1. education
2. school

ACADÉMIE DE LA CAPITALE
VIEWBOOK 2015-2016
DIRECTOR’S MESSAGE
A TWENTY FIRST CENTURY SCHOOL
At Académie de la Capitale (AcadeCap), we believe that education needs to
be grounded in evidenced practice, while nonetheless accounting for forward thinking and change.
The first thing you’re likely to notice when stepping into our locale, is the
open-concept layout, along with the impressive array of student work, both
framed and in progress, covering almost all available wallspace. Designed
to foster interaction between students of different ages, grades, and abilities, AcadeCap functions like a creative, cutting-edge workhub rather than
the traditional amalgam of distinct classrooms. Correspondingly, students
aren’t arranged with the notion of static classrooms in mind, but grouped
into small, focused workgroups which emphasize collaborative skillsets,
participation, and teacher interaction, in tandem with the integration of our
rigorous syllabus.
To structure the AcadeCap syllabus, we’ve combined the age-banded stages of the Ontario Ministry of Education, with the developmental phases of
the International Baccalaureate (IB©) Primary Years and Middle Years Programmes. This combination takes any pre-conceived limitations away from
the scope and depth of students’ learning. The result is a constantly motivated and challenged student body. It’s an approach that requires not only
teachers, but also specialists and ultimately mentors, to function.
Our teachers are not only selected for both their experience and specialties,
but also their drive to learn and share their passion. They are often leaders
in their fields, sharing and acquiring their knowledge via publications and
social media, all the while continually adapting their craft thanks to intensive training sessions occuring almost every month. Most importantly, they
define the dynamic and innovative, success-driven culture, which in turn defines AcadeCap and empowers our students.
As such, the AcadeCap student is unlike any other. He or she not only develops the ability to think and to question critically, ethically, and divergently,
but also the ability to build and to create. It is our aim to develop academically successful students, who also have the gumption to take risks, to innovate, and to tackle the unknown: a courage borne of experience acquired
from struggling, succeeding, and creating at AcadeCap.
AT ACADECAP, SMALL CLASS SIZES MAKE INDIVIDUAL ATTENTION
THE NORM INSTEAD OF THE EXCEPTION.
LUCIE LALONDE
FOUNDING DIRECTOR, ACADÉMIE DE LA CAPITALE
MRS. H’S UPDATE
MOVING EDUCATION FORWARD AT ACADECAP
Dear Current and Prospective Parents.
At AcadeCap, we continually strive to provide as contemporary an education as possible. In keeping
with this goal, we are moving forward on a variety of initiatives: new labs, upcoming experiential
learning and leadership opportunities, and of course, new learning scenarios.
The current school year opened with a revised open-space learning environment; a new Science
Technology Engineering and Math (STEM) lab; the revamping of the Science lab; and the completion
of the first phase of our new playground. We are also happy to announce the implementation of the
IB Middle Years Programme (MYP), for students in Grades 7 to 10.
Experiential learning is what makes AcadeCap students and teachers tick. This fall semester introduces more computer programming courses along with new “out of the classroom” modules. We’re
also very excited to be partnering with Clinique Neuro-Outaouais, which will help us undertake an
exciting bio-engineering and medical transdisciplinary project: the development of an exoskeleton
geared towards helping those afflicted by neurological conditions.
Last but not least, AcadeCap is proud to present the AC Honour Roll and Awards to grant recognition to our students who progress and/or achieve success in the many facets of life and learning at
school.
All the best for the upcoming academic school year.
LINDA HALBERSTADT
VICE PRINCIPAL, ACADÉMIE DE LA CAPITALE
WELCOME TO ACADÉMIE DE LA CAPTIALE!
Hello Lucie and Katie! [...] We have coached a lot of kids over the years and I can honestly say that your
group stands out. They are all very polite and respectful, not only towards the coaches, but also towards
each other. I am particularly impressed by the sense of family that you seem to have fostered: everyone
helps each other, no matter their age. This totally floors me. I have never seen this before. Congratulations on developing an amazing group of kids. You are definitely placing them on a path to greatness!
