65 Rue Saint-Pierre, Rigaud, Quebec, J0P 1P0, Canada
210 Wilson Avenue, Toronto, Ontario, M5M 3B1, Canada
1850
2014
2010
65
Preschool to 12
JK to 8
Coed
Coed
Day, Boarding
Day
French, English
English
Academic
Academic
Traditional
Traditional
Varies
5 to 12
Learning, Developmental
Learning, Developmental
In-class adaptations
Dedicated class; in-class adaptations
$5,075 to $14,735
$10,250 to $19,750
$15,335 to $34,860
Yes
No
0%
0%
None
None
$0
$0
126
6
5%
0%
0%
100%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades JK - 8
No
No
No
No
information not available
information not available
Some schools really do have it all, and College Bourget is one of them. Located near major urban centres, it also has the benefit of a bit of distance from them, allowing opportunities for a robust program of outdoor education and much else. The facilities, true to the school's long history, are stunning. The physical education spaces—from ice rinks to playing fields, to fitness and recreation spaces—are as good as it gets. There is a sense that you are in an institution with a long life and indeed, it's approaching two centuries since its founding. That said, classrooms and common spaces are modern and well-appointed. It’s the largest French-language boarding school and, language aside, one of the larger schools in the country. Day students outnumber the boarders, though for all, when on campus, there is a feeling of participating within a complete community, one in which all needs are met on campus. The school was begun by the Clerics of Saint Viator, and takes its name from the bishop of Montreal who served in the 19th century. While the foundation in humanist values remains, as does the religious tradition, the student population is notably diverse, both culturally and in terms of religious observance. It’s simply one of the best schools of its type in the country.
View full reportThis is a small school, and it has all the benefits that we associate with small schools, including a high level of engagement within the entire school community across the grades and age levels. Collaborative, hands-on learning is a draw, as is the individualised approach. The academic program is enriched, challenging, yet that’s accompanied by lots of supports, including those for students who arrive with a range of learning differences. The co-curricular offerings are broader than you might expect of a school of this size, including lots of opportunities to develop physical wellness, from yoga to marital arts. The school prides itself on being innovative, forward thinking, though that rightly is conducted with a clear view of what families need from the school, including open lines of communication and before and after care, which is included in the cost of tuition. Fluency with the core curriculum is a primary goal, as it should be, though confidence is too, and students are given ample opportunities to seek new interests, build confidence in social settings, and find their voices. In every way, there's a lot here to love.
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"Founded in 1850 and situated on a magnificent site at the base of Mont Rigaud, the College is located between Montreal and Ottawa. This exceptional environment offers a safe haven encouraging an active lifestyle where sports and the arts are at the heart of our activities. At Collège Bourget, students can choose to study in French or English. We offer the French program from kindergarten to grade 11 and the English program from grades 9 to 12."
"Glen Briar Academy offers personalized programs that are complemented by a deep commitment to socio-emotional and character development. Our teaching practice is tailor-made to fit modern children; their varied learning styles, interests and abilities. With individualized learning at the core of its pedagogy, Glen Briar Academy is a place for the whole child to thrive and grow."
"All students have access to an integrated study period or a passion program during the school day."
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"The enriched academic program for all students, the extracurricular activities and elite level sports programs."
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"The beautiful campus located on Mont Rigaud"
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"We offer both a French and English high school curriculum."
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Collège Bourget stands out by its true desire to provide a comprehensive education to every child welcomed under its roof.
Building on a history rich in success stories, the College asserts its convictions with values that give meaning to life, such as respect, solidarity, surpassing one’s self and care. It is how, every day, we renew our commitment to do everything we can to develop the children to their full potential and according to every aspect of their personality.
Joining Bourget is entering a big family, where capability and joie de vivre go hand in hand. Come see us and you will be convinced of the power of our academic community.
Have a pleasant visit on our website and subscribe to our Facebook page!
We hope to welcome you into the Bourget family.
