1677 93 Street SW, Calgary, Alberta, T3H 0R3, Canada
360 Colborne Street, Brantford, Ontario, N3S 3N3, Canada
Indirect Support:
1677 93 Street SW, Calgary, Alberta, T3H 0R3, Canada
360 Colborne Street, Brantford, Ontario, N3S 3N3, Canada
1981
2018
700
100
K to 12
7 to 12
Coed
Coed
Day
Day, Boarding, eSchool
English
English
Academic
Academic
Traditional
Traditional
16 to 20
10 to 15
Learning, Behavioral
$15,625 to $20,300
$8,500 to $13,900
$21,100 to $26,500
Yes
No
0%
0%
K to 12
None
$0
$0
54
17
0%
50%
0%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades K - 12
Yes: grades 7 - 12
No
No
information not available
information not available
Every school is unique, supporting a unique set of learners, and Calgary Academy is an excellent example of the concept. The school addresses itself to students with learning difficulties and differences and who aren’t reaching their potential in a traditional learning environment. The Academy addresses learners who are struggling and need targeted academic support; the Collegiate addresses learners who are achieving at the top of their peer group, and who need a challenge and direction in order to reach their potentials. The program is designed in the awareness that students often arrive having had negative experiences elsewhere. As such, a core goal of the program is to build self-esteem and confidence in their skills and abilities. The values that inform the delivery of the curriculum are also, rightly, a draw for the families that enrol.
View full reportThe school makes good use of the location, including competitions and outreach with nearby universities, Waterloo and Laurier. Haven is very much a preparatory college, attracting students who intend to advance to post-secondary studies, particularly within North America. That said, there is a dedication to ensuring that they live well day-to-day, challenging themselves, yes, but also having time in their day to reflect and enjoy the experience. The diversity of the student body adds to the sense of internationalism, though with an annual enrollment of 100, students find themselves in a close-knit community of like-minded, academically inclined peers and mentors. All the services are represented and then some, including counsellors to advise and help students through the visa and student permit application process. A short-term student exchange program—they come for month-long sessions—is unique, and offered to student in Grades Grade 7 through Grade 11.
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"At Calgary Academy™, we design engaging, student-centred experiences that nurture a love of learning. For over 40 years we’ve refined our innovative Academy, Collegiate, and Blended+ programs, woven together by our four pillars and guiding principles, to empower unique learners to pursue lives of passion and purpose. Through extraordinarily small class sizes led by expert teachers, our students develop the independence, skills, and confidence to thrive."
"Haven international School is a private school that empowers young minds to reach their fullest potential in education. We deliver Ontario’s Curriculum, but what sets us apart is our ability in delivering this curriculum through individualized learning. At Haven, students are guaranteed a unique educational experience where individual goals and aspirations are valued and met. Haven’s team of teachers are all fully committed and dedicated beyond expectation to offering a one of a kind independent education."
"Our growth-oriented, nurturing, and inclusive culture from Kindergarten-Grade 12 promises that each student will be empowered to exceed their own expectations and to believe in the boundless opportunities the future holds. Hope, belonging, and a palpable sense of optimism fill our school and our hearts."
"At Haven, we do not only care for our students academic growth. We also make sure that they grow emotionally, spiritually and socially in other to be prepared for the outside world. We engage our students in a variety of extracurricular activities like sports, board games, etc. which builds their confidence. Furthermore, we make sure that there is no discrimination no matter who they are or where they come from. Study periods are created to allow students build their study habits."
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"Haven shows a great deal of care for our students. We make sure that they attain their academic goals while building their talents and gifts in other areas. We also provide lunch for our students. Furthermore, when compared to other schools like ours, we are considerably less pricey and more dedicated to meeting individual students' goals."
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"Our small class sizes that allow for one-on-one communication between students and teachers. This allows the teachers to attend to each students individual needs. We provide personalized coaching that helps children to become successful and our self-improvement strategies will increase their confidence."
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"Our school really cares. When students attend Haven, they join the Haven family which comprises of the students, teachers and all staff of Haven. At our school, students do not miss home because we make them feel like they have a home away from home with us. Families are surprised to see the student's level of achievement in a very short time."
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Welcome to Haven International School, where our standard of excellence provides international and local students with the foundation for entrance into top-ranked Canadian and world universities. This is an exciting stage in your child’s life; they will become ready to enjoy new experiences and face new challenges. By the time they graduate from Haven International school, they will be equipped to leave with the confdence, knowledge, skills and responsibility essential to fourish in university and ultimately become an active and contributing member of society.