CONTENTS
OUR MISSION
& SCHOOL MOTTO, IN ENGLISH & FRENCH
ON OFFER AT ACADECAP
PROGRAMMES, ACTIVITIES, AND A VILLAGE
A DIFFERENTIATED LEARNING ENVIRONMENT
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EVERY STUDENT DESERVES TO BE CHALLENGED
PIERRE TREMBLAY, WATERPOLO COACH
AN EDUCATION THAT TRANSCENDS BOUNDARIES
LANGUAGES AND THE ARTS
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM)
BODY AND MIND
OUR TEAM
WE SELECT OUR EDUCATORS.. .
VISITING ACADECAP AND ADMISSIONS
FIND OUT IF ACADECAP IS THE PLACE FOR YOU
DIAL-A CHEF
NOT YOUR AVERAGE LUNCH
SCHOOL UNIFORM
CLASSY COMFORT
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CAMPS
SUMMER CAMPS
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ALL YEAR CAMPS 2 2
IN BETWEEN SCENES: DRAMA CLASS
OUR MISSION
& SCHOOL MOTTO, IN ENGLISH & FRENCH
Académie de la Capitale aims to create
a community where consideration, respect and care for others are valued.
Through experiential learning and
teaching, and through accurate assessment, it aims to develop inquiry,
interaction and innovation, as well as
academic achievement.
To this end, Académie de la Capitale
encourages learners of all ages to acquire holistic learning, to seek answers,
to use critical thinking, and to act.
Académie de la Capitale encourages its
students to become passionate about
learning in all aspects of life
Académie de la Capitale a comme but
de créer une communauté où l’estime, le respect et le bien des autres
sont valorisés.
Par le biais de l’apprentissage et de
l’enseignement expérientiels, et à
travers un cadre évaluatif précis et
rigoureux, nous favorisons l’enquête,
l’interaction et l’innovation en tant
qu’ingrédients de la réussite scolaire.
À cette fin, nous encourageons les
apprenants de tous les âges à apprendre de manière holistique, à chercher
des réponses, à utiliser leur pensée
critique et à agir.
Académie de la Capitale encourage
ses élèves à développer une passion
pour l’apprentissage dans toutes les
sphères de leur vie.
I N QUIS IT IV E MIN DS T R AN SC E N D B O R DERS
LA CURIOSITÉ INTELLECTUELLE TRANSCENDE LES FRONTIÈRES
• construct learning according to their potential rather than solely based
on their age and/or grade level;
• use and develop higher-order thinking skills (conceptual learning);
• participate in interdisciplinary and/or transdisciplinary problem-solving;
• develop collaborative social and workplace skills through interaction
across the ages;
• learn to work respectfully alongside each other in an open-concept facility;
A WELL DESERVED, PAUSE FROM THE DÉFI MATH SYLLABUS.
OUR STUDENTS...
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• become totally bilingual, and even multilingual;
• engage easily in learning “beyond the classroom” as a result of the
“pick-up and go” potential of the small class;
• participate in e-long-distance learning to support geographical mobility and travel;
• understand connections between learning and the ‘real world”;
• play, inquire, problem-solve, develop passion and purpose
• travel and experience new environments;
• become active participant in order to make responsible choices to preserve their natural environment;
ON OFFER AT ACADECAP
PROGRAMMES, ACTIVITIES, AND A VILLAGE
At AcadeCap, our students benefit from the philosophy, the approach, and the curricula of
the Ontario Ministry of Education and the International Baccalaureate.
Our younger students, from pre-Jk. to Gr. 6 follow the IB Primary Years Programme (IB
PYP), while our gr 7-10 follow the Middle Years Programme (MYP). In grades 11 and 12, our
students continue on with the Ontario OSSD curriculum, all the while taking full advantage of the higher-order thinking skills and rigrorous preparation gleaned from completing
the IB MYP. We also offer the services of an Ontario Ministry of Education licenced daycare,
AcadeKidz. (acadekidz.org).
This wide range of ages is no accident. We’ve said it before: at Acadecap, we’re a community. We therefore consider it important to encourage the mingling of different age groups,
especially when it comes to daily intra-curriculars like Math, Coding, Jiu-Jitsu, Violin, Skiing, Visual Arts, Waterpolo, where ability and age don’t necessarily follow in lock-step. The
result is a convivial atmosphere that one might be hard pressed to witness in other schools.
Our breadth of extra-curriculars offers plenty of opportunity for students to get to know
each other outside the classroom. The same can be said of our after-school and weekend
activities. From Tuesday Chess Club, to Lego Mindstorm, to raspberry pi, to Minecraft and
JavaScript Super Saturdays, AcadeCap is an educational one-stop shop which proves extremely convenient for parents, while giving students the chance to explore their interests,
and advance their academic careers at their own pace.
