2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
15000 - 54A Ave, Unit 201, Surrey, British Columbia, V3S 5X7, Canada
2006
2020
800
23
JK to 12
K to 7
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Progressive
14 to 25
12 to 15
Learning, Developmental
In-class adaptations
In-class adaptations
$12,440 to $18,640
$17,000 to $18,250
No
Yes
0%
0%
None
K to 7
$0
$0
53
3
0%
0%
40%
80%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades K - 12
No
No
information not available
information not available
SJA, notably an IB World School in Mississauga, offers the entire IB continuum for their students: PYP, MYP, and DP. Being a JK to Grade 12 school, families feel confident in knowing their child is at a school that will support them for their whole educational journey. St. Jude’s Academy emphasizes education as its core value, along with student life engagements, and athletics. SJA prides itself in encouraging its students to be global learners, communicators, and citizens; promoting diversity and inclusivity. The SJA culture is commonly described as “familial,” as their close-knit community thrives in encouraging one another for growth and success. SJA stands out in many ways as education is taken far beyond the classroom. Although students actively take part in their scheduled exams and class time, learning at SJA also happens through local and national field trips, student life activities, and more.
View full reportAll schools, to some extent, defy the various stereotypes that the general population might have about private education, though Glarea Elevated Learning is a particularly stark example of that. There are no ivy-covered walls, the hallways are wider, the entrance more fluid and casually inviting. Activity is foregrounded by the design and orientation of the instructional spaces: students step out of a classroom and onto the ice rink; on the way to math class, they’ll pass martial arts and dance studios. The classrooms are perhaps the first truly VR learning spaces in the country, with giant screens allowing students to conference in, interacting in real time with the students in the school. All of those attributes—from design to tech integration—support the initial concept that the school has been formed around, namely to offer students a uniquely immersive academic experience, one that will contribute to their understanding of themselves as learners and build the postures and behaviors for their success. From the classrooms to the curriculum, the school has been created to allow students to work collaboratively with peers and mentors; to engage effectively within both virtual and in-person settings; to communicate ideas effectively to others through a range of media; and to live active, healthy lives. In all, Glarea is positioned to become an important model in how to deliver those things in creative, active, uniquely engaging ways.
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Kind and supportive
Andrew Gonzalez - Parent (Jan 23, 2018)
My child has told me that he really enjoys St. Jude’s Academy. I believe that what he likes the mo...
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"he has developed a good rapport with a few key teachers"
Jenny Chai - Parent (Jan 23, 2018)
Our son has just started in Junior Kindergarten at St. Jude’s Academy, and his favorite subjects a...
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Values and education
Lyne El-Husseini - Student (Jan 23, 2018)
My time at St.Jude's Academy has been exceptional. I have been in the school for four months already...
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"The teachers are passionate and knowledgeable about their subjects."
Angela Wu - Parent (Jan 24, 2024)
My son was very shy and introverted. Since starting at Glarea he's become a whole new little person!...
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"St. Jude’s Academy (JK-Grade 12) is the leading private university preparatory and IB World School (PYP, MYP, DP) in Mississauga/GTA. Our experienced faculty are world leaders in IB education. The focus on fundamentals and individualized approach ensures 100% of our graduates are accepted into their chosen university while our Phys. Ed, Arts and Language specialists nurture the whole student. Supported by our community of faculty and parents, our students are prepared to confidently make their mark in the world."
"Centrally located in the City of Surrey with K to 7, Glarea Elevated Learning has re-imagined the modern school system by utilizing Challenge Based Learning within an all-inclusive arts and sport environment focused on connection and development. We understand the importance of developing a full, well rounded individual."
"SJA was the first in Mississauga to offer a continuum of education for students aged 3 to 19. Our students’ experience, their stride and their goals will be helped by the care and expertise of faculty and staff. SJA offers a unique education experience that goes beyond academics and provides a careful balance of Student Life. This careful balance has proven to provide lasting, influential and significant changes in the lives of our students."
"Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Challenge Based Learning is a learning framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions."
"Our commitment to doing what is best for the student means that we do not automatically conform to the trends of other schools (like using semesters, which are proven to hinder students).
Our commitment to having our teachers really know the students means that teachers need to go above and beyond class time.
Our commitment to resourcefulness and keeping costs low means that we have to get creative in facilities and partnerships to give families more for less.
Our commitment to critical thinking means that we don’t get carried away with one side of a cultural issue or trend.
Our commitment to nonconformity means that our staff and students have to focus on what really matters versus satisfying people’s perceptions.
Our commitment to responsibility means that we risk turning people away who do not want to take ownership of their successes and failures."
