99 Cartwright Avenue, Toronto, Ontario, M6A 1V4, Canada
410 6 Ave, Rosthern, Saskatchewan, S0K 3R0, Canada
1987
1905
328
100
JK to 8
10 to 12
Boys
Coed
Day
Day, Boarding
English
English
Academic
Academic
Progressive
Progressive
18 to 20
15 to 20
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$37,000
$4,500 to $20,000
$15,000 to $32,750
Yes
Yes
0%
30%
7 to 8
10 to 12
$37,000
$2,500
30
33
0%
60%
35%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
10, 11, 12
10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 10 - 12
No
No
information not available
information not available
Boys' schools often state that they know boys, or are boy-friendly, though too often those statements aren't qualified. Sterling, thankfully, defines what they mean: energy, curiosity, and exploration. Certainly, boys from K to 8 typically have those in abundance, and the program at Sterling is intended to focus things a bit, channeling those natural attributes toward higher order growth and understanding. Confidence, resilience, motivation, goals—we think that boys naturally have these, but they don't. That Sterling places those kinds of values out front is telling of the overall instructional approach. The ideal student is one who can thrive in a structured, challenging, collaborative, and close-knit learning environment. Parent involvement in the life the of the school is both welcome and encouraged.
View full reportRosthern Junior College began in 1905 with one teacher and eight students and a desire to fill a need within the Mennonite community. It’s grown in every way, though remains true to the initial goal of educating students through their interests and through their faith. One aspect of RJCs development that the founders perhaps couldn’t have foreseen in 1905 is the extension of the offering to international students, who now make up 15% of the student population, adding a unique perspective to the lived experience of the school. While half of the population of the school is Mennonite, the other half includes other denominations and non-denominational students, all drawn by the range of programs on offer, the personal focus, a dedication to service learning and character development. Classes are small, with lots of personal attention, which students rightly appreciate. Faculty make it a priority to take learning out of the classroom, and to build relationships with the community, something that has become a focus of the programming. Students are encouraged not only to excel academically, but also to apply their skills, abilities, and time to making a difference in the world.
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"RJC gave me the freedom, the tools, and the support to grow into the person I am today."
Crystal Lau - Alumnus (Sep 26, 2018)
My overall experience at RJC was life changing. I always say that RJC has been the best years of my ...
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"Upon graduation, I became part of a bigger community of alumni that shares the same experiences, fantastic memories, and gives us a foot in the door for opportunities later in life. "
Patrick Laughlin - Alumnus (Oct 02, 2018)
RJC gave me opportunities that no other school can offer. Not only did we learn in class, we learne...
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"One on one interaction with the teachers and staff allowed for a more personal connection"
Jordan Wiens - Alumnus (Oct 02, 2018)
My time at RJC was exceptional. Due to the small size of the school and the high ratio of teachers t...
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"The Sterling Hall School is exclusively designed for boys from Junior Kindergarten to Grade 8. Our commitment to fostering individual growth, cultivating curiosity, and igniting a passion for learning sets us apart. At SHS, we immerse boys in a dynamic and innovative academic environment. Our dedicated and compassionate faculty deliver a challenging curriculum that propels each boy towards academic success. We recognize the unique needs of boys during their formative years, and our programs are tailor-made to support their engagement, interests, and the development of character strengths and leadership skills. The SHS experience is about shaping well-rounded individuals poised for success. Character, community and citizenship operate in tandem at SHS. Boys learn to recognize their unique strengths as identified through the VIA character strengths, and become confident by challenging themselves to deepen them daily. To strengthen relationships, we engage in active discussion of character during our daily community circles, part of our Health & Community program. Our values of Learning, Character, and Community are not just words but the very essence of our identity. Discover why The Sterling Hall School is where boys belong."
"Founded in 1905, Rosthern Junior College (RJC) High School has a strong reputation for delivering well-rounded academic experiences to students for over 100 years. RJC offers Grades 10-12, and is accredited by the Saskatchewan Ministry of Education and a member of the Saskatchewan Association of Historical High Schools; holding a high standard of education. As a high school that teaches from the Christian perspective, RJC places value on faith, service, leadership, and community in the education of its students."