A O N E -S TO P - S H O P E DUC AT I ON
AcadeKIDZ:
Licenced bilingual daycare and preschool for children18 months to age 3
Académie de la Capitale, IB World School:
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FRENCH Primary Years Programme: 75% in French, age 3 to gr. 6
ENGLISH Primary Years Programme: 75 % in English, age 3 to gr. 6, as of September 2015
BILINGUAL Middle Years Programme: (candidate) 50% French/ 50% English, gr. 7 to 10
ENGLISH Middle Years Programme: 85 % in English, gr. 7 to 10, as of September 2015
Ontario Secondary School Diploma: English, Bilingual, gr. 9 to 12
Pre and post school supervision from 7:30am - 5:30pm
Intra and extra curricular activities
Year-round camps
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TAUGHT BY A LOCAL CHESS MASTER, TUESDAY CHESS CLUB BRINGS TOGETHER STUDENTS OF ALL AGES AND SKILL LEVELS FOR UBER-SERIOUS FRIENDLY MATCHES.
REACH AHEAD
A DIFFERENTIATED LEARNING ENVIRONMENT
EVERY STUDENT DESERVES TO BE CHALLENGED
DIFFERENTIATION
THE VISUALLY IMPAIRED LEARNER
At AcadeCap, differentiation is acknowledged as a sound
teaching practice applicable to all students. It is important to ensure that each individual is supported to make
the most effective use of the range of learning opportunities available. Teachers use a variety of activities and resources in order to match the learners’ potential, learning style, development and goals. We consider it essential
for all students to have an understanding of their own
capacities, so that they may be able to self-advocate independent learning skills within the PYP, MYP, the OSSD,
and beyond.
Continuous collaboration between all teachers and assistive technology enable the visually-impaired to learn at
AcadeCap. Visually-impaired students are taught Braille
with a blind instructor. Subject teachers have access to
AERO, Alternative Education Resources Ontario to support the learning and the Ontario curriculum.
The open-concept space and the small class sizes at AcadeCap allow for a great deal of flexibility and opportunity to differentiate. To accommodate the learning needs
and the potential of each and every student, including
the visually impaired, all teachers (homeroom and specialist) and early childhood educators get to know their
students, adjust their own teaching strategies, as well as
their schedules. Teachers apply their understanding of
conceptual learning, Bloom’s Taxonomy and of Multiple
Intelligences, to ensure that all types of intelligences are
respected and that in-depth thinking is achieved.
THE GIFTED LEARNER
Gifted and talented students are well served by the PYP
and the MYP’s concept-driven curricula and the global
perspectives’ approach allowing for connections between
the real world and classroom learning. Furthermore, the
thinking-skills component based on Bloom’s taxonomy,
and intrinsic to the IB conceptual curricula, provides an
intellectual and academic challenge to the intellectually
gifted learner.
THE ESL AND/OR FLS LEARNER
Geographically mobile students, newly enrolled at AcadeCap, benefit from an English and/or a French as a second language approach focussing on providing the language to succeed academically.
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THE LEARNER WITH
FINE-MOTOR DIFFERENCES
Students who exhibit fine-motor differences have a laptop
or/and a tablet with applications that enable them to support their learning, to facilitate putting thoughts down in
print or audio and to complete their assignments. Applications such as Word Q or Speak Q are used.
THE LEARNER WHO MOVES
Freedom of movement allows students to continue to
learn kinaesthetically. Students who are constantly on
the move are allowed to do so, learning not to hinder
others in their learning. Students who need to listen and
work standing up, can do so.
THE LEARNER WHO LEARNS
AWAY FROM THE CLASSROOM
Académie de la Capitale offers flexible schedules for students who participate in extra-curricular competitive level activities, such as dance, hockey, singing, skiing, and
other.
The students who travel can keep on learning and join
their classmates via video conferencing. AcadeCap
teachers are pros at this approach as they have been doing this...before SKYPE was SKYPE.
Under exceptional circumstances, an individual student in Grade 8 may be given permission to “reach
ahead” and take secondary school courses during the
school year, as well as to start earning community involvement hours prior to entering Grade 9.
