We are a new high-energy K-8 school for the creative personalities, sensitive dreamers and busy innovators. Through plenty of daily outdoor learning, regular off-site activities and a passionate community of outstanding staff members who share an approach to education that is rooted in empathy, creativity, wellness, and hands-on exploration, we are proud to offer a unique educational experience designed to support the whole child and develop innovative, empathetic leaders.
Prioritizing empathy, health and wellness.
Emphasis on changemaking and leadership.
Project-based, active and hands-on learning.
Student-centred, flexible classrooms.
Kind and caring specialist teachers with a shared philosophy, vision and mission.
All members of the school community embrace an approach to education rooted in empathy, wellness and social innovation.
Students spend a significant time learning outdoors and in nature.
Our maximum class size is 16.
Academic excellence is achieved through targeted individualized support, allowing students to go at their own pace and advance freely, encouraging creativity and high-energy, enthusiastic teachers who making learning fun.
Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Curriculum approach at CCMS : Progressive, Reggio Emilia
CCMS has a Progressive, Reggio Emilia approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive, Reggio Emilia?]
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.
Curriculum at schools on OurKids.net
Progressive - 27%   Traditional - 43%   Liberal arts - 16%   Montessori - 13%   Reggio Emilia - 0%   Waldorf - 1%
CCMS has a Reggio Emilia approach to secondary curriculum.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
What CCMS says: We do not believe in a 'one-size-fits-all' approach to education. We believe that students should have a 'choice and voice' in their education so that each child can learn and grow with joy and confidence. The Alberta Program of Studies is taught through active exploration, individual and collaborative project-work and outdoor learning. We believe that by mindfully educating our students to be innovative and empathetic Changemakers we will be preparing them to be successful leaders in a rapidly changing, post-industrial future.
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.
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.
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 CCMS says: Our language program is in a development phase. We will be working with parents and students to determine the second-language programs to be offered and how these programs will be delivered. Languages may be offered via an online curriculum in 2020 as this will offer our students the most choice and flexibility.
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.
What CCMS says: "Creativity is inherently subjective. Our goal is to create an open and non-judgemental environment for students to experiment, innovate, and find the artist within". We have a music/drama specialist. Some of the topics we will cover in music/drama combo classes include public speaking and other performance skills, play-writing, expressive acting, composing, musical theatre, reading music, exploring various instruments, working in small ensembles and singing.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers and Technology at schools on OurKids.net
Light integration - 21%   Heavy integration - 31%   Medium integration - 48%
What CCMS says: This information is not currently available.
What CCMS says: At Calgary Changemaker School, physical education often takes place outdoors and at off-site locations or facilities. We offer opportunities for students to develop physical literacy, teamwork, resiliency and problem solving skills through games, activities, solo and team sports and nature-play. Additionally, we emphasize how physical activity and spending time outdoors can support our health and well-being.
Sex and health education approach at CCMS : Alberta curriculum
CCMS has an Alberta curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Alberta curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.
Sex and health education at schools on OurKids.net
Follows provincial curriculum - 54%   Does not follow prrovincial curriculum - 46%
Approach to sex and health education:
CCMS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.
CCMS 's approach to sex-ed: This information is not currently available.
Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)
Preschool/K Curriculum approach at CCMS : Play-based
CCMS has a Play-based approach to Preschool/K Curriculum (as opposed to Montessori, Waldorf, Reggio Emilia, Academic approach).
[Show: About Play-based?]
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.
Curriculum Pace approach at CCMS : Student-paced
CCMS has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).
[Show: About Student-paced?]
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
What CCMS says: We use online portfolios, individualized goal-setting and formative assessments to demonstrate growth-areas and progress. Core subject classes are organized in ability groupings so that students who need more time to reach their goals are supported as needed while those who exceed grade-level expectations are not held back from advanced exploration.
Flexible pacing style
Flexible pacing style
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
What CCMS says about flexible pacing: This information is not currently available.
Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.
Academic Culture approach at CCMS : Supportive
CCMS has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About 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.
Academic Culture at schools on OurKids.net
Supportive - 51%   Rigorous - 49%
What CCMS says: This information is not currently available.
Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.
Primary Developmental Priority: Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Secondary Developmental Priority: Emotional
The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."
What CCMS says: Our three pillars are to develop in our students a strong: Sense of Self, Sense of Purpose and Sense of Belonging. We strive to provide a balance of opportunities for our students to develop their intellectual, emotional, social and physical competencies but beyond that we seek to develop empathetic leaders, social innovators and Changemakers.
Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.
CCMS offers Resource Assistance
Students remain in a regular classroom for the whole day, and periodically receive break-out support (individually or in small groups) within the classroom from a qualified special education teacher.
What CCMS says about their special need support: Due to limited resources in our first year of operation we are unable to accommodate students with moderate-severe learning or behavioural needs at this time. If students are clinically diagnosed with a moderate or severe learning or behaviour challenge during their time at our school, we would discuss options with the parents that might include an extra fee to cover a qualified special education assistant for that student.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
Mild but clinically diagnosed ADHD:
Summary: Due to limited resources we are unable to accommodate students with moderate to severe learning or behaviour challenges or special needs. If students are clinically diagnosed with a moderate or severe learning or behaviour challenge during their time at our school, options would be discussed that might include an extra fee to cover a qualified special education assistant for that student.
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.
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.
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.
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.
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).
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.
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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).
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.
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.
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.
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.
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.
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.
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 is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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.
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."
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 (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Accommodating a wide range of physical conditions and disabilities.
Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.
Dedicated gifted programs:
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)
Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)
What CCMS says: We recognize that Gifted learners often have significant variations within themselves and can develop unevenly across skill levels. We strive to identify and support the areas that a Gifted learner needs the most growth in addition to providing opportunities for advanced exploration.
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.
In grade Gr. 6, CCMS students perform an average of 15 mins of homework per night.
What CCMS says about their flipped classroom policy: This information is not currently available.
While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.
While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.
Competitive sports: N/A Recreational sports: 6
Legend: Competitive offered Recreational offered
Track & Field
Calgary Changemaker School offers 8 clubs and extracurricular programs.
This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).
DayDay (Domestic: in province)
Day (Domestic: in province)
What CCMS says about their tuition: Annual Tuition Full Day Program, 5 days per week (Kindergarten): $10,000
Annual Tuition Full Day Program (Grade 1 – Grade 6): $13,950
Tuition Deposits: A non-refundable deposit equal to one-month’s tuition as well as a one time, non-refundable $2,500 Capital and Sustainability Fee is required for each new student.
Lump sum or month-to-month payment options available for tuition.
Need-based financial aid
Calgary Changemaker School does not offer need-based financial aid.
Merit based Scholarships
Calgary Changemaker School does not offer merit-based financial awards.
Private schools come in all shapes and sizes. Some larger schools have enrolment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrolment. For instance, here you can learn about a school’s enrolment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrolment per grade.
K to Gr. 6
Average class size
14 to 16
% of international students (total enrolment)
Number of different nationalities within student population
Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.
1 - 6
SSAT (out of province)
Day students: Rolling
Offer mid-year entry:
Application fee: $100
Registration fee: $2,500
What CCMS says:
It is strongly recommended that all parents attend an information session prior to applying. The first prospective parent session will take place in January 2020.
Step 1: Complete the Online Application (available after January 2020) and pay the non-refundable application fee ($100).
Step 2: If your child appears to be a good fit based on the online application we will invite your family to an interview.
Step 3: If we mutually agree that the interview went well, we will promptly send you a welcome letter or provide details about our waitlist. Registration fees and the first tuition payment is required in order to secure your child's spot.
Acceptance Rate: 75%
This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.
Student Entry Points
This shows approximately how many openings there are likely to be in each grade in a typical year, as well as the estimated acceptance rate for each grade level.
Day Acceptance (Acceptance rate)
10 - 14 (75%)
8 - 16 (75%)
8 - 16 (75%)
8 - 16 (75%)
8 - 16 (75%)
8 - 16 (75%)
8 - 16 (75%)
Type of student CCMS is looking for:
-Seeking creative personalities, sensitive dreamers and busy innovators in grades K-6 for the 2020 school year (*7-8 in Sept.2021).
-We are a secular school that welcomes families from all backgrounds, family structures, orientations, faiths and belief systems who are open to learning from one another.
-Students should be able and willing to spend several hours outdoors each day and in most weather conditions.
-Students should be able to handle both self-directed learning and collaborative project work.
-Families must support an approach to education that is rooted in empathy, wellness, exploration, innovation and Changemaking.
-The ideal student will be creative, kind and empathetic and may already be demonstrating signs of early leadership or have a desire to make a difference.
-Due to limitations in our resources at this time, we would not be well-suited for students with moderate-severe learning or behavioral challenges, those who have a history of aggression or physical violence or those who are facing medical fragility. Please contact us prior to applying If you are unsure about suitability and would like to discuss the unique needs of your child.