299 Fennell Avenue West, Hamilton, Ontario, L9C 1G3, Canada
1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
1901
1894
1315
1050
Nursery/Toddler to 12
JK to 12
Coed
Girls
Day, Homestay
Day, Boarding
English
English
Academic
Academic
Traditional, Montessori
Liberal Arts
16 to 20
18 to 22
Learning
Dedicated class; in-class adaptations
$19,349 to $32,052
$41,520
$75,905 to $79,905
Yes
Yes
10%
10%
JK to 12
7 to 12
$4,500
$16,000
77
70
0%
5%
0%
30%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Dec 01, 2022
Not available
Rolling
Yes: grades Nursery/Toddler - 12
Yes: grades JK - 12
No
Yes: grades 10 - 11
“HSC is committed to providing a rigorous academic environment where learning is engaging and challenging, while also upholding this rich culture of connection.”
“Fostering a strong sense of self, HSC focuses on giving every student the opportunity to become the best version of themselves, gaining confidence while learning and growing in a safe and nurturing environment.”
“HSC is one of the largest independent day schools in Canada, yet despite its size and the wide age range of students, we are told over and over again that everyone on campus feels like they’re part of a family. It’s this community feeling that brings many new families to the College and encourages many alumni to return with their own kids.”
Read The Our Kids Review of Hillfield Strathallan College
Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community—though, even then, it was looking beyond tradition, charting new territory for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously, the first principal, Ellen Mary Knox, asked her students, "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role—what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underscore the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as do other schools that operate with the same goals and intentions—is that they remain necessary today. The current principal is Catherine Misson, who assumed the role in 2019 as the school’s 12th principal.
Read The Our Kids Review of Havergal College
The school began its life in 1901 as the Highfield School for Boys, though it has grown, amalgamated, moved, and changed its name a few times since then. All of that is reflected in the physical plan of the school, one that bears no outward signs of the school’s age. The development path included associations and amalgamations between Highfield, Hillcrest, and Strathallan schools and colleges, their names combining to form the one under which it is known today. The school has earned its strong reputation for all the right reasons, namely providing a basis for success in postsecondary school and beyond.
View full reportFounded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community though, even then, was looking beyond tradition, charting new territory, as it were, for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously the first principal, Ellen Mary Knox, asked her students "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role, what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underwrite the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as other schools that operate with the same goals and intentions—is that they remain necessary today.
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"...I never doubted my chances of reaching my full potential."
Elyse Creamer - Alumnus (May 22, 2018)
Throughout my time at HSC, I had the opportunity to make so many special memories that picking one i...
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"I feel that the academic program at HSC is quite rigorous."
Wendy Lam - Parent (Mar 27, 2024)
My children like the number of students at the school. It is a good size yet the classroom sizes are...
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"My kids love the school."
Andrew Liu - Parent (Mar 27, 2024)
We have nothing negative to say about HSC. Our family loves the school. We will never be regretful o...
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"The school has harnessed many of our daughter's positive traits and stimulated her growth and development, not just academically, but socially, emotionally, and physically."
robert gabor - Parent (Sep 12, 2018)
Our daughter has had a wonderful time in her three years at Havergal, and is very excited about comp...
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"...it is these types of special moments and acts of kindness from the faculty and staff that make Havergal stand out above all the other schools."
Ruth Ley - Parent (May 29, 2019)
My daughter loves attending Havergal and each year gets better for her! She looks forward to each an...
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"We have always had very good communication with teachers at Havergal. We feel the teachers do a great job of appropriately challenging and supporting our..."
Dana Rippon - Parent (May 29, 2019)
My daughter loves being a student at Havergal College. She really enjoys all of her classes and and...
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"Established in 1901, HSC is a leading co-educational school where children 18 months to 18 years learn with joy and live with purpose. We prepare students to understand their world, inspire, lead, and make a difference in their own unique ways. Our outstanding academic programs are shaped by student inquiry. Expert faculty deliver a curriculum that ignites curiosity and encourages students to explore their full potential through wide-ranging co-curricular activities in the arts, athletics, service and leadership."