AN EDUCATION THAT TRANSCENDS BOUNDARIES
LANGUAGES AND THE ARTS
BILINGUALISM AND
MULTILINGUALISM
At AcadeCap, we believe that the development of language and literacy skills is of the highest priority.
At the PYP and the MYP, the language of instruction is
French and English, with both languages being considered the primary language. The aim is for students to
become competent communicators, understanding and
expressing ideas and information confidently, orally and
in writing, in both French and English.
In addition, students in Grade 2 and up have the opportunity to study a third language, primarily Spanish or Mandarin, as well as German, Polish, or Arabic, contingent on
demand and teacher availability.
Furthermore, AcadeCap staff and the student community
are from diverse backgrounds and the diversity of languages is celebrated at AcadeCap to further enrich language learning.
VISUAL ARTS
This programme purposefully sets out to stimulate and
nurture all students’ creative potential as well as to integrate Units of Inquiry. Broadening students’ knowledge
and deepening their perception of art history, aesthetics and design, we offer gallery and studio visits; a wide
variety of drawing, painting, printmaking, collage and
sculpture projects; supplemented by slides, videos and
excellent reference books.
As they progress through the interactive programme, students’ social, affective, cognitive, technical, critical, aesthetic and sensory skills improve.
The annual full scale Vernissage of students’ work is a
testament to their diversity and uniqueness.
R E A D I N G & W R I T IN G S UC C E S S FOR A LL
At AcadeCap, we are aware that students with Dyslexia as well as
other reading and writing difficulties often exhibit many of the
characteristics of gifted and talented leaners. Since our teachers use a variety of teaching methods applying the principles of
Bloom’s Taxonomy and of Multiple Intelligence approach, students
with Dyslexia can be very successful at AcadeCap.
For some students, learning to read is a gradual process requiring
a systematic teaching methodology. We therefore provide the Simultaneous Multisensory Teaching Method, developed by the Canadian Association for Dyslexia and based on the Orton-Gillingham
Method. We also offer the equivalent E.M.S. method in French, for
francophone students.
The objective of the S.M.T./E.M.S. method is to teach reading, writing and spelling, with an emphasis on reading accuracy in the early
stages, followed by thorough comprehension of written language
and its structures. The material is presented in short sequential
steps to help students develop self-confidence. Students always
progress at their own pace.
Learning to overcome dyslexia allowed me to problem-solve in
unexpected ways and to broach certain topics with a perspective
many don’t have, until much later in life.
DANIELLA
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DRAMA
Students participate in a variety of drama activities such
as play writing, improv, shadow puppetry, role-play, storytelling, debating, and public speaking. They learn
drama techniques such as proper breathing, articulation,
and listening. They create and become a character and
use this knowledge to participate in plays. Through the
Units of Inquiry, students become time travellers learning
about eras; wild animals when studying animal extinction; doctors, dentists, fire fighters etc… when exploring
the community.
The focus of the MYP drama class is to work in groups
and to study the basics of drama. The drama curriculum
is intended to help students to develop an understanding
and appreciation of drama, as well as the ability to create
works using the forms, elements, and techniques of various art disciplines. Through exploring drama, students
will develop an understanding of themselves and others,
and will learn about the lives of people in different times,
places, and cultures. They will develop practical artistic
skills, as well as critical-thinking skills and communication skills.
MUSIC
At AcadeCap, we believe music plays a very important
role in the development of a young person. Music activities stimulate development in every area of the brain,
and enable the connection between the two brain hemispheres. Physical, cognitive, social, emotional, and language centers are engaged.
nity to perform in school concerts, as well as outside the
school participating and competing in the Kiwanis Music
Festival. Ensemble performances are a very important
part of music education, enhancing the self-esteem of a
young person, and reinforcing an aesthetic understanding of music on a personal and social level.
Music is an integral part of IB PYP curriculum, linking closely with Units of Inquiry. Students learn music
through active involvement in music-making, even music
writing.
The programme correspondingly emphasizes learning
the violin in group settings. Children have the opportu-
AT ACADECAP, MUSIC IS TAUGHT AS EARLY AS AGE 3
AN EDUCATION THAT TRANSCENDS BOUNDARIES................................ PART2
S C I E N C E , T E C H N O L O G Y, E N G I N E E R I N G , A N D M A T H ( S T E M )
INTRO TO STEM
COMPUTER SCIENCE CURRICULUM
At AcadeCap, we make links in Science, Technology, Engineering and Math (STEM) subject areas through innovative projects, labs and activities. This affords our students the opportunity to create, explore, take risks and
be challenged in the classroom and beyond. We do this
thanks to our:
We use CS Unplugged, a collection of learning activities
that use simple and engaging games, puzzles, string and
crayons to teach the children some of the building blocks
of how computers work.