Welcome,
and congratulations on taking an important first step towards improving your child's journey of learning.
At Glen Briar Academy we understand that picking a school can be difficult, which is why we encourage you to come and visit us, and see why GBA is exactly what you have been looking for. Whether you live near or far, Glen Briar Academy is the ideal place for your child to learn, develop and grow.
Book a school tour for a chance to visit our classrooms, meet our teachers, and see what a difference Glen Briar Academy could make in your child's academic, creative, social and emotional development.
We can't wait to meet you.
Sincerely,
Konstantina Peristeris & Brenda Kastner
Director & Director of Studies
Glen Briar Academy
Traditional
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.
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.
Not applicable
At Collège Bourget, every student, from kindergarten onward, grows through different spheres: arts, sports, community service and science. Our extended schedule and double transportation service allow us to provide a rich and diversified academic and athletic experience. Students at Collège Bourget can enjoy a plethora of options to fill their academic curriculum, while practicing a high-level sport or take part in an artistic program. Our team of outstanding teachers are supported by a dynamic group of educators, animators, counsellors, coaches, and professionals. They work on a dally basis to guide our students to success. Within the class schedule, specific periods are dedicated to enrichment and remediation to ensure students achieve their potential. All College Bourget students benefit from academic enrichment and innovative pedagogical practices. The pedagogical vision is based on a collaboration between parents, teachers and administration with: - Clear and continuous lines of communication - Clear expectations - Provision of support - Evaluation based upon a judgement at the end of each term supported by varied evaluation throughout each term.
Enriched academics become the medium for students to learn to problem-solve, think critically, research, process large amounts of information, and work both individually and in teams. Our curriculum is designed to challenge minds and promote innovative thinking. This ensures that our students not only posses the knowledge they need, but also the skills that will allow them to effectively and confidently share, modify and implement it both in and out of the classroom.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
In Secondary 4 and 5 (Grade 10 and 11) students follow one of two Math pathways: Mathematics - Cultural, Social, and Technical Option (CST) This option, or profile, prepares students for further studies in social sciences, communications, or the arts. Mathematics – Natural Sciences (SN) This profile is specifically aimed at students wishing to get into the fields of pure or natural science and research This profile is a prerequisite for Physics and Chemistry courses in Secondary 5 (Grade 11).
Our Mathematics curriculum provides students with balanced exposure to formal process, open and guided inquiry as well as meaningful hands on practice. Lessons and activities are designed to challenge the mind and apply concepts, thereby creating a continuum of learning that is solid, cohesive and cumulative. At the Intermediate grades, strong focused is placed on seeing math as a language that is a relevant part of every student's life. Geared by a combination of notational work and practical application, students have ample opportunity to explore the purpose of math in the world around them. Group work promotes problem solving and team work skills.
Various government approved textbooks are used to support the program, the English sector (Bourget College) also uses an online platform called Math Help Services which provides video instruction and practice problems and quizzes for students.
A variety of texts and supplementary materials are used. Additionally, all our learning spaces are equipped with purposeful manipulatives, varied resources and engaging technology to support our students in their learning.
Students are permitted to use scientific calculators, when considered appropriate by the teacher.
The use of calculators is at the discretion of the teacher.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
The Collège Bourget pedagogical committee has developed a literacy program and strategies to develop literacy skills from kindergarten to Grade 12.
Literacy is key to learning, and the primary years at Glen Briar Academy are all about giving the students the tools to access and understand text, whether it be oral, written or media. A daily literacy block with focus on phonemics, comprehension and writing, gives students the tools they need to read, write, infer and retell through a variety of traditional and innovative media.
No
Collège Bourget does not use DIBELS testing to assess reading progress.
Writing
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
Collège Bourget expects our students to be able to produce texts and various forms of media that demonstrate their creative writing skills. Students use their own personal device in the class.
Students are encouraged to develop and reflect on their thinking through writing. A focus on vocabulary and grammar allows students to confidently tackle these tasks, while developing a deep love and understanding of literature, and nurturing a personal voice as an author.
