2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
7 Bradwick Drive, Concord, Ontario, L4K 2T4, Canada
2006
2004
800
100
JK to 12
1 to 12
Coed
Coed
Day
Day
English
English
Academic
Arts
Progressive, International Baccalaureate
Traditional
14 to 25
11 to 15
Learning, Developmental
In-class adaptations
$12,440 to $18,640
$12,000 to $16,500
No
No
0%
0%
None
None
$0
$0
53
8
0%
0%
40%
90%
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
No
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 reportAcademics are the top priority at Rotman Arts & Science School (RASS). This Kindergarten to Grade 12 school provides small class sizes that allow instructors to focus on the development of individual learners. Students are encouraged to be self-motivated and to actively participate in their own education. RASS also fosters lifelong learning and development and nurtures students’ intellectual and emotional growth to help them to make positive contributions to Canadian society. Students practice discipline, self-management, and responsibility, and learn to think critically and creatively. RASS was founded in 2004 to combine academic education with professional arts training, offer unique opportunities for advanced courses and independent study, and enable students to pursue their individual interests.
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 not only knowledgeable in their fields but also skilled in engaging students, fostering critical thinking, and encouraging a love for learning."
Sophie D. - Parent (Oct 17, 2023)
My girl was encouraged to join a lot of activities, and field trips like apple picking, strawberry p...
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"The school provides a diverse range of activities that cater to various interests, ensuring that every student can find something they are passionate about."
Misty Ronald - Parent (Oct 17, 2023)
Our child's experience at Rotman Arts and Science School has been nothing short of fantastic. They h...
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"Students appreciate the school's unique interdisciplinary approach, which allows them to explore both arts and sciences."
Valerie Fayer - Parent (Oct 17, 2023)
My child's experience at Rotman Arts and Science School has been overwhelmingly positive. They appre...
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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."
"Founded in 2004, Rotman Arts and Science School, formerly Arts and Science Academy of Canada has grown into a private day school that combines academic education with professional ballet and arts training. Our school varies in curriculum from Grade 1 - Grade 12 towards OSSD. Small class sizes allow us to focus on the development of individual learners. Experienced teachers help students develop responsibility, creativity, resilience and become a well-rounded human being."
"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."
"Rotman Arts and Science School's unparalleled combination of professional ballet training, a comprehensive arts program, and the hosting of international students exemplifies its commitment to providing a multifaceted and globally minded educational experience. Through an interdisciplinary approach, small class sizes, experienced faculty, and a strong focus on character development, RASS empowers students to excel academically and artistically while fostering a global perspective."
"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."
"Our school prioritizes arts and ballet while maintaining a balance with other subjects, ensuring our students are well-rounded. From visual arts to other after-school activities, we nurture creativity and discipline. Yet, we also emphasize traditional academic subjects like math, science, language arts, and social studies. This holistic approach enhances cognitive development, promotes emotional well-being, and fosters social skills. By integrating arts and academics, we prepare students for success in all facets of life, fostering a culture of lifelong learning and personal growth."
Information not available
Information not available
"• 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."
"We welcome both local and international students from all around the world, especially the ones who are interested in ballet and arts as hobbies or professional career paths."
"• 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."
"RASS's unique combination of offerings, including professional ballet, a comprehensive arts program, and an international student body, can provide students with opportunities for personal and art and artistic growth that may no and artistic growth that may not be readily available at other schools. RASS aligns with their child's interests and educational goals. Whether a student has a passion for ballet, the arts, or desires a well-rounded education that includes exposure to different cultures"
"• 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."
"A caring and welcoming community which can be consider your child's second family."
"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."
"The diverse student body and exposure to different cultures provide students with invaluable experiences for developing cultural awareness, cross-cultural communication skills, and a broader worldview. This global perspective is not just an added feature but a fundamental aspect of preparing students to thrive in an interconnected world, and families should recognize its profound impact on their child's education and personal growth."
"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."