LAB
For the hands-on component of the course we use
Scratch, a visual programming environment that lets kids
make games, animated stories, and interactive art.
With the creation of a specialized lab area for hands-on
work, the students make Engineering and Science come
to life in ways not normally seen in middle or secondary
school.
Computer classes are offered once a week for 45 minutes.
Students learn in a small-class setting of about 12 students per class. Each student has access to a computer.
A STEM CURRICULUM
The school has a rich inquiry-based science, technology,
engineering, and mathematics (STEM) curriculum comprised of Défi mathématique, IB MYP Math, and ICT (Integrated Computer Technology) classes included in the
daily curriculum. They prepare students to participate in
local robotics competitions, Caribou Math Tests, science
and environmental fairs as well as Rube-Goldberg Machine contests.
At the secondary school level we teach a java course
based on the Ontario Ministry of Education computer
studies curriculum which is structured to give students a
solid foundation in these four areas
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Software development (including project manage
ment and software engineering principles)
Algorithms and data structures
Program correctness and efficiency
Professional and ethical responsibilities
COMPUTER TECH AND SCIENCE
AcadeCap offers specialized computer technology courses for all ages, allowing students to progress at their own
pace while learning valuable computer skills.
After a year of successful pilot computer programming,
the existing computer class curriculum was modified
to include a 45 minute per week software programming
component.
TECH & CODING SUCCESS FOR ALL
The aim is to have every student start, and secondary school
student finish, his or her journey towards a comprehensive
understanding of computer science, not only including the
informational technology infrastructure, but progressing to
algorithmic problem solving and computer programming,
even for early elementary students.
Tech and coding for success, when it comes to our blind and
visually-impaired students, means learning how to best use
assisstive technology along with acquiring coding skills.
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ASSEMBLING A RASBERRY PI CIRCUIT IN THE STEM LAB
OUR NEW
AN EDUCATION THAT TRANSCENDS BOUNDARIES................................ PART3
BODY AND MIND
PHYSICAL & HEALTH EDUCATION (P.H.E)
OUTDOOR ACTIVITIES
AcadeCap students have an active life! They participate
in a wide range of physical activities in contexts pertinent
to the PYP units of inquiry and/or the MYP and the OSSD
Healthy Active Living units of study
Students participate in hands-on outdoor activities in order to foster care for other living things, and to become
more aware of their local environment. They become active participants in their community, and make responsible choices to preserve their natural environment.
W E L L- B A L A N C E D P . H . E .
Younger students, tweens and teens participate in activities that support self-knowledge and self-understanding;
discover the capabilities of their bodies and the variety of
ways in which they are able to use their bodies to solve
problems, address physical challenges, function as part
of a group, manipulate equipment or apparatus, and express themselves kinaesthetically in a range of situations;
UNITS OF P.H.E
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Fitness conditioning and training (including yoga and
pilates-inspired conditioning)
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Individual and team sports including; touch football,
ultimate frisbee, baseball, basketball, volleyball,
soccer, floor hockey, hockey, badminton and tennis.
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Gymnastics ,
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Waterpolo and Waterfun.
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Jiu-jitsu instruction by a Renchi
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Outdoor education such as cross-country skiing, hiking, downhill skiing/snowboarding
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Track and field
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Ballet and Jazz
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PLAYGROUND
When it comes to the asphalt portion of our playground, we wanted to create a multiage setting, much like our interior, that would reflect our values and approach to
learning. The result is a unique and dynamic outdoor space which, though permanent,
is reimagined every day.
As you can see below, traditional games like four-square and basketball, overlap with
games geared for younger students, such as hopscotch, mazes, and paths without
necessarily emphasizing any age group. The result is space and aesthetic that’s appreciated and reapropriated (with stencils, paint, and chalk) by all.
OUR TEAM
WE SELECT OUR EDUCATORS...
...for their professionalism, dedication, expertise and international diversity! To enhance our school’s
international character, the AcadeCap Team is made up of educators from different parts of the world.