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"• Families and students who are looking for the best, IB education.
• Families and students who want to start and finish their entire JK-Grade 12 IB education at the same school.
• Families who want their children to feel cared for, listened to and respected.
• Families who are tired of the social agendas that replace learning in public schools.
• Families who can recognize exceptional values.
• Students who are looking for teachers and staff who personalize their approach toward their learning.
• Families who embrace traditional values like hard work and responsibility.
• Families who live in the northwestern GTA, especially Mississauga and surrounding areas.
• Families and students who like to think outside of the box, challenge conventional thinking and take risks.
• Students who are looking for elite sports experiences."
Information not available
"• SJA won’t be a good fit for parents who do not want to partner with a school to give their child the instruction and guidance they need to succeed.
• SJA won’t be a good fit for parents who are not willing to participate and be engaged in their child’s education, who see themselves as consumers more than members.
• SJA won’t be a good fit for parents and students who don’t embrace a holistic approach to education, seeing every part of their SJA experience as working toward the same goal."
Information not available
"SJA provides unparalleled value in the private, IB school category. Exceptional teaching, positive student life atmosphere, variety of opportunity and elite athletics are all offered at a competitive price. 100% of our graduates go on to attend the university of their choice. Furthermore, as parents often note, “There’s a different energy here.” Our staff have succeeded in creating a warm and inviting atmosphere where every student feels a strong sense of belonging. Families that connect with SJA stick with SJA because they and their children are treated as individuals by our staff. Finally, St. Jude's Academy administration is a strong, unified and committed group who take pride in the school and strive to make it better every day. We are passionate about growing a school that families can be proud of. That difference can be seen and felt."
"Our class sizes, a maximum of 15, along with our team, unconventional facility and Challenge Based Learning programming are what families continually outline as being the key aspects of our school that galvanized their decision to become, and remain Glareans.
At Glarea, Mandarin, French and Coding are a fundamental part of our programming starting in Kindergarten. Proficiency in other languages enhances creativity and mental flexibility. While coding allow our students to utilize logic."
"• The first private school in Mississauga to have the IB Continuum program.
• Steady growth.
• Always improving.
• Largest private school in northern Mississauga.
• Quickest to adapt to unforeseen contingencies.
• Problem-solvers who overcome all challenges.
• 100% university acceptance.
• Longest tenured owner.
• Respected, US-style athletics.
• Pioneers in IB: Our DP Coordinator first brought the IB Program to the Peel Region.
• Leaders in IB: Our Head of School has been on the IBSO Board (International Baccalaureate Schools of Ontario) since 2015."
Information not available
"In the caring and vibrant SJA community, students are motivated and guided to take ownership of their intellectual and moral growth and develop the self-esteem and courage. At St. Jude's Academy they will need to deal successfully with the challenges and opportunities that high school and university hold. It is the only school that has a n educational experience designed to inspire and challenge students."
"EXPANDED EDUCATIONAL HOURS
Our expanded school hours from 7:45am to 4pm with optional after-school club between 4 to 5pm supports both parent and student work life balance.
INTEGRATED SPORTS PROGRAMS WITH ACCESS TO COMMUNITY SPORTS FACILITIES
All facilities are conveniently located in walking distance, allowing our students to have access to professional coached sports program like ice hockey, swimming, tennis, golf and fitness."
"At SJA, the student really does come first above everything else, and it is evident. Our decision-making begins with the question, “Is it good for the student?” The faculty and staff go above and beyond every day to prioritize students’ development of academics, confidence, strong work ethic, independence and effective learning habits. This personalized approach, delivered in the parameters of the IB programme and in the context of a caring and vibrant community, creates highly motivated students who take ownership of their success."
"Located centrally on top of an ice rink, Glarea is a multi-dimensional space encompassing a community feel. Glarea does not confine students to typical classrooms; furthermore, Glarea is a school with an open space with flexible learning"
"We have continued to grow steadily at SJA. We have brought in many international IB educators to enhance our IB education. We have added new teachers to accommodate our growth. We have increased our presence on social media as a means of increasing communication and school spirit. We have added new marketing and communications staff. Lastly, we have placed a new focus on our prep basketball program."
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"We are excited to announce that as of the fall of 2024, we are adding a new 50,000 sq. ft. building right next door at 6745 Century Avenue which will house our high school (Grade 9-12) students. This new facility will include a new Science Lab, Cafeteria, Music Room and Performing Arts Studio. This change will also free up needed space and make life more comfortable for our JK-Grade 8 students at our main location on Torquay Mews. We are excited to announce that as of Fall 2024 we will have renovated our Athletics Dome into the best basketball facility in Southern Ontario. It will have three separate basketball courts that can be used for various other applications as well, along with flexible seating for up to 450 spectators. We felt this was a fitting investment for our growing Athletics program and the best prep basketball program in Ontario. Lastly, as of the summer of 2024, we will be unveiling a complete refresh of our logo, corporate image and website."