"Families may find that RASS fosters a close-knit and supportive community. The small class sizes and personalized attention not only enhance learning but also create a sense of belonging and camaraderie among students, teachers, and parents. This sense of community can be a pleasant surprise for families seeking an intimate educational environment. They will be surprised by RASS's adaptability and willingness to evolve with changing educational needs and circumstances."
"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."
Information not available
"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.
Dear parents and students,
I am delighted and filled with enthusiasm to extend a heartfelt welcome to each and everyone of you as the Principal of Rotman Arts and Science School. As we commence this new academic year, I am excited to be part of this lively educational community committed to nurturing young minds and instilling a mindset of boundless possibilities.
Our school takes pride in providing a safe, nurturing, and inclusive learning environment where every student can thrive and achieve their full potential. We believe that education is a lifelong journey and our dedicated team of educators work tirelessly to inspire and empower our students to become responsible, resilient, and compassionate members of society.
At Rotman, we strive for excellence in all that we do. We offer a comprehensive curriculum that is designed to meet the diverse needs of our students, and we provide a range of extracurricular activities that enable our students to develop their talents and interests.
We are deeply committed to foster strong partnerships with our parents, students and community members, and we welcome your feedback and input as we work to continuously improve our school.
Thank you for your interest in our school, and we look forward to working with you to provide the best education for our students where they can thrive and reach their full potential."
Sincerely,
- Vladimir Demine
19th years Principal of Rotman Arts & Science School
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.
Our study program follows the Ontario Curriculum. Based on the students’ aspirations and career choices, they will be instructed to choose proper subjects and follow a well tailor-made curriculum to further support their entrance to higher education. As Ontario Secondary School Program is a credit-based system, students will have to meet the following certain requirements to achieve the OSSD.
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.
By incorporating both traditional and discovery methods into math programs, educators aim to strike a balance between foundational knowledge and the development of critical thinking skills. This approach recognizes that mathematical proficiency requires not only knowing how to perform calculations but also understanding why those calculations work and how they can be applied in various contexts.
We use Math Makes Sense workbooks and textbooks for Lower School (JK to Grade 6) students.
Information not available
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
The key advantage of this approach is its flexibility. It acknowledges that reading is a complex skill that requires a combination of strategies. By blending Whole Language with supplementary phonics, balanced reading programs cater to the diverse needs of students. They allow learners to use their understanding of whole words and context, while also equipping them with the tools to decode unfamiliar words systematically. Ultimately, balanced reading programs aim to create proficient and confident readers by harnessing the strengths of both approaches.
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.
Balanced literacy programs offer supplementary instruction in grammar, sentence structure, and various writing strategies. This instruction is designed to equip students with the necessary tools to refine and enhance their writing. It helps them understand the mechanics of language, develop a command of grammar rules, and craft well-structured, coherent sentences and paragraphs.
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.
Science programs that blend expository and inquiry learning empower students to become well-rounded scientists, capable of both understanding scientific theories and actively contributing to the advancement of scientific knowledge through experimentation and exploration.
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
Physics
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.
The equal balance between these two approaches allows students to appreciate the richness of literature, from both classical and contemporary sources, while also developing a keen awareness of the social issues that literature can address. It empowers them to become thoughtful readers and critical thinkers who can navigate the complex intersections of literature and society.
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).
What sets Core Knowledge apart is its commitment to breadth of content. It aims to expose students to a wide range of knowledge, fostering an understanding of the interconnectedness of different subjects. For instance, history may be taught sequentially, ensuring that students acquire a chronological understanding of historical events and their consequences. This approach acknowledges that a solid foundation of knowledge equips students with the tools to think critically, make connections, and engage with complex ideas effectively. By emphasizing the acquisition of content knowledge, the Core Knowledge approach prepares students to become informed and well-rounded individuals capable of tackling a broad array of academic and real-world challenges.
