2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
20554 Hurontario Street, Caledon, Ontario, L7K 1W9, Canada
Indirect Support:
2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
20554 Hurontario Street, Caledon, Ontario, L7K 1W9, Canada
2006
2017
800
7
JK to 12
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Traditional
14 to 25
Varies
Learning, Developmental
In-class adaptations
In-class adaptations
$12,440 to $18,640
$4,000
No
No
0%
0%
None
None
$0
$0
53
0
0%
0%
40%
80%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades JK - 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 reportJehovah Jireh Christian School (JJCS) is a place where education is truly combined with Christian values. Students at JJCS grow academically and spiritually in a nurturing environment that places equal emphasis on individualized learning and character development. The school uses the Accelerated Christian Education (ACE) program, which allows children to learn at their own pace and ensures they fully grasp each subject before moving forward. With small class sizes, students receive personalized instruction from teachers, who are mindful of both academic success and spiritual growth. JJCS is a close-knit community where families are actively involved in their children's education. The school also offers a wide range of extracurricular activities, including French through the Rosetta Stone Educational Program, individual piano lessons, and swimming in the on-site indoor pool. The focus on character education from a Christian perspective, combined with the loving and supportive environment, helps students build a strong foundation for their future. JJCS is dedicated to nurturing each child’s faith, ensuring they are well-prepared for life’s challenges with values that will guide them throughout their lives.
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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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information not available
"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."
"Jehovah Jireh Christian School provides students with a dynamic education and individual attention that encourages them to work independently and grow in godly character. JJCS comes alongside parents to nurture children in God's ways. We use the Accelerated Christian Education curriculum plus additional enrichment in Literature, Science, and Math, and have other programs for French, Music, Art, and Swimming. Its scenic property includes a soccer field, basketball, and playground as part of its many facilities."
"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."
"Because of the low ratio of students to teacher at JJCS, students receive immediate and individual instruction to assist continual learning. Students also participate in small group learning. We also have great Pastoral leadership that also cares for the emotional and spiritual well-being of each student."
"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."
"Due to Jehovah Jireh Christian School's strong Christian moral values, JJCS will not teach the current Ontario Sexual Education. This means that JJCS does not offer credits toward the Ontario Secondary School Diploma (OSSD) and is registered as a non-inspected private school. Students that finish High School at JJCS will apply to post-secondary school as home schooled students."
Information not available
"JJCS opened up in September 2017. In 2019 we had our first Junior Kindergarten class and also had two international students. Unfortunately, we had to close the school in the winter of 2020 as all schools had to due to Covid-19. However, our students were blessed to be able to take their curriculum home and successfully complete their school year. In 2020/2021 our students also had a successful year despite the interruptions of Covid-19. The ACE curriculum is set up in a way that allows the student to do their work at home when necessary."
"• 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."
"Students that need more individual help academically will benefit from JJCS' small class sizes. Parents that are concerned about their children being subjected to the current Ontario Sexual Education will also benefit from JJCS' biblical and moral views. Parents can rest knowing that they are the ones who are making the decisions for their children and not the government. At JJCS their children are protected from the inappropriate behaviours that public schools are promoting."
"• 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."
"JJCS will not be suitable for families who do not share the Christian faith and values as the students will be exposed daily to the Bible and memorizing Scripture as part of their education. We also have morning devotions and weekly chapel times where we sing Christian songs and learn from the Bible.
Even though we do have weekly gym activities and offer Swimming Lessons two units per school year, we do not offer team sports."
"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."
"Parents choose JJCS because of our Christian core values and how we integrate them into the students learning experience. Not only are the children taught from a Christian worldview, but they also are challenged to grow in their faith and to experience a deeper relationship with their Saviour the Lord Jesus Christ. The character-building program that is blended into the curriculum is practical and inspires the children to be Christ-like.
The social environment of JJCS is a very loving and caring that thrives on the desire to be Christ-like in every aspect.
Students at JJCS also receive more one on one instruction which helps them to master what they are learning."
"• 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."
"JJCS has strong Christian values where each student is given individual attention to meet their academic needs as well as their social and spiritual development. JJCS cultivates and encourages a strong sense of community where students learn to love, honour, and respect their peers and those in authority. JJCS provides a nurturing learning environment where students are challenged to thrive academically but also to develop their faith and character."
"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."
"Teaching from a biblical worldview is important to JJCS. Students are equipped with sound teaching that gives them the tools they need to support their Christian faith which many times is questioned by the humanistic worldview that is prevalent in society. Students at JJCS will not only be taught from a biblical worldview, but will learn how to defend their faith with scientific facts from biblical creationists and scientists.