AcadeCap educators have diverse in-depth work expertise, educational backgrounds and teaching experience. However, espousing a collaborative, inquiry-based approach to learning and to teaching is what
brings them together. To ensure students receive the highest quality of teaching in their various subjects,
AcadeCap employs specialists in Visual and Media Arts, Music, Martial Arts, Creative Movement, Information Communication Technology, Computer Programming, Engineering, S.T.E.M, SMT, Spanish and
Mandarin.
OUR TEAM INCLUDES
B.A. PSYCHOLOGY + B.ED.
R.E.C.E.
B.SC.+ SOC. + B.ED
B . F. A . + B . E D .
B.SC.H. + M.SC. + MATHEMATICS
B.A. CHINESE LITERATURE
M. AMERICAN CIVILIZATION
M.ED. FRENCH LANGUAGE EDUCATION
B. ENG. ELECTRICAL
B.SC. CHEMICAL ENGINEER + M.SC ENGINEERING
PHD. COMPUTER SCIENCE
B.A. + GTT INSTRUCTOR
RENCHI BLACK BELT MASTER INSTRUCTOR
M.A. MUSIC EDUCATION
M.A. FINE ARTS
B.ED. PRESCHOOL AND PRIMARY EDUCATION
B.A. APPLIED LINGUISTICS
B.ED + M.A. SECOND LANGUAGE TEACHING
A M O N G O T H E R S . .
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COMPUTER PROGRAMMING TAUGHT BY PHDS.
VISITING ACADECAP AND ADMISSIONS
FIND OUT IF ACADECAP IS THE PLACE FOR YOU
OPEN HOUSES
Open Houses are a great way to find out more
about the programmes and to meet the AcadeCap Team.
ADMISSION REQUIREMENTS
Enrollment at Académie de la Capitale may be
done at any time of the year, provided the student has been accepted and all admission requirements have been met.
The admissions process begins with the completion of an application to the school. It carries an
Application Fee, paid upon the submission of
the application.
Following the application and prior to acceptance, an assessment will be done for each student when the student must spend one day at
the school to be evaluated in terms of willingness and ability to participate in the inquiry and
to learn independently as well as cooperatively.
contract and pay a one-time only, non-refundable $500 Family Membership Fee. A child’s
place is only assured once this is settled.
Parents will also be required to sign other
school schedules and provide additional documents such as copy of the child’s birth certificate, passport and immunization records, in
order to complete the enrolment process.
We pride ourselves for our superior academic
standards, as well as our commitment to develop well-rounded individuals. We are highly committed to our students’ success and we
expect a comparable commitment from them.
Upon their acceptance to the school, it is essential that students understand and respect
this commitment by signing the Académie de la
Capitale Agreement to Reach for the IB Learner
Profile.
To learn more visit
[email protected]
The following documents must also be remitted
to the Registrar on the day of the visit:
• A copy of the student’s last report card
• Any reports impacting on the teaching
and learning of your child
The trial day will be followed by a meeting/interview with the director, the parents/guardian
and the student to review the student’s day of
visit and discuss the teacher observations. Students entering Grade 4 and up must submit a
recommendation form from the previous homeroom teacher, subject teachers, counselor and/
or director.
Once all admission requirements have been
met, a letter of acceptance/ refusal will be issued to the applicant and his/her parents/
guardian. Once a place is offered to a prospective student, parents will be required to sign a
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YOUR SANDWICH, FOR MY BUG JUICE?
A DAY AT ACADECAP
At AcadeCap, we strive to create a culture of academic excellence driven by the ideal of a community that embraces differences and risk taking; and the belief that education does not
only stem from a place, but also an attitude.
This is why, in addition to all the admission requirements, the
day students spend at AcadeCap helps the students and parents ecide whether or not they feel our community is the ideal
setting for them to continue their education. It also helps us
take note of their ability to contribute and to excel both independently and cooperatively.
D I A L- A - C H E F
CLASSY AND COMFORTABLE!
From Tuesday to Friday, AcadeCap students have the opportunity (and the
luxury) to participate in a hot meals
programme catered by Cordon Bleu
Chef Erick LePors of Dial-a-Chef. Every year, Chef Erick prepares and caters a superb internationally flavoured
hot meal menu for our students.
Dial-a-Chef will take allergic sensitivities and religious-based requests into
consideration.