Haven’s students and teachers work together in a caring, vibrant community that promotes personal and academic growth. Our high-quality student-centred learning environment supports each student’s unique needs and goals, while building on their strengths and weaknesses. Our blend of local Ontario and international students live, learn and grow in an environment that emphasizes excellence, responsibility and morality, both inside and outside the classroom. Students are constantly motivated, challenged and stimulated to always strive to be the very best they can be in everything they do at all times. Haven’s academic and English as Second Language programs are based on the curriculum expectations of the Ontario Ministry of Education and lead to the awarding of the prestigious Ontario Secondary School Diploma. This diploma is recognized and acknowledged worldwide as meeting the entrance requirement for university. Far from being a blank canvas, your child joins us with a rich palette of unique colours. We recognize the personal qualities of each student and celebrate individual talents. Haven students are re ective thinkers, creative problem-solvers, curious learners and energetic performers. Our exceptional co- curricular provision sets us apart: whatever your child’s enthusiasm, there will be an activity just right and lots of new things to try.
An open door and a warm welcome await you.
Traditional
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Calgary Academy offers three programs: Academy, Collegiate, and Blended+. The Academy Program is specifically designed for children who have a gap between their potential and performance. While these students have average to above-average intelligence, they may have not benefited from typical classroom instruction and may be struggling academically. The class sizes are small with a population of sixteen students with two instructors in the class. The Collegiate Program is for students who are working independently at grade level in each core academic area. The program offers a learning community dedicated to the pursuit of excellence and the success of each student. In this program, students are in a small class environment led by one teacher. Our Blended+ program is the best of online and in-person learning and empowers students with the flexibility to learn at home or in school. The + references robust off-campus excursions and experiential learning opportunities.
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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.
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Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Not applicable
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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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.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The primary focus of the Calgary Academy Spanish program is to provide students with communicative competence in the target language. Students are taught vocabulary and grammar thematically, using a multi-modal format. A plethora of interactive activities enables students to develop their linguistic and cultural literacies in Spanish in engaging ways. Various aspects of Hispanic culture are integrated throughout the curriculum and technology is used to enhance students’ acquisition of Spanish. Differentiated instruction and assessment create customized learning opportunities for students that afford them academic success.
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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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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
To have students gain confidence in their technology skills so they can navigate and interact in the digital world with confidence. Students experience technology as a creative tool which they are able to generate content with, program, and ultimately shape to reflect their personal vision.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students participate in individual and team activities designed to kick-start a lifelong interest in health and physical activity. In our engaging classes, students maximize their participation and confidence, while developing sportsmanship and leadership skills.
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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.
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The earliest years in a child’s education are the most impactful. The program features three themes: exploration, connection, and motivation. Our full-day Kindergarten program will provide students with a strong foundation in literacy and numeracy and a head start on the skills, knowledge, and strategies they require to enjoy school and engage successfully in Grade 1.
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Standard-enriched
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.
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.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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"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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Our Academy program is designed to help students with diagnosed learning disabilities prior to coming to our school. We understand each student is unique and try to understand them where they're at. With the help of our teachers and learning supports, we ensure students feel like they're never alone.
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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
K - 12
0%
0%
$0
$0
0%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades K - 12
Yes: grades 7 - 12
No
No
No
No
No
No
No
No
No
No
Calgary Academy is a school for children that may benefit from a different kind of learning environment. The criteria for our students is average to above-average intelligence and no primary social/emotional issues or history of. We have a school population of over 600 students and more than 160 staff. We offer two types of programs, the Academy Program , the Collegiate Program, and Blended+. The Academy Program started in 1981 and was specifically designed for children who have a gap between their potential and performance. While these students have average to above-average intelligence, they may have not benefited from typical classroom instruction and may be struggling academically. Typically, these students are often diagnosed with learning differences or disabilities and require additional support in their academic environment. The class sizes are small with classes of sixteen students with two instructors in a class. Students do not need to be struggling in every academic area to benefit from our Academy Program. With more than one teacher in the room, students can be challenged in their areas of strength while receiving help with identified areas of need. Our Academy Program starts at Grade 2 and continues through to Grade 12. Our Collegiate Program started in 1996 and is for students who are working independently at grade level in all core academic areas. The program offers a learning community dedicated to the pursuit of excellence and the success of each student. In this program, students are in a small class of eighteen students led by one teacher. They also benefit from the teaching and practice of specific learning strategies and critical thinking skills. A positive, safe environment fostering personal growth, academic achievement, character development and independence is provided. Our Collegiate Program starts in Kindergarten and continues through Grade 12. Both programs we offer have the same goals. These goals are in place because the vast majority of our student population intend to pursue post-secondary education and we recognize that students may take different routes to achieve them. In a world that was forced to go digital in 2020, Blended+ is the best of online and in-person learning and empowers students with the flexibility to learn at home or in school. The + references robust off-campus excursions and experiential learning opportunities.