Presently JJCS does not have a large number of students and sometimes parents are concerned that this is detrimental to the social life of their children. Making friends is important in children's lives, however students at JJCS know that they belong and are accepted for who they are which is foundational to the identity and stability of a child's well-being. Confidence and self-worth come from knowing you are loved and accepted. Students at JJCS learn to treat their peers as family and to prefer one another."
"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."
"The staff of JJCS are committed to creating a learning environment that cultivates a love for learning by providing hands-on experiences that makes learning fun. Staff go the extra mile to help students learn and be successful.
JJCS has a reward system where students earn merit money which they save and then get to spend at a "merit store"."
"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."
"This past year we built up our school library with novels, resource books, and magazines for the students to read in their free time. We also provided further enrichment in creative writing and literature."
"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."
"Our students will be entering their high school years and so we will be preparing them for post-secondary education. The Accelerated Christian Education has curriculum all the way up to grade 12 and some courses are also offered online and so we will start making use of those courses online. As we help each student prepare their academic projection we will make the necessary changes to make sure that they each get the courses they need to be prepared for their course of study at post-secondary school of choice."
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.
Jehovah Jireh Christian School is blessed to be located on a beautiful scenic property where the students enjoy a peaceful outdoor setting. Its natural serene setting benefits the well-being of the students so that their time at school is pleasurable.
At Jehovah Jireh Christian School we help parents give their children a Christian Education as many parents are not able to home school their children. For the most part we function as a one room school room where the children work diligently in a quiet learning environment. They learn to work independently with the help of the teachers. It is wonderful to see students getting along with each other at different ages. The Accelerated Christian Education is an excellent curriculum that makes it possible for children to work together in the same classroom as they grow academically and spiritually. Our motto is to love and honour one another.
As a Christian leader and pastor my passion is to see children fulfil their God-given destiny and for children to be protected, cared for, and taught academically in a safe godly environment. We have an enemy, Satan, who wants to destroy our children's perspective on life early in their lives and destroy the destiny that Christ has for each one of them. The moral standards and value of life have changed so much that the godly principles of the Bible are no longer honoured in our public systems. Here at Jehovah Jireh Christian School academic subjects are taught from a Christian worldview because children need to be taught the principles of God's Word so they can fulfil their God-given destiny.
Traditional
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.
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.
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.
The Accelerated Christian Education curriculum is made up of PACEs which are bite-sized, achievable booklets. Each grade level consists of 12 PACEs per subject. PACEs integrate Godly character-building lessons into the academic content, and activities are carefully designed to develop thinking skills and create mastery learning. PACEs allow students to absorb subject material according to their own learning ability rather than being pushed forward or held back by age. JJCS provides students with an individualized course of study as for example, a student placed in the fifth grade by a conventional school may be working in Grade 4 math, Grade 5 science, and Grade 5 English in the A.C.E. program. Students may move ahead easily in some PACEs and proceed slower in others. Since each student is learning and progressing at their own pace as they are reading and doing the activities in their PACEs, lessons are not taught by teachers delivering lectures. Teachers assist the students in working through their PACEs and enrich their learning experience with further discussions, hands-on activities, and field trips.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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.
It's important to make Math fun and for students to think that Math is easy. If students get a good grasp of their Math facts at an early age with consistent drills, Math will become enjoyable and easy instead of being a chore.
We use Math Makes Sense workbooks and textbooks for Lower School (JK to Grade 6) students.
At JJCS we have a Math Builder Software Program in which students do Math drills and a record is kept of their performance.
Students are not allowed to use a calculator until Grade 7.
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.
Students learn to read by becoming acquainted with cartoon animals, songs, and stories, which help him learn letter sounds, alphabet sequence, and word relationships.
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
The A.C.E. English curriculum teaches grammar, parts of speech, and proper sentence structure through each grade starting at Grade 2. Students practice writing within the guidelines of proper grammar and structure. However, at JJCS we want the students to love writing and to be able to express themselves well, so we try to give them opportunities where they can write more on subjects they enjoy. In Grade 3 students learn cursive writing and by Grade 4 they are encouraged to use cursive writing in all their PACEs.
Expository
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Our teaching approach to Science follows the IB approach, specific to each grade level.
At JJCS students are also encouraged to explore what they are learning in their science by doing at-home science projects and sharing them with the class. Students learn to apply the scientific method by also doing group science experiments and documenting their findings.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
In each grade the A.C.E. Literature and Creative Writing curriculum engages the students at their level in a way that reading becomes a true learning experience and writing blossoms into a comfortable skill. In Grade 2 students are encouraged to visualise, use their imaginations, and give creative responses to questions following one-page stories. In Grade 3 students discover heroes and enemies in a story, create stories from pictures, write story titles and reports, learn about characters, plot, and setting, and so much more. As they progress through the next grades they read various novels and short stories as they continue to learn various literary devices and writing skills.