"At Havergal College, each student is supported to make empowering choices and become the architect of her education. An all-girls school (JK to 12) in Toronto, Havergal offers a rigorous curriculum designed around the pillars of academics and wellbeing. Our students learn new ways to express themselves with creativity, enthusiasm and self-confidence. A Havergal alum graduates with an inquiry mindset, ready to solve problems and meet the demands of a rapidly-changing world."
"HSC is proud of the work that has been done to implement a pedagogical approach to personalized, authentic learning across all four schools. Project-based learning and inquiry are a regular part of academic programming at the College, and students are often asked to find solutions to engaging, driving questions as they explore the required curriculum. Learning at HSC is a hands-on experience designed to ignite joy and passion for discovery."
"Campus: Havergal has the largest girls’ independent school campus in the city. This allows students to explore and learn outdoors on our 22 acre sprawling campus in the heart of midtown Toronto (including 3 athletic fields, a woodland trail with brook, 2 outdoor classrooms, tennis courts and other green spaces).
Technology: HC-X is the innovation hub of Havergal for the development and delivery of future-ready education. Out of HC-X comes future-ready programming for students and educators."
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"HSC students have the courage and confidence to take risks to achieve their goals. They are community-minded and curious about the world around them. HSC students have a growth mindset. They are empowered learners who are self-motivated to engage in their educational journey through their interests and passions. HSC students are self- and socially aware and show interest in enacting positive change in the world. They are environmentally conscientious and value their connections to family, friends and community."
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"Families seeking a highly competitive environment and/or strict discipline model may not find the learning environment at HSC to be the right fit."
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"Families chose HSC because we provide a consistent and complete educational journey for students from 18 months to 18 years and beyond. Being able to attend one school for Early Education, Middle and Senior years is a significant benefit, and provides a shared familiarity between faculty and students that allows a true understanding of the student's needs and parent partnership. Our College is built upon the referrals of our families and the alumni who return to us with the next generation. Our community, which stretches across borders, remains proud in their affiliation, and giving of their time and treasure to ensure the legacy of HSC."
"Havergal offers a warm and welcoming community with a culture in which all people are respected and valued for their identity. We believe that with this sense of community, our students develop the courage and confidence to make an impact on the world.
Our families highlight our friendly faculty and staff and student-focused programming as our competitive advantage."
"HSC is well known for it's expansive campus and well appointed facilities as well as it's engaged and community-minded student body."
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"HSC's transportation system is a valuable part of College life and makes it easy for students to participate in our wide range of after-school programs. With two evening bus runs, at 3:30 p.m. and 5:00 p.m. HSC families are rest assured that their child can take advantage of clubs, sports and other group work without the stress of scheduling pick-ups."
"Families are often surprised by how connected their daughters feel with the school community. Our students are mentored and guided in many decisions through the school's Guidance, Wellness and Teacher Advisor programs. They make lasting connections not only with their peers across different grades, but also with the school's faculty and staff. The end goal is to ensure that students have direction for their future outside of Havergal's ivy walls."
"HSC has a deeply engrained respect for the environment and commitment to sustainable practices. From electric buses to solar panels powering our electric grid, HSC is committed to mitigating impacts and operating sustainably. Our environmental ethos trickles down to student learning, such as with the Garden Curriculum in Junior School, the College-wide Green Team initiative, and HSC's outdoor learning landscape that connects students to the natural world around us."
"Havergal supports students in and out of the classroom by offering mentoring opportunities, providing cross-grade community building opportunities on a weekly basis and taking a genuine interest in the wellbeing and development of each student. Our families are often surprised by how our faculty go above and beyond what's expected of them in the classroom through mentorship. Our Wellness Team and other staff members are available to help students who need additional support."
"HSC has recently invested in an expansive solar array installed on the roof of the Senior School to reinforce HSC's sustainability goal of being carbon neutral by 2030 and carbon negative by 2050. We have also invested in expanding our wellbeing supports for students, adding a dedicated social worker and chair of student wellbeing to our health services team."