"Personal Connection: Every boy is known and cared for.
Leadership & Mentorship: Opportunities are abundant, creating an environment to thrive.
Transformational Programs: Our character and social-emotional programs bring about personal growth for each boy.
Inspirational Learning: Our teacher-boy relationships spark a passion for learning.
Nurturing Growth: We celebrate boys and cultivate a growth mindset.
Self-Discovery: By providing a supportive foundation, boys can truly know themselves."
"A distinctive of RJC from other boarding high schools is our focus on cross-curricular and interdisciplinary learning. Our goal is for students to learn more about themselves and the world around them through the courses they take. This is done through our grade-based initiatives (Grade 10 IMAGINE, Grade 11 THRIVE, Grade 12 EXPLORE). In these programs, RJC utilizes academic best-practices and community partners to offer unique, out-of-the-classroom learning experiences."
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"Discover why families choose SHS. Here's what some have told us:
"What makes SHS so unique is its integration of emotional intelligence and character development into all aspects of the curriculum and co-curriculars. Kindness and empathy are prioritized...and they are consistently role-modelled by faculty and staff." (Alyssa, Parent)
"SHS is more than just a school - it is a community that supports everyone to ensure our sons achieve their full potential." (Maryse & Evan, Parents)"
"Families often choose RJC because of the tight-knit community and small class sizes. In this environment, students find belonging and grow in their confidence and ability. The strong relationships between students and staff often lead to academic and personal success of the students."
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"At SHS, we prioritize character development and academic success through research-based practices that are tailored to boys' learning. Actively engaged in global education initiatives, we are a longstanding member of the International Boys' Schools Coalition (IBSC). Rick Parsons, our Principal, serves on the IBSC Board of Trustees, contributing to the development of boys worldwide. Our affiliation reflects our commitment to shaping a rich environment for boys' success and character growth."
"An underrated aspect of RJC's school community is our focus on student health and wellness. This is done through our student BELONG program, led by our dormitory deans. All RJC students have access to diverse academic, physical, and emotional supports during their time as a student. Included in this is an incredible meal plan, which offers healthy and diverse food options for students. If students require additional supports, they are welcome to connect with the VP of Student Life."
"1. Boys engage in global perspectives, tackling complex concepts in intimate class settings with low student-teacher ratios.
2. Sterling Hall is committed to providing safe, guided adventures through our Experiential Learning Program. Our scaffolded approach means that boys receive increasingly challenging learning opportunities that enable boys to develop their individual character strengths.
3. Our inspired service-learning program builds compassion and empathy in our boys."
"The level of participation in school activities is very high at RJC. In a typical year, approximately 80% of our students are involved in the athletics program, 91% are involved in the music and arts program, and 80% of RJC students join a school club. We believe when students are invested and involved in activities they are able to thrive in all aspects of learning."
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Dear Families:
I have been asked with some regularity to describe the “typical” Sterling Hall boy. My answer always remains the same: there is no such thing as a “typical” Sterling Hall boy.Welcome to RJC High School! We are a small school that makes a big difference. Our small class-sizes, supportive staff and student-centered programming allow our diverse student body to meet a variety of personal and academic goals, all within the safety of a supportive community. We have an excellent dormitory program, along with many opportunities in athletics and the arts. We pride ourselves in educating the whole person and in preparing leaders for a life of faith, service and peacemaking. We are excited about the impact our students make in the world, and the success that they achieve in their personal lives. If you are looking for a place that combines educational excellence with personal growth and making a difference, join us at RJC High School!
Sincerely,
Ryan Wood
Principal, RJC High School
Progressive
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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In our inquiry-based learning environment, we develop the whole boy. We provide enrichment opportunities where appropriate and strategies for success for all of our students. Known by every member of the faculty and staff, each boy is supported in all aspects of school life as he develops and discovers his unique interests and love of learning. SHS’ low student-to-teacher ratio allows academic specialists to facilitate how your son learns best. At SHS, boys are taught to collaborate and create partnerships to enhance problem-solving abilities, social interactions and group learning, whether working through the steps of a challenging equation, brainstorming structural ideas or working with a teacher in the Guided Reading program. Small groups are proven to be highly effective and many classrooms are arranged in pods to ensure collaborative work is achieved. Assessment is integral to improving the educational experience. We provide boys with clear achievement markers to reach their goals. This enables student self-assessment and goal setting culminating in student-led conferences as boys pursue areas of passion and interest.
