on time and move on to CEGEP and university.
In 1996, I became the owner and principal of Agate Private School. I was blessed with the opportunity to allow families and children to choose their own learning paths.
One of the most important skills for students to learn is how to think independently. This can be difficult in a world where we are constantly inundated with messages telling us what is right and wrong, what we should believe and how we should behave. In order to develop this skill, students need space to explore their own curiosity.
One way you can help your students develop this skill is by creating spaces where they have a choice about what they do, when, and how they do it. Allowing them to make choices will allow them to develop the ability to make good decisions for themselves and will give them practice at being responsible for those decisions.
Another way we can help your children develop independent thought is by allowing them plenty of time for play. Play allows children's imaginations to run wild and gives them opportunities to explore new ideas without any pressure from adults or peers telling them how things "should" be done.
I have been the headmistress of Agate private School since 1996
As a Public Speaker, Educational Agent for NASA and Guest lecturer at various Universities on the subject of Alternative Education, I've recently represented Canada at an international conference on Self-Directed learning.
I have 6++ kids, four grandchildren, two cats, and a passion for Egyptology.
I began University at age 14 and hope to never stop learning.
Progressive
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Not applicable
We are early adopters of the Universal Design for Learning (UDL), a scientifically-driven educational framework that addresses the main barrier to learning: an inflexible, one-size-fits-all approach to teaching. UDL reaches all types of learners, by providing multiple means of representation, expression and engagement. We create optimal learning conditions for all types of learners, while coaching our students to develop effective learning behaviours that help them become autonomous and resilient learners for life. All of our students follow the Québec government curriculum and write the Québec government exit exams. Although 90% of our students have one or more learning challenges, more than 90% of them graduate in five years and go on to CEGEP and university. Our school day includes a 45-minute period to complete homework under the supervision of teachers and learning professionals.
The buffet-style curriculum is self-directed by the students and their interests. Staff and parents assist when asked and provide direction when asked.
Discovery Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Ungraded Student-led not compulsory - Optional
depends upon the student
Information not available
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.
Ungraded Student-led not compulsory - Optional
Process approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Ungraded Student-led not compulsory - Optional
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Ungraded Student-led not compulsory - Optional
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Ungraded Student-led not compulsory - Optional
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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.
Ungraded Student-led not compulsory - Optional
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Ungraded Student-led not compulsory - Optional
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Ungraded Student-led not compulsory - Optional
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
Ungraded Student-led not compulsory - Optional
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Ungraded Student-led not compulsory - Optional
Web design
Robotics
Computer science
Students must take both physical education and fitness courses. During physical education, students work in a team to reach a desired goal in an activity. During fitness, students take part in individual exercises to develop their personal fitness level
Ungraded Student-led not compulsory - Optional
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Information not available
Student-paced
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.
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.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We help students with learning challenges become autonomous, resilient, life-long learners. Since we know that every child learns differently, we provide our students with many different pathways to learning, which maximizes their chances of success. Centennial is the only high school in the province that helps students with learning disabilities master their learning challenges and graduate on time.
Ungraded Student-led not compulsory - Optional
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Our goal is to help our students develop effective learning behaviours so they become autonomous and resilient learners.
Ungraded Student-led not compulsory - Optional
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
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.
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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. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We are firm believers in the Universal Design for Learning, a completely inclusive approach that meets the learning needs of the greatest number, and diversity, of students. UDL ensures that all types of learners can learn, by providing multiple means of representation, expression and engagement. At Centennial, all students follow the rigorous Quebec curriculum, without differentiation, reducing requirements or competencies. Our curriculum is planned and delivered in an engaging and predictable manner by our highly-qualified teachers, making it accessible to all learners. Our multidisciplinary team of specialists works with students outside the classroom to help them develop and acquire the learning and social skills they need to become life-long learners.
We partner with Dr. Charles Solis from Brain Fit Kids to train families and Educators. We are Trauma-informed.
Centennial welcomes students with ADHD, dyslexia, dysgraphia, anxiety and autism spectrum disorders. No student should be expected to fit into a mold. We aim to be academically and socially inclusive and strive to make learning both accessible and meaningful. Based on data and needs, students might be offered additional support through our after-school program. Support includes help with homework, planning and organization, either in groups or individually.
We try to assist all families who have children with special needs as best we can.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 11
2 - 12
0%
0%
$7,000
$300
95%
0%
7, 8, 9, 10, 11
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 7 - 11
No
No
No
No
No
Yes: grades 7 - 11
No
No
No
No
No
No
No
If your child is not happy going to school, lacks motivation, cannot concentrate, spends hours on homework, struggles with reading/writing, if his/her marks don't reflect his/her efforts or if he/she has a diagnosis of Autism spectrum disorder, ADHD, ASD, Anxiety, Dyslexia, Dysgraphia, Dyscalculia and/or Dyspraxia, you should consider Centennial.
A student who loves learning, or used to love learning and wants to again.
Parents who are wanting to take responsibility for their children's education can fill out our application. Then there is an interview about the parent's values and student goals.