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.
In Secondary 4 (Grade 10) all students complete the Science and Technology Course; most students also complete the Environmental Science and Technology course which provides enrichment and is a pre-requisite for the Secondary 5 (Grade 11) Physics and Chemistry courses. All students at the high school level are evaluated in two competencies: theory and practical (labs). A “parcours passion” program is offered to students who are interested in robotics.
Our Science curriculum puts great emphasis on the benefits of discovery. Through group inquiry, students become key players in the structure and specific content of their scientific study. While tackling subjects of interest and acquiring pertinent skills, students feel engaged and motivated to further expand their knowledge.
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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The Collège Bourget pedagogical committee has developed a literacy program and strategies to develop literacy skills from kindergarten to Grade 12. Collège Bourget offers various forms of literature to its students.
Our literature program focuses on the in depth analysis and manipulation of text and literary features. Our students are exposed to and are encouraged to study pieces of literature from a wide variety of cultures and time periods. The focus is not placed only on retelling, summarizing, reflecting and inferring the information from the text read, but also on exploring contemporary issues and the ways in which they affect and influence us and the people around us. Additionally, through literature, students are provided with the tools needed to develop an informed view and opinion, to identify biases and influences, and to evaluate the reliability of the information provided.
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.
Through our social studies program, students are exposed to the wider world around them, teaching them to appreciate, compare and relate to the varied cultures that stand past their immediate environments and time. Students are encouraged to reflect on, manipulate and apply their knowledge to create presentations and media works that elaborate on these topics.
Pragmatism
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.
Collège Bourget teaches World History and Geography at the Junior High School level. In Secondary 4 (Grade 10) students focus on Quebec and Canadian History and must write a final government exam in History, this is a mandatory course for graduation. Humanities and Social Sciences In Secondary 5 (Grade 11) students can choose to study 20th Century History and Politics as an elective course.
At the Intermediate level, Social Studies includes the exploration of Geography and History. These subjects are taught in a way that promotes student reflection and relevant application of concepts and theories, allowing students to become productive citizens and meaningful participants in the local and global community.
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Collège Bourget High School students can select their language of instruction. In Secondary 1 to 5 (Collège Bourget) students can take all academic subjects in French, there are two levels of English offered in the French program; regular and enriched. In Grade 9 to 11 (Bourget College) students can take all subjects in English, there are two levels of French offered in the English Program; regular and enriched. The Grade 12 course in Bourget College is taught entirely in English and follows the Ontario curriculum. Students wishing to learn a third language can take a “parcours passion” program in Spanish.
Our Foreign Language Program focuses on fostering and developing a love of the both the particular language and culture, as well as an understanding of the way it can fit into our lives as Canadian citizens. Our curriculum focuses on language acquisition, communication, proficiency, and our classes our taught by certified and experienced teachers who provide scaffolded instruction at all stages of the language acquisition process. Our program provides individualized support across the curriculum, allowing student interest and compentency to flourish while developing critical communication skills. This individualized support includes teachers identifying effective learning/teaching approaches for each child, targeting individualized intelligences, and customizing tasks accordingly.
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
Information not available
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.
Students can select their preference of a fine arts course, they can choose from visual art, drama or music. The college also offers a “parcours passion” for dance where students can participate in competitive dance competitions. The college also offers a “parcours passion” in fashion design.
Recognizing that many students better learn, explore and represent their thoughts and ideas through artistic expression, our cross curricular approach allows this discipline to be incorporated into all subject areas, thereby developing skills of interpretation and presentation within a variety of contexts.
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.
Collège Bourget is developing a computer literacy program for students from kindergarten to grade 12. Students at the high school level use their own personal device in the classroom. A “parcours passion” program is offered to students who are interested in robotics, they participate in robotics competitions.