All academic programs at RJC meet curricular standards set by the Saskatchewan Ministry of Education. Grade 10 - IMAGINE: A peacebuilding program IMAGINE is a full year, multi-credit grade 10 global-citizenship program that emphasizes collaboration, hands-on learning and community building. Students will spend periods of time outside the classroom applying their classroom learning in practical settings. Grade 11 - THRIVE: A wellness program THRIVE is a full year, multi-credit grade grade 11 wellness program that will assist students to grow and develop as individuals and as contributing members of their communities. Particular focus is given to an understanding of personal, mental health, and well as the wellness of creation and the community. Grade 12 - EXPLORE: A leadership development program EXPLORE is a full year, multi-credit grade 12 leadership program, with a particular focus on exploring post-secondary opportunities. Throughout the year students will explore diverse models of leadership, explore their own strengths, gifts, and values, and apply their learning in spaces outside of the classroom.
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.
We use an innovative approach based on Singapore Math in our Primary and Junior Divisions. Singapore Math is a teaching method based on Singapore’s national math curriculum. It is designed to connect math learning to a great variety of learners and its framework focuses on an in-depth understanding of essential math skills with a special emphasis on problem solving. The program emphasizes mastery of foundational skills on the well-tested assumption that higher levels of math learning require a students’ deeper understanding of math as a basis of success. Singapore’s three step learning model of concrete, followed by visual representation, followed by the more abstract (questioning and solving written equations) has become a finely tuned method for math learning in many educational jurisdictions worldwide.
Each mathematics teacher has his or her own classroom dynamic and structure. Our methods are rooted in traditional learning and an understanding of fundamental math skills. Inquiry activities and problem-based lessons are integrated throughout the courses as is appropriate for students' needs and abilities.
As a school we use the textbooks developed for the latest provincial math curriculum.
Math teachers ask students to own a calculator suited to his or her course choice. We encourage students to use their calculator as an aide to their education.
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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.
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Guided Reading has become a proven method of helping boys use and develop strategies to read with greater independence and fluency. Each boy in Grades 1 – 3 receives direct support from a reading teacher as he reads and processes texts at increasingly challenging levels of difficulty. Reading teachers work with small groups of boys ( 6 or 8 boys) reading at a similar ability. Guided reading tends to deliver greater enjoyment of reading over the long term, because it helps boys to construct meaning from what they read and to master an understanding of increasingly complex words and grammatical structures. Interaction with their teacher and reading peers keeps boys' confidence with reading intact and evolving as they learn.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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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.
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Equal Balance
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.
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.
Boys revel in our active, hands-on inquiry - a mainstay of Sterling Hall School science curriculum. Experiences are enhanced by adhering to a scientific method, in which boys become increasingly autonomous through their years at our school. Their experiential learning is deepened through a strong foundation in science concepts and thought. In addition to traditional classroom experiences, our boys enjoy the use of project-based learning challenges, opportunities for group and independent research and learning through experiments. Through innovative academic practices and boy-focussed programming, students are inspired and empowered to engage deeply in the sciences. We know that boys need to have strong relationships with their teachers in order to learn. Old Boys have even come back to SHS in their free time to pursue independent inquiry projects, accessing the resources of beloved teachers and our up-to-date learning environments and tools.\n
All of our science teachers have years of experience in their content areas and are accredited in 30 level subject matter. Our school is transitioning to more inquiry-based and authentic learning in all areas and our newly renovated labs, as well as off-campus experiences help to support this type of education.
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
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.
Guided Reading has become a proven method of helping boys use and develop strategies to read with greater independence and fluency. Each boy in Grades 1 – 3 receives direct support from a reading teacher as he reads and processes texts at increasingly challenging levels of difficulty. Reading teachers work with small groups of boys ( 6 or 8 boys) reading at a similar ability. Guided reading tends to deliver greater enjoyment of reading over the long term, because it helps boys to construct meaning from what they read and to master an understanding of increasingly complex words and grammatical structures. Interaction with their teacher and reading peers keeps boys\' confidence with reading intact and evolving as they learn.