For more information about Diala-Chef, please go to http://www.dialachef.ca or contact the chef at info@
dialachef.ca
SCHOOL
UNIFORM
NOT YOUR RUN OF THE MILL HOT LUNCH!
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At Académie de la Capitale, students
have a formal uniform that they wear to
school on Mondays, during school outings, and on other special occasions. In
addition, students have a more casual
uniform that they wear the rest of the
week. Students are also required to wear
a sports uniform for their Physical Education class. Académie de la Capitale
school uniforms can be purchased from
Land’s End with the school’s code.
SUMMER CAMPS
AcadeCap aims to provide a year-long learning experience. Our summer camps combine our passion for
teaching with summertime fun. These camps are also an
opportunity for our older students to take on leadership
roles as camp counsellors and mentors. AcadeCamp and
AcadeCoders are two distinct camp options targeting students from pre-kindergarten to grade 12.
ACADECODERS
AcadeCoders – Coding Adventures for 10-14 years old is a
five week software coding and design camp being offered
during the summer at Académie de la Capitale. Each
week will see participants progress through more complex coding adventures. Our curriculum is developed by
the AcadeCap STEM team and will be delivered by computer science specialists. Each day will involve learning
new concepts, working on projects, and outdoor activity
for a well -balanced camp experience.
MEGA MINECRAFT
Campers let their imagination run wild building, creating and imagining new worlds and joining in adventures
with friends.They learn to work collaboratively, using Minecraft Edu. as they progress through structured projects
under the supervision of a computer science specialist.
ALL YEAR CAMPS
JUNIOR JAVA
Loops, arrays, classes and applets: Junior Java campers
learn all this and more as they program real JAVA applications. This camp features hands-on programming projects under the supervision of a computer science specialist and will engage and inspire your budding computer
programmer.
HTML BUILDERS
HTML is essentially the building block of any website.
Campers learn about the interactive forms of images and
objects of websites, denoting structural semantics such
as headings, paragraphs, and text forms. Learning that
it is embedded with scripts in language styles such as
JavaScript, campers design their own websites.
For more information, please visit
http://acadecamp.weebly.com/about.htm
We came to ACADECAP for summer camp seven years ago
and never left. We chose ACADECAP for a variety of reasons,
many of which are unique to this school. We like that extracurricular activities like Jiu-Jitsu and Violin are simply
part of their school day, leaving evenings and weekends
for family time. We feel that the small class size makes
a big difference in our children’s learning experience and
allows for a more individualized approach. We appreciate having before and after school care at the school,
which minimizes disruption to everyone’s day. The hot
lunch program offered through the school is amazing and
demonstrates yet another aspect of the school’s holistic
approach. The kids obviously love the school and often
need to be convinced to come home each afternoon. EDNA AND ALLEN
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We begin the session with a Brain Gym activity that gets the children moving. Once we are done Brain Gym, and the
students are ready, we share a new challenge with them. On our network, created within Minecraft EDU, students will
build or create something. There will be a new challenge each week. During the summer camp, students were challenged to build a famous monument, build a rollercoaster, build their dream home, etc.
SUPER SATS: JAVASCRIPT
“SuperSats is offering an online guided program of JavaScript where students with basic to advanced knowledge of
coding learn to create static and dynamic dimensions of various animations”.
For more infromation, please email
[email protected]
Académie de la Capitale designs bilingual inquiry-based
sessions blending Visual Arts and STEM. Team sports, K2
Martial Arts Jiu-Jitsu, R&R, picnics and play make AcadeCamp a well-rounded summer adventure for pre-k children to Grade 6 students.
Scratch is taking classrooms by storm! Campers join in
the fun and spend a week learning to create stories and
animations with this easy-to-use programming language
that can be found in primary schools and universities
alike. They work on creating animated games and stories
under the supervision of a computer science specialist.
Python camp is a good introduction to higher level programming for campers interested in going further and
building on existing skills. They learn about scripting,
syntax, and code readability. Python is fun and easy to
use and give campers the knowledge and confidence they
need to explore other programming languages.
Minecraft is offered the first Saturday of each month, from 9:00 to 12:00. Each Saturday, children, aged 8 and up, are invited to participate in a weekly challenge and work individually and in collaboration with children from across Ottawa.
ACADECAMP
MADE FROM SCRATCH
PYTHON POWER
SUPER SATS: MINECRAFT
CAMPS DEVELOPED, SUPERVISED AND LED BY EXPERTS
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