Digital literacy is an important element of our program, as it is a necessary skill for all students in order to be prepared for the future. The use of computers and technology are seamlessly integrated into our lessons and activities, without being the focus of our lessons. They provide an aid, but not a replacement, in teaching the fundamental skills needed for students to be successful. Furthermore, students are taught the value of the use of technology as well as as understanding of the drawbacks it has on our daily lives.
Web design
Robotics
Computer science
Physical Education is an integral part of the curriculum at Collège Bourget, physical literacy is an important part of our curriculum. Students will have the opportunity to learn various different individual and team sports, we also take advantage of our amazing campus location to participate in outdoor education and winter sports.
Our Physical Education program enables students to develop an appreciation of participating in a healthy and active lifestyle. Collaborative and individual tasks promote confidence and participation skills, not only in this subject area, but across the curriculum.
Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
The educational mission describes College Bourget as an environment designed for student growth. We ensure students achieve their full potential and succeed academically whilst helping them to be respectful citizens who contribute to their community. The quality of our programs, services and infrastructure provide opportunities for students to find their passion and achieve their personal objectives.
Our Kindergarten program offers a world of wonder and learning through hands on play, discovery and guided experimentation. The Kindergarten curriculum at Glen Briar Academy was created with the specific aim of providing children with a balanced environment that is both nurturing and challenging. Inquiry and play-based learning guides students through units that integrate and explore all curricular areas in a meaningful, relevant and dynamic way .
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
Rigorous
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 “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Collège Bourget offers a challenging academic program in a supportive environment.
Enriched academics become the medium for students to learn to problem-solve, think critically, research, process large amounts of information, and work both individually and in teams. Our small class sizes are set to provide more individualized attention, allowing our teachers to meet the needs of a diverse range of learning styles, including those who might be struggling, as well as students who are exceptional learners and need a greater challenge in the classroom.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
At the core of our ethos is the student and his/her development as a whole person. We strive to create individuals who are, and will always be: capable learners, confident participants, successful contributors as well as aware and responsible citizens.
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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
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
0%
0%
$0
$0
0%
100%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades JK - 8
No
No
No
No
No
No
No
Yes: grades 2 - 8
No
No
No
No
We are happy to welcome all new families to our own, and we look forward to changing, growing and developing to accommodate them and their changing needs.
Kindly note that the admission requirements vary according to the Franchophone and Anglophone sectors. Please refer to the admission pages for the different levels.
FRENCH SECTOR - Secondary 1-5
Video information/content:
ENGLISH SECTOR - Grades 9-12
Step 1: Complete an online application by clicking FORM.
Step 2: Upload the following supporting documents:
Video information/content:
Step 3: Some applicants may be invited to an interview with the Director of Bourget College.
Glen Briar Academy is devoted to the academic and social development of our youth. Our school administration and staff work closely with parents/guardians to ensure that their child is immersed in an appropriate and stimulating learning environment.
Following the submission of an application package, our admissions department will contact you to set up a suitable time to schedule a visit of our school premises, a tour and an assessment. These will be completed over the span of a morning or an afternoon, allowing parents and students to enjoy and experience Glen Briar Academy’s learning environment.
Applications are free of cost, and filed at no commitment for enrollment.
Junior Kindergarten/Senior Kindergarten and Grade 1 applicants will meet with the head of our primary department, receive a tour of the school building, and go through a brief informal assessment, focusing primarily on basic literacy, numeracy and social skills.
Grade 2 to 8 applicants will meet with the Director of Studies, receive a tour of the school building, and go through a brief formal assessment, focusing primarily on literacy, numeracy and social skills.
Students will be assessed at their current grade level, with consideration for their applicable enrollment year. The purpose of the assessment is not to distinguish using capacity or ability levels, but to start creating a student portfolio that will allow Glen Briar Academy’s educational team to tailor the learning environment and program to suit the needs, goals and strengths of each student.
Applicants will be contacted within 5 business days with notification of enrollment. At this time, parents will be forwarded further application materials and requirements.