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Welcome to HSC
Welcome to Hillfield Strathallan College—a community where children and their learning are at the forefront. Each child is known, challenged to do their best, and supported in that pursuit. We believe the best education of any child is achieved through a partnership between the school and the family, with the shared goal of helping students to achieve their full potential.
HSC consists of four small schools united by a common commitment to a shared Mission and Ideals. We are committed to ensuring a balance between the development of student independence and guidance from a caring faculty, sensitive to the age and stage of the student. We aim to develop students who ask great questions, are resilient problem-solvers and are connected to the wider world. All students learn differently, and we make every effort to address individual learning needs and styles.
True learning occurs when curriculum is meaningful and relevant, and we believe learning is not restricted to the classroom. Students who are most successful in university and beyond are those who are engaged fully in a rich program of co-curricular offerings, in addition to a solid academic program. HSC students discover and follow their passions, whether they lie in academics, athletics, fine arts, outdoor education or community service. Through shared experiences, the close-knit HSC community helps students bond with their classmates and teachers for life.
Please explore our site to learn a bit more about the incredible opportunities available at HSC. However, the true flavour of the HSC experience can only be gained by paying us a visit. You will see engaged and happy learners, students and faculty working together, students pursuing their dreams on the fields, in the gymnasia and in the theatre, or simply enjoying on another's company in the dining hall. I hope you will join us to discover what makes Hillfield Strathallan College such an amazing place.
Marc Ayotte
Head of College
For over 100 years, Havergal College has provided young women with an exceptional education in an environment that encourages both inquiry and curiosity, and celebrates community. In 1894, Havergal’s founding principal, Ellen Knox, defined the school’s mission with the question she posed to her students -- “What will you do?”
That question continues to guide Havergal and its students through the challenges that come from a constantly changing world. Its influence is evident in our students and graduates to this day: women making a difference for good in the world by living their lives with purpose and as involved citizens.
I encourage you to visit our beautiful 22-acre campus, to tour both our heritage and contemporary buildings and to speak with our faculty and students to see, first-hand, the benefits of a Havergal education.
Liberal Arts
Information not available
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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HSC offers enriched academic, art and athletic programs to students 18 months through Grade 12. We are committed to shifting practices and methodologies from a teacher-directed, content-oriented environment to one that is strongly influenced by student inquiry, creativity and innovation. The role of the teacher becomes even more important in the learning process and changes to greater facilitation, coaching and mentoring. Knowing each student’s interests, talents and skills builds an effective learning partnership that will better enable students to reach their full potential. Students learn in a resource-rich, small class environment and are encouraged to seek academic challenges and to take risks in their learning. Our curriculum is designed to foster a love of learning, and to provide a great beginning for our students as they embark on their educational journey. In a community that celebrates diversity, students share goals and aspirations, learn from each other, seize opportunities and gain different perspectives.
Our liberal arts program meets and exceeds the expectations of the Ontario Ministry of Education. All courses are university preparatory and are at the advanced level. A credit is granted with the successful completion of a course for which a minimum of 110 has been scheduled. Many students elect to write Advanced Placement exams. Upon graduation, students receive the Ontario Secondary School Diploma. A Havergal education prepares students for a lifetime of learning, leadership and limitless possibilities. In a university preparatory school with rigorous academic standards, Havergal's students are challenged to reach their full academic potential. Learning is increasingly independent, fostering academic achievements while supporting students in their different interests and talents. Havergal students graduate as informed and responsive global citizens, ready to meet the challenges of university study in Canada and abroad.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
At HSC, our students will be able to connect mathematics to the world around them and confidently use these skills in their everyday life. In elementary grades focus is put on, developing number sense, developing and understanding patterns, and problem solving. Traditionally, teachers of mathematics have relied solely on direct instruction in which teacher deliver knowledge to the students, show them examples followed by a series of practice opportunities. HSC also provides students with more opportunities to discover the joy of mathematics and to have more exposure to hands-on activities and the use of manipulatives. In the Senior School, students are offered both regular and applied mathematics depending on their mathematical ability and learning styles. As part of HSC's Advanced Placement Program, HSC students may take the AP Calculus in their final year. It is our belief that all students should be exposed to challenging problems, such as mathematics contests.