In each of our ELA courses students encounter a variety of texts in both contemporary and "classic" styles, the study of which always emphasizes the development of critical thinking and communication skills. Off-campus and inquiry-based experiences are used to expand the students' framework for authentic learning.
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
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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.
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Conceptual understandings learned through the social sciences are universally experienced by students through their years at SHS. Continuity and change, historical significance, ethics, perspective, cause and consequence and factual evidence are lenses through which our students experience and learn about their own communities and those around the globe. Our boys enjoy learning engagements that ignite their curiosity and require them to practice critical and creative thinking in social studies. Sterling Hall boys are ignited by the opportunity to engage in relevant, age-appropriate issues and share learning with authentic audiences. SHS boys are known for their exemplary community citizenship, a key criteria in how and what they learn in social studies. It is not unusual to find boys taking action from their learning and reaching out into their community to help. \n
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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.
Given RJC’s emphasis on faith, service, and peacemaking, courses in the humanities and social sciences emphasize contemporary experiences and real-world problems. With a firm grounding in the way the past continues to shape the present, students are engaged with relevant questions about the condition of communities at home and around the world. The use of projects and tasks as primary assessment tools reflect our underlying goals of critical thinking and real-life skills.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
We provide engaging second language instruction suitable for the age and stage of each boy. In JK - Grade 5, students benefit from oral repetition in which they participate actively and receive immediate feedback. Using the Accelerated Integrative Method (AIM), students build a foundation through role play, dramatizations, rehearsal of gestures and related vocabulary. This active method of learning a second language that mimics first language development increases risk taking, a skill that leads to greater language acquisition. Boys further develop their thinking and communication in the Grade 6-8 French program. In addition to explicit grammar instructions, they enthusiastically debate, role play, and collaborate on projects and presentations for authentic audiences. Throughout the years of study, SHS students are encouraged to communicate only in French. Technology enhances learning, providing access to the greater French community. Our goal is to develop our students’ love and appreciation for language 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
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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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.
Unique to our school, our Visiting Artists Program offers Sterling Hall boys the opportunity to meet, observe and interact with a professional Canadian artist. This interpersonal connection adds life to our curriculum and lets our students observe artistic excellence and achievement first-hand.
Fine arts allow students to tap into their own creativity, develop strong communication skills and connect cross-curricular ideas in new ways. In many of the fine arts offered at RJC, students must learn to work together and for each other, requiring trust and reliance upon other students (ex. Putting together a play requires communicating ideas, teamwork to build sets, choral singing necessitates interdependence to create a fully-formed musical idea). Fine arts allow for a physical expression of mental, emotion and spiritual themes and ideas and so students should be allowed to access these internal feelings and to express them in ways that they may not feel able in other, “traditional” classrooms. This promotes self-agency, requires self-motivation and fosters co-operation. In this way, fine arts do not only improve skills within themselves, but impart students with the skills and tools to thrive in all areas of life.
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.
In Communication Media Class, the students are taught to use the computer as a creative tool in digital picture creation/manipulation, movie making, and audio engineering. Students use all three elements to produce digital media creations in class.
Web design
Robotics
Computer science
Our Athletics Program is specifically designed for boys in their formative years. Boys receive daily physical education as well as many co-curricular athletics opportunities. As a small school, we are able to offer athletics activities for each boy, from the newest player to the competitive athlete, from Junior Kindergarten to Grade 8. Boys of all skill levels can try a new sport, strive competitively and enjoy inclusive team play with classmates and friends. The main goals of our athletics program are to help boys develop physically, socially and emotionally, build positive relationships with their teachers and peers, develop a lifelong ability to make healthy lifestyle choices and foster a love for physical activity.
RJC’s physical education program seeks to combine skill development with engagement and participation in physical activity. Our goals include promoting attitudes which will lead to lifelong physical activity, engaging students in volunteer activities, and fostering safe conduct in physical activities. We are less focused on competition, and more focused on community and team building. The grade 11 class participates in outdoor education, which usually takes the form of either a hiking trip or a canoe trip.