Information not available
St. Jude's Academy is distinctive due to the weight we place on achieving fluency in language and effectiveness in numeracy; we instil in all our students a firm practical, cultural and artistic framework which reinforces all academic studies. Our students have confidence to express themselves effectively in both their public and private lives. I encourage parents to come check out our school and see the difference a caring atmosphere can make.
Jasveen graduated from the American Montessori Internationale Primary Teaching program and also holds her certification in Early Childhood Education. She has also completed her Bachelor's Degree with a concentration in Sociology of Education. An educator for eight years she has worked extensively within the primary school setting. Jasveen has a strong passion for education, children, and building community. Her educational philosophy is rooted in giving children a choice and a voice. Jasveen believes that allowing children to make their own choices through modeling examples, teachable moments, and tangible lessons helps to build the true self.
Jasveen is a strong advocate for equality in education, a strong school community, and creating comfort, not fear, in classrooms. Jasveen truly believes that excellence in academics, positive personal and social development, and helping to build character in each child is a collective effort. Jasveen strongly believes the foundation for each child is built upon the teacher and parent communication. Jasveen believes that the continuum and continuity of learning lie in uplifting and illuminating each child’s gifts. Allowing children to position themselves in a state of wonder; rather than placing them into a fixed expectation.
Through open communication and an adaptable approach, Jasveen believes that each student at Glarea is destined for success!
Progressive
Information not available
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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
The aim of all International Baccalaureate Programmes is to develop "inquiring, knowledgeable and caring" internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Glarea integrates a Challenge Based Learning program with Sports and Art expert streams in a technologically innovative educational environment. Through an emphasis on Science, Technology, Engineering & Mathematics (STEM) education. Our program focuses on self-awareness through cognitive, social-emotional and physical literacy rooted in perseverance.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
At SJA, we believe that the best learning in mathematics comes from creative exploration. However, we still see the value in some traditional approaches in math. We ensure that the most useful traditional methods are carried forward into our discovery model. With this blended model, we have seen the greatest increase in mathematical ability and retention. For our Lower School math curriculum, we use Math Makes Sense workbooks and textbooks. We effectively combine an inquiry approach with a practical approach. Our students memorize addition, subtraction, multiplication, and division facts as required by their grade-level specific math curriculum.
We use Math Makes Sense workbooks and textbooks for Lower School (JK to Grade 6) students.
Phonics-intensive
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.
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.
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.
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.
Equal Balance
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.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Our teaching approach to Science follows the IB approach, specific to each grade level.
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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
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
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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
Glarea utilizes technology in all aspects of the school to inherently provoke innovation of thought and expression.
Web design
Robotics
Computer science
Learn about our Physical Education program for Lower School (JK-6) students by copying and pasting this link: https://stjudesacademy.com/student-life/lower-school-jk-6/athletics/ and learn about Physical Education for Upper School students (Grades 7-12) by copying and pasting this link: https://stjudesacademy.com/student-life/upper-school-7-12/athletics/
The Expert Sports Stream focuses on physical literacy, and the basics of movement, and provides the opportunity for children to experience multiple athletic programs and discover what they enjoy. It is a safe place that allows them to make mistakes, reflect, try again, and ultimately, improve.
Academic
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.
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.
The SJA Kindergarten Program provides a solid academic foundation of reading, writing and math. Our students are introduced to French daily for 30 minutes. JK and SK students also enjoy daily Music and Art. Our Kindergarten students also benefit from: reciting poems an in-school science fair & contest in-school spelling bee an oral competition Show n' Share presentations From an early age, SJA students begin to discover that the world is a fascinating place. Field trips, performances, and community service are creatively integrated into the academic curriculum at every level.
The more varied a child’s experiences, the more they discover about themselves. Their interests, passions, likes, dislikes and countless other learnings shape their self-awareness. Through these discoveries we begin to explore self-care, discipline and build a foundation of coping strategies. Students gain an understanding that failure isn’t a destination but a part of the journey. Glarea builds a sense of accomplishment into the simple act of just getting back up and trying again.
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 believe that all students can learn and thrive within the IB model. The focus on fundamentals and individualized approach ensures student success.
We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Glarea's Challenge Based Learning is a framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions. Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. Resiliency, determination and fortitude of character are woven into the fabric of Glarea.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.The focus on fundamentals and individualized approach ensures student success while our Phys. Ed, Arts, and language specialists nurture the whole student.