The goal of the Mathematics Department is to develop both a strong conceptual understanding as well as flexible thinking in mathematical terms. Students understand how and why operations work in mathematics and develop the ability to manipulate numbers.
Teachers produce their own materials or use texts approved by the Ministry of Education.
Students can use calculators at the discretion of their teachers.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
HSC's Early Reading curriculum consists of learning sequencing skills - top to bottom, left to right progression, recognizing child’s own first name, introducing upper and lower case letters and their sounds, discriminating between upper and lower case letters, developing rhyming skills, and organizing thought process to share ideas and stories. By the end of the program, students will be able to read and write competently and comprehensively, will be exposed to a wide variety of literature (both fiction and non-fiction), na d will be encouraged to develop a love for the written word.
Our Primary teachers work with students individually on their reading and writing skills and adapt their teaching methods according to the learning style and needs of each student.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
At HSC, we believe students need to be given opportunities to become better communicators. As a result, we provide activities that allow students to express themselves in a variety of ways, such as formal, creative, and reflective writing, which is then shared as text, orally, or through multi-media presentations. Extension and enrichment takes place both in and outside of the classroom through activities such as the Writer-in–Residence Program, Unfinished Writing Tours, Public Speaking Contests and Writing Contests
Our Primary teachers work with students individually on their reading and writing skills and adapt their teaching methods according to the learning style and needs of each student.
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.
At HSC, units of study in the science curriculum provide authenticity, academic rigour, components of meta-cognition, community involvement, process skills and the appropriate technology in addition to content. In later years of Senior School, students are able to branch in to specific topics in the science curriculum, including biology, chemistry, physics and earth and space science. As part of HSC's Advanced Placement Program, students are offered the opportunity to earn college credits through AP Biology, AP Chemistry, and AP Physics.
At Havergal, we are committed to developing young women with strong problem-solving skills and analytic abilities. We prepare our students for the rigors of post-secondary science education while nurturing a sense of wonder about the natural world around us. Our science programs not only encourage inquiry and exploration of ideas, but also provide challenging content in the areas of biology, chemistry and physics. Havergal students must be able to make informed decisions about the impact of science and technology as well as about environmental issues. These decisions can only be made with a solid understanding of the science involved. Evolution is the foundational biological theory and is taught as such.
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
Zoology
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.
HSC emphasizes the consolidation of the literacy,communication, and critical and creative thinking skills nec-essary for success in academic and daily life. Students analyzea range of challenging literary texts from various periods,countries, and cultures; interpret and evaluate informationaland graphic texts; and create oral, written, and media texts ina variety of forms.
Havergal's approach to teaching is based on extensive research on how girls learn best. In the Senior School classroom, emphasis is placed on synthesizing and evaluating information to gain a deeper understanding of each subject area. Students construct meaning and understanding as they consider conflicting interpretations, arrive at their own informed opinions and actively participate in cross-discipline learning.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
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).
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.
Students in HSC Social Studies investigate the world from a variety of perspectives. A strong emphasis is placed on understanding our local community through field trips, guest speakers and research of personal history and interests. Students are introduced to a global perspective through investigations of world cultures and the exploration of our planet’s physical forces. A strong emphasis is placed on making connections between historical events and society today, as well as the exploration of current world issues.
In our Junior School programs, teachers work in teams to develop themes across subject areas. Teachers continually monitor each student's progress and encourage her individual potential as she engages in learning that is increasingly independent and interdisciplinary. Each girls develops the skills and knowledge needed to prepare for further learning.
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.
The Humanities and Social Science programs at HSC place a strong emphasis on making connections between historical events and society today, as well as the exploration of current world issues. Students mix traditional skills (mapping, text research, model building and oral presentation) with 21st century skills (collaboration, internet research and interactive presentations) and demonstrate these skills to their peers and the wider community. Ultimately, authentic learning opportunities in social studies lead students to a greater understanding of the world that we depend on and a willingness to contribute positively to our society.