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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.
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Kindergarten is the beginning of an exciting learning journey for children and their families. We welcome our youngest learners by offering a safe, supportive and stimulating environment in the Kindergarten classrooms. This is a time of discovery, growth and wonder when we foster independence, self-help skills, confidence and a love for learning. The foundational program follows a rigorous curriculum to ensure that students are well-prepared for entry into Grade 1 while also providing opportunities for learning through play-based exploration and inquiry. Students engage in activities that are hands-on and that offer opportunities for differentiated learning.
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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.
With our focus on individual attention to accommodate different learning styles, The Sterling Hall School provides every opportunity for students to be successful. Academic Success helps students with varying abilities achieve their academic goals.
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Supportive
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”.
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.
With a smaller size class, students are able to have more one-on-one opportunities with the teachers, and a tigher relationship with their classmates. The teachers get to know each student really well, both academically and personally, creating a stronger learning community.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our core value of Sterling Character states that we value and develop confidence and resilience, kindness and respect, with the courage to advocate for oneself and for others. We aim to instil in each of our graduates a strong moral and performance character that will equip him to be a capable contributor and leader within his communities and an outstanding world citizen.
To be living and learning in this community, students will have the opportunity to be independent of their parents, and learn to live with other people. Through arts and sports, students are able to improve socially outside of the classroom, and gain support from the community.
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
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
We strive to work with students where they are at and modify our program to meet specific student needs. Building a relationship with the student is key to our success.
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 8
10 - 12
1%
30%
$37,000
$2,500
35%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
10, 11, 12
10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 10 - 12
No
No
No
No
Yes: grades JK - 8
No
No
No
No
No
We admit families with a wide range of backgrounds, provided we feel confident that the boy will be successful in our program and the parents will be partners in his educational journey. During the interview process, we get to know you and your son in order to discover whether SHS is where you belong.
RJC is a Christian day and boarding high school offering Grades 10-12. It is based on a Christian foundation and provides a sound academic and dormitory program. The school offers the Saskatchewan approved and inspected high school curriculum, and is staffed by highly qualified instructors. We are looking for students are interested in living in community, and can make positive contributions to our music, athletics and student life program. Many students and parents often identify this as being a significant factor in improving grades.
Sterling Hall Admissions Process Step 1: Get to know us |
Step 2: Apply It is easy to submit an application through our Admissions Portal; simply follow the checklist. We ask for the following documentation to be submitted with your application:
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Step 3: Student Learning Snapshot and Family/Parent Interview Once your application is fully submitted, a student Learning Snapshot and family/parent interview help our Admissions Team to better understand your son. Family/Parent Interview On the same day as your son's assessment or shortly after, our Director of Enrolment Management will meet you to learn more about your family and find out how the goals envisioned for your son might align with SHS's mission and core values. This is also an opportunity for you to ask questions about the school. Junior Kindergarten (JK) - Grade 2 Learning Snapshots These assessments take place in groups and consist of grade-appropriate activities that allow us to observe your son's social and emotional development, including working independently, collaboratively and following directions. We will also have the opportunity to observe his developing skills in math, language and critical thinking. Grade 3 - Grade 8 Learning Snapshots Along with any necessary support from the Admissions Team, your son will complete some in-house, grade-appropriate literacy and math tasks to assess his current academic level. These tasks provide insights into how well your son will manage our curriculum. Boys will also engage in casual conversation and critical thinking problem solving with a group. This is not a pass or fail test, but rather a way to gain further insight into your son's academic, learning and personal profile. |
Step 4: Communication Admission offers will be made to our Junior Kindergarten, Senior Kindergarten, and Grade 1 and 2 applicants by early February. Grade 3-8 applicants will be notified by the last week of February. |
Step 5: Enrolment and Onboarding Activities Registration must be returned with the first tuition instalment fee by the date indicated in order for your space at Sterling Hall to be confirmed. From April onwards, we have a number of onboarding activities for families and new boys to help ease the transition to SHS. |
Apply Today!
You will be contacted shortly once your form is received.