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
Core Knowledge
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.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Students learn about community from a biblical perspective starting with the family, church, school, and God. Students learn to appreciate natural resources and the different types of communities, businesses, and agriculture. Students explore the continents as one who travels the world and experiences their unique geography, climate, and cultural diversity. Students learn and expand their knowledge of the history of Canada, Christianity and the world.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Information not available
Staring in Grade 7 students will learn about different vocations and careers and will choose a vocation that suits them based on their gifts and talents. They will learn the benefits of the Free-Market economy. Also in Grade 7 they learn about the geography of Canada, province by province. In Grades 8 students learn the history of Canada from 1497-1989. In Grade 9 students will learn World Geography and in Grade 10 they focus on World History right from Creation to the modern day growth of globalism. Senior High School students learn about Canadian Civics & Economics - Definition and responsibilities of citizenship, private and public government, The Bible and governmental authority, Parliament of Canada, legislative, executive and judicial branch, role of the prime minister, cabinet, and role of the civil service, the Constitution, Canadian Charter of Rights and Freedoms, provincial, and municipal government.
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
JJCS has an educational license with Rosetta Stone for students to learn French. Students learn French using the interactive Rosetta Stone application by spending three to four sessions on it per week. Rosetta Stone workbooks complement the online learning time. JJCS also has a French instructor who converses with the students over Zoom and engages them in group games. The French instructor also assigns French homework which challenges the students to expand their vocabulary and practice what they are learning.
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
These programs have an equal emphasis on receptive and creative learning.
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.
We offer individual piano lessons with a RCM certified piano teacher. We have an weekly art class in which the students learn to draw, paint, and make different types of crafts.
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
At JJCS students use tablets to learn French with the Rosetta Stone Application. We also have a computer in the class which students can use four programs to increase reading speed and comprehension, enhance math skills, improve vocabulary, and also to learn keyboarding skills. Students also experience using the computer by doing some PACEs in an interactive online format through the ePACE platform.
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/
At JJCS students have a gym class once a week. In the fall and the spring we offer swimming lessons in our indoor pool for 9-10 weeks taught by a qualified lifeguard. Students learn a Canadian Red Cross Water Safety Program and receive a Canadian Red Cross Progress Card.
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.
JJCS uses the Accelerated Christian Education Kindergarten Program which teach children to identify letters of the alphabet and to recognise numbers. Animal pictures, activities, and full-colour pictures introduce social skills, the wonders of God’s world, and the reality of God’s love. Visualised instructions allow students to take the initiative in the learning process and to become independent learners. Since this program incorporates specific activities to develop sequencing and phonetic skills, promotes auditory processing, and improves eye-hand coordination and visual perception, many students are easily reading lower-level books.
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.
At JJCS if we see a student who is excelling and needs more challenge we will place that student in the next grade and/or supply that student with additional studies that allow them to practice and refine their skills in a more engaging format.
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”.
We believe that all students can learn and thrive within the IB model. The focus on fundamentals and individualized approach ensures student success.
At JJCS students are placed at a level in which they can perform and succeed. The work load and daily goals for each student is determined by how much the student can successfully accomplish without frustration. Individual assistance is given to students when needed so that each student successfully accomplishes their daily goals and masters what they are learning. Students are awarded merits according to the scores they achieve on each PACE test. This award system motivates the students to do their best and most students successfully achieve scores over 80% due to their hard work.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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.
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."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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.
At JJCS our desire to be a safe place where students can learn and grow academically in order to be prepared for their future. We know that parents entrust their children with us to teach them intellectually and to come alongside them as parents in helping their children grow spiritually, emotionally, socially, and physically healthy and strong.
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
Information not available
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.
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
40%
80%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades 1 - 12
Yes: grades 1 - 12
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.
For students in Grade 2 and up we are looking for children who are able to work independently and quietly at a desk. It's important that students work quietly without interrupting others students and that they can focus on their work.
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 Fees1. Student Application Form: Submit the completed form along with a copy of your child’s last report card.
2. Interview: We will contact you for an interview once we have received your Pastoral Reference.
3. Diagnostic Test: The A.C.E. Program requires that a diagnostic test is completed by each child to determine what level he/she is at in each subject. This test may take up to a day to complete.
4. Final Meeting & Enrolment: We will schedule a meeting with you in which we will discuss the prescribed level of your child(ren) in the A.C.E. program.