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
In balanced programs, students benefit from the best of both worlds. They engage with classical texts and enduring ideas, gaining a deep appreciation for the intellectual heritage of human thought. Simultaneously, they explore practical, real-world issues, developing critical thinking skills and an ability to apply their knowledge to contemporary challenges. By striking this equilibrium, students not only develop a strong foundation in the humanities and social sciences but also acquire the analytical and problem-solving abilities needed to navigate a complex and ever-changing world effectively. It ensures a holistic and relevant education that prepares students for both intellectual enrichment and practical success.
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
By combining both approaches, language programs offer students the opportunity to develop a balanced skill set. Learners gain the benefits of the audio-lingual method's precision and grammar mastery, ensuring a strong foundation. Simultaneously, they acquire the communicative approach's ability to use language effectively in practical, everyday situations, fostering fluency and real-world communication skills. This balanced approach acknowledges that language learning is not merely about rules and structures but also about meaningful interaction and expression. It equips learners with the tools to both understand the mechanics of a language and use it confidently and naturally in diverse contexts.
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.
An equal emphasis on both receptive and creative learning recognizes that education is a dynamic process. Students need the ability to absorb information effectively and then apply that knowledge in innovative and practical ways. This balance ensures that learners not only understand concepts but can also use them to analyze, synthesize, and contribute meaningfully to their fields of study. In essence, programs that embrace both receptive and creative learning empower students to become well-rounded, adaptable, and resourceful thinkers and doers, capable of thriving in a variety of academic and real-world contexts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
The approach acknowledges that digital literacy is a tool that enhances learning and prepares students for the modern world but is most effective when integrated seamlessly into the broader context of education. This allows students to leverage digital skills as part of their overall educational experience without overshadowing the importance of traditional knowledge and critical thinking.
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/
We encourage students to engage with the broader community through sports events, fitness challenges, and community service activities. This fosters a sense of belonging and civic responsibility. Our school's approach to physical education prioritizes holistic health, skill development, inclusivity, and personalization. We aim to equip students with the knowledge, skills, and motivation to lead active and healthy lives while fostering important values and life skills.
Not applicable
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.
Not applicable
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.
Information not available
Standard-enriched
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.
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.
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.
A supportive academic culture within our school is characterized by a set of norms and expectations that prioritize student well-being, growth, and success. We emphasize collaboration over competition, fostering an environment where students are encouraged to help and support each other in their academic endeavors. Mistakes are viewed as opportunities for learning, and failure is seen as a stepping stone to improvement rather than a source of shame.
"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.
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."
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.
Information not available
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%
90%
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
No
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.
We are seeking students who are curious, motivated, and committed to their academic and personal growth. Successful candidates at our school typically exhibit the following attributes: 1. Curiosity: We value students who have a genuine thirst for knowledge, who ask questions, and who are eager to explore new ideas and concepts. 2. Resilience: The ability to face challenges with determination and bounce back from setbacks is crucial in our rigorous academic environment. 3. Responsibility: We look for students who take ownership of their education, complete assignments on time, and contribute positively to the learning community. 4. Creativity: Our school values creative thinking and encourages students to approach problems from multiple angles. 5. Collaboration: Being able to work well with peers, engage in discussions, and contribute to a cooperative learning environment is highly regarded. 6. Diversity and Inclusivity: We appreciate students who are open to different perspectives, embrace diversity, and foster an inclusive and respectful community. 7. Passion: A strong passion for their chosen fields of study, whether in the arts, sciences, or both, is a significant asset. Our goal is to provide an enriching and supportive learning environment, and we welcome students who possess these qualities to join our community and thrive academically and personally.
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 FeesTo initiate the enrollment process, we kindly request the following documents:
1. Transcripts for the last three years of the student's academic history.
2. Completed application forms.
3. Payment for the first and last month of tuition fees.
4. Submission of post-dated checks for the remaining tuition fees.
Upon receiving these documents and payments, our admissions team will process your application. Once approved, we will issue a formal letter of acceptance, enabling the student to commence their studies at our institution.