Good Academic with Great Marks University Scholarships Individual Talent
1. Visit us. We hold tours every few weeks and would love to meet you. Schedule your parent tour here. Our tours include an overview of our programs and the chance to see our work in action. You’ll meet some our students, a variety of staff, and get to peek in some active classrooms.
2. Complete your application online. Click here to apply online. Academy program candidates must submit the results of a psycho-educational assessment that is not more than 18 months old. A non-refundable admissions deposit must also be made to secure your child’s name on the placement list. The deposit does not guarantee placement at the school.
3. Let us review your child’s history. Following completion of the online application and receipt of the admissions deposit, the Admissions Department will review your child’s educational history and other relevant documents to determine eligibility to the Academy or Collegiate program. If we believe our school is the best option for your child’s success, a student-needs assessment is conducted. This informal interview occurs between your child and an admissions team member, to get to gain a deeper understanding of their learning needs. At the end of the interview, your child will be given a tour of our facilities.
4. We’ll be in touch. The Admissions Department will take all of your child’s learning needs and history into consideration to decide on an appropriate program placement. You will receive a notification from us upon completion of our review.
To Apply to school
Canadian students need:
International Students need: (Admission Flow Chart)
1. Complete the application form.
- Copy of the original school transcript or at least 2 years of report cards.
- Provide a $200 CAD Registration Fee (non-refundable). Bank money order or draft for registration fee.
2. Upon approval of application form and submitted documents, the school will issue an offer of Admission Letter to the applicant.
3. Make the tuition payment as directed in Offer of Admission Letter.
4. Once the tuition fees are received by the school a letter of Acceptance, Receipt for payment and Custodian Document will be issued to the applicant.
5. International Applicant applies for travel documents and student visa through the local office of the Canadian High Commission or Embassy.
6. Once Student Visa is received by the student; a copy of the visa should be sent via e-mail or fax to the school with confirmation or travel arrangement and arrival date.
7. Upon arrival in Canada, student will need to present all the necessary documents, including valid passport and student visa immigrations to Canadian Immigration.
8. Academic assessment test(s) at the school.
9. Commence education at Haven International School
Applications Deadlines
For Canadian Students: Wednesday the 30th of September
International Students can join Haven International School for Semester II on January 11.
International Students can join Haven International School for Semester I, third week of September, when they submit their application, because the process will take some time.
School Year Calendar
SEMESTER ONE
September 8 FIRST DAY OF CLASSES, SEMESTER ONE
October 9 THANKSGIVING SCHOOL CELEBRATION
October 13 THANKSGIVING DAY – NO CLASSES
October 29 LAST DAY OF CLASSES, SEMESTER ONE, TERM ONE
MID-SEMESTER STUDENT ASSESSMENT
October 30 FIRST DAY OF CLASSES, SEMESTER ONE, TERM TWO
MID-SEMESTER REPORTS AVAILABLE
November 11 REMEMBRANCE DAY ASSEMBLY
December 15 – 18 FINAL EXAMINATIONS, SEMESTER ONE
December 18 CHRISTMAS LUNCHEON & CAROL SERVICE
LAST DAY SEMESTER ONE
FINAL SEMESTER ONE REPORTS AVAILABLE
December 22 HAVEN GRADUATION CEREMONY & PROM
December 21 - CHRISTMAS BREAK – NO CLASSES
SEMESTER TWO
January 11 FIRST DAY OF CLASSES SEMESTER TWO
February 14 VALENTINE’S DAY ASSEMBLY
February 15 FAMILY DAY – NO CLASSES
March 15 – 19 MARCH BREAK – NO CLASSES
March 30 INTERNATIONAL DAY
April 2 GOOD FRIDAY – NO CLASSES
April 5 EASTER MONDAY – NO CLASSES
April 13 LAST DAY OF CLASSES – SEMESTER TWO TERM ONE
MID-SEMESTER STUDENT ASSESSMENT
April 14 FIRST DAY OF CLASSES, SEMESTER TWO, TERM TWO
MID-SEMESTER REPORTS AVAILABLE
April 21 WELCOME SPRING CELEBRATION
May 19 – 25 FINAL EXAMINATIONS, SEMESTER TWO
May 24 VICTORIA DAY – NO CLASSES OR EXAMINATIONS
May 25 LAST DAY OF SEMESTER TWO
May 31 HAVEN GRADUATION CEREMONY & PROM
FINAL SEMESTER TWO REPORTS AVAILABLE