The Social Sciences Department at Havergal offers courses in modern and ancient history, physical and human geography, law, economics and philosophy. At all grade levels, the approach in our courses is to treat historical subjects and current events not as facts to be memorized but as issues to be examined and resolved. We view our subjects as a record of the human condition and its ability to adapt to changing environmental, political, economic and social forces. Our collective aim is to prepare students for continued success in post-secondary education and to remain informed and active citizens in their present and future communities.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our foreign language programs foster learning of other languages and other cultures; and to develop written and oral communication skills necessary to express ones’ self in real life practical situations. Our interactive programs develop inquisitiveness, motivation and persistence in learning via specific communication challenges presented to students; it addresses all learning styles and can be adapted to both new language learners and those seeking enrichment opportunities. To further empower our students and to allow them to expand their foreign language skills, we offer language experiences in both Quebec and France. As part of HSC's Advanced Placement Program, students have the opportunity to take AP French.
Havergal College teaches languages to young women so they will excel beyond mere linguistic competence and expression and begin to think about, imagine, participate in and understand the complex and diverse world beyond their own linguistic community. The learning of languages is not just central to establishing a more civil, just and equitable world; it is the essential golden key that will help prepare young women to make a difference.
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
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
In Visual Arts, students create new and original artwork using a variety of media. In Middle School, music students in Grade 5 build on choral skills established in the Junior and Montessori schools prior to learning a musical instrument in Grade 6. Dramatic skills are developed through cross-curricular opportunities and the Drama program in Senior School. At HSC, students are encouraged to expand their artistic interests by taking part in the extensive co-curricular program, ranging from musicals, plays, wind ensemble, jazz, and visual arts clubs. Whether they are performing on stage or having their artwork on display throughout the College, our students form a real sense of pride and self-confidence in their artistic abilities.
Throughout a student’s experience at Havergal, she is able to explore a broad range of the Arts including dance, drama, music and visual art. At all grades, instruction and direction is provided by specialist teachers or practicing artists who possess a depth of knowledge, a genuine desire to inspire a love the arts in others and continued practice in their field.
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.
HSC is a BYOD school, allowing students to bring devices that they are comfortable using, and connect to the school’s Wi-Fi networks. Technology use is built into the curriculum through everyday use of software like Firstclass, Google Drive, and the use of Smartboard technology in every classroom. In the Senior School, all grade 9 students are required to take “Exploring Technologies”, where they will be work with a variety of tools, equipment, and software commonly used in industry. If they choose so, they can continue taking courses in HSC’s Technological Education program, including “Communications Technology” (print, web, radio, broadcast media), and “Technological Design” (interior design, architecture, robotics). Starting in grade 10, students can also take “Computer Science”, where, if they continue to progress, will learn programming languages like python, Java, HTML/CSS, and even code their own smartphone application.
Havergal offers e-Learning courses through the eLearning Consortium Canada (ELCC), providing our ELCC students with a high level of student monitoring and support. In the Upper School, students can choose from a range of multimedia and computer science courses. In both the Junior and Upper Schools, our faculty incorporates technology into learning when relevant.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The HSC Physical Education program offers participants exposure to a variety of physical activities in a co-operative and enjoyable environment. The emphasis is on experiencing fun and fitness through physical activity and on actively participating. Creativity, confidence and general physical fitness are developed through movement exploration and an introduction to basic sports skills. The activities allow practice, repetition, modification, refinement, consolidation and application of physical skills to movement activities. Academic skills are reinforced through the use of games that emphasize active learning. The health units explore healthy active living, growth and development and substance use/abuse with a focus on preparing the students to make informed decisions. In upper years of Senior Schools, students are provided the opportunity to spend a week in Hawaii where they will earn their "personal trainer certification".
The Health and Physical Education program allows each Havergal student to develop an active and healthy lifestyle through participation in the various activities offered from Grades 7 to 12. Through their active involvement, students will have the opportunity to develop confidence, self-esteem and physical abilities that will enhance their personal growth. The Grade 7, 8 and 9 programs teach these elements through traditional sports, water activities, fitness activities and initiative and team-building tasks. The health units prepare students to make healthy choices. Topics include healthy eating, growth and development, healthy sexuality, personal safety and injury prevention and substance use and abuse. Health and Physical Education students in Grades 10, 11 and 12 explore and develop leadership skills through challenging individual and group activities. They practice self-assessment and goal setting and gain the knowledge, skills and understanding for healthy living.
Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
We have been providing exceptional early education programs in both our Junior and Montessori Schools, both offering full programming options for children age 18 months to age 9/Grade 4, for decades. Each of the schools curriculum is designed to foster a love of learning, and to provide a great beginning for our youngest students as they embark on their education journey. For more information on our Montessori School please visit: www.hsc.on.ca/montessori For more information on our Junior School please visit: www.hsc.on.ca/junior
We have a play-based program with a focus on academics. Students are supported in learning literacy, numeracy, problem-solving and social interaction skills.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Havergal provides "Reach Ahead" credits in French and Math to allow capable student to challenge themselves by taking a course the grade ahead.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
HSC provides a rigorous academic learning environment to best prepare our students for post secondary success. This programming is delivered in a supportive and individualized fashion, to ensure that the unique learning needs of each student are met.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At Hillfield Strathallan College (HSC), we will encourage your child to learn with joy and live with purpose. In our supportive environment—1 College, 4 Schools—your child’s full potential will be realized at every age and stage of development.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Students with identified learning exceptionalities have an HSC Individual Learning Plan (ILP) created by our Learning Services Specialist in consultation with the school administration, the parents and the student. For further information please contact our Admissions department at [email protected].
We are responsible for student learning. Students are supported to the best of their ability and with accommodation. We have students with learning disabilities who do well with accommodations.
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
JK - 12
7 - 12
10%
10%
$4,500
$16,000
0%
30%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Dec 01, 2022
Not available
Rolling
Yes: grades Nursery/Toddler - 12
Yes: grades JK - 12
No
Yes: grades 10 - 11
No
Yes: grades 9 - 12
Yes: grades 5 - 12
Yes: grades JK - 9
No
No
Yes
No
Through our admissions process, we endeavour to select students who will be active participants in all aspects of College life.
A Havergal girl is a well-rounded individual who balances a wide variety of opportunities and feels connected to her community and experiences personal fulfillment and meaning in her individual choices. She is not afraid to ask questions and take risks. She is an excellent communicator who is adaptable and confident. She balances a variety of opportunities while living her life with compassion and integrity, knowing she possesses the academic and life skills to make a difference.
HSC's application process requires you to submit an application form together with an application fee. School reports for the current school year and the final report from the previous two years are also required as supporting documents.
You can book a one-on-one virtual meeting at HSC here.
How to Apply for September 2023 – Applications open August 2022
We are delighted that you are considering Havergal College for your child. The Admission team is here to help make the process a positive one for your family and are here to support you along the journey. Our role as the Admission team is to ensure that at each stage in the process, applicants know we are keen to understand their strengths, where we can provide support and how they will add to our vibrant community. It is also our role to ensure you are well informed about Havergal’s programs and how a Havergal education provides our graduates with the skills, values and attributes that allow them to have impact as they strive to make a difference in their chosen pursuits.
In keeping with the College’s commitment to academic excellence, wellbeing and diversity, equity and inclusion, the Admission Team, in conjunction with key faculty have reviewed our practices to ensure they are relevant, inclusive and reflective of best practice nationally and internationally. Like many preeminent independent schools in the world, Havergal has been mindful of the ongoing pandemic and its effect on the wellbeing of students. Our admission and assessment practices for entry to the College in September 2023 reflect the knowledge and research that we have gained during this review.
The next admission cycle begins in late August 2022, but the Admission team is here to help answer your questions. You will find our Virtual Admission Centre has a campus tour as well as recordings of past events which will provide you with a great start on your journey to learn about Havergal. Keep checking this site for updates on Spring events and all the events that will be scheduled in the fall to help you and your child get to know Havergal and all that the school offers.
Looking for More Information?
Please see our Virtual Admission Center to see our virtual tour and to connect with a member of our Admission team.