Glarea integrates a Challenge Based Learning program with Sports and Art expert streams. Learning focuses on self-awareness through cognitive, social-emotional, and physical literacy rooted in perseverance. We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Challenge Based Learning is a learning framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions. Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. Our graduates are confident, adaptable young adults prepared to overcome life’s challenges.
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Glarea does not offer a special needs program
SJA has partnered with Oakwood Academy, an individualized education school, to offer private school for students who have learning difficulties. Please see Oakwood Academy for further information.
Currently, Glarea Elevated Learning does not have a Learning Support or Diverse-ability teaching team. However, Glarea does and will continue to support students who do develop or present with diverse-abilities as they grow with our school.
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 |
||||
Wrestling |
||||
Archery |
||||
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
K - 7
0%
0%
$0
$0
40%
80%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades K - 12
No
No
No
No
Yes: grades 1 - 12
No
No
No
No
No
Welcome! We are delighted that you are considering St. Jude’s Academy. This application package is an integral part of our admissions process. Please be assured that none of the questions are intended to prevent students from being invited to attend our school. We are trying to gain as much information about students and their families as possible so that all parties involved have a solid foundation for a rich and engaging personal interview. We admit students for the following September on a continuous basis throughout the year. Admission to St. Jude’s Academy is competitive; thus, to avoid disappointment, we encourage you to apply as soon as possible.
Glarea seeks students and families who share our core values and who demonstrate a willingness to be a part of an educational environment that is student-driven, rigorous, and founded on an appreciation of grit, resilience and independence. Admission is granted on the basis of application forms, personal phone interview, and meetings. Individual consideration is the essence of both our admission and our educational processes.
STEP 1: THE TOUR
We begin with a personalized information session, offering an in-depth understanding of our IB Programme and Student Life. Subsequent to this session, we extend an invitation for you to embark on a personalized tour of our St. Jude’s Academy campus – you will be able to experience our classrooms in session, engage with our dedicated teachers, and ask questions.
We eagerly anticipate the opportunity to welcome you to the St. Jude’s Academy family!
STEP 2: THE ASSESSMENT
For students in Grades 1 to 8, applicants complete one day of assessments in reading, writing and math, to give us a better understanding of their strengths and opportunities.
We also ask for the following:
1. For Upper School students (Grades 9 to 12): English, Science or Social Studies teacher reference
THIS FORM is to be completed by the student’s current English, Science or Social Studies teacher.
2. For Upper School students (Grades 9 to 12): Math teacher reference
THIS FORM is to be completed by the student’s current Math teacher.
3. Report Cards for SK – Grade 8
Please scan (or take clear pictures with your phone) the two most recent Report Cards for your child.
During the summer, as schools are closed, Teacher References are not required for new registrations for the September 2024 start date. We will be reviewing report cards to assess suitability for our academic program
Upper School (Grades 9 to 12) students’ Teacher Reference forms must be submitted from the teachers to the Admissions Office email ([email protected]) directly. Please submit supporting documents by emailing them to our Admissions Team at [email protected].
STEP 3: THE DECISION
Admission decisions are made based on a careful review of the applicant’s report cards, academic potential, extracurricular accomplishments, character and overall suitability for the IB St. Jude’s Academy experience.
Please let us know if your child has any academic, social or behavioural concerns. Learning support is available. Our Guidance Counsellor continues to assess student cases as needed.
STEP 4: THE FINAL STEP - REGISTRATION FORMS
Once your Report Cards are assessed, and we believe that your child would be a good fit for St. Jude’s Academy, we will invite you to complete and submit our Registration Package electronically. This package is available on our website by grade on our Tuition and Fees page, linked below, and or will be sent to you on completion of the Information Session.
Detailed payment options are in the Registration Package.
Welcome to St. Jude’s Academy! We look forward to meeting you soon!
Tuition and FeesGlarea seeks students and families who share our core values and who demonstrate a willingness to be a part of an educational environment that is student-driven, rigorous, and founded on an appreciation of grit, resilience and independence.
+ STEP ONE: Please fill the online application form and ensure all the required fields are filled out. Only completed applications will be processed for subsequent parent phone interviews.
Please Note that the following documents will be required later in the application process.
+ STEP TWO: Once an application is processed, families will be contacted to set up individual parent phone interviews. In person family and child interviews will be scheduled with step two completion.
+ STEP THREE: Individual parent interviews and an in-person meeting with the applicant student is completed.
Admission is granted on the basis of application forms, personal phone interview, and meetings. Individual consideration is the essence of both our admission and our educational processes.