700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
801 North Service Road, Burlington, Ontario, L7P 5B8, Canada
700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
801 North Service Road, Burlington, Ontario, L7P 5B8, Canada
1969
1982
730
195
Nursery/Toddler to 12
Preschool to 8
Coed
Coed
Day
Day
English, French, Spanish
English, French, Mandarin
Academic
Academic
Progressive, International Baccalaureate
Traditional
16 to 20
16 to 19
Dedicated class; in-class adaptations
$9,200 to $18,570
$11,742 to $24,550
No
No
0%
0%
None
None
$0
$0
43
16
0%
0%
75%
80%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades Preschool - 8
No
No
information not available
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The Calgary French & International School (CFIS) is one of the leading independent schools in Canada. Students enjoy enriched academic courses, take part in incredible co-curricular programming, and graduate fluent in three languages. Each student’s unique potential is nurtured within our warm, welcoming community, and we work together to create a dynamic learning environment with each student’s individual learning needs in mind. Strong academics and robust language programming are the foundation of CFIS, and to that end, a wide range of options is offered to encourage students to explore interests in subject areas they may not have previously experienced. Within CFIS’s French immersion learning environment, the curriculum is taught in French, with the exception of English language arts and Spanish as a third language. CFIS students graduate fully bilingual in French and English and with functional fluency in Spanish. Tomorrow’s world will require today’s young people to be innovative and creative global citizens. As multilingual learners in a United Nations Educational, Scientific and Cultural Organization (UNESCO) Associated School, Round Square School and IB programming at the Senior High level, CFIS students will be confident in their ability to communicate in a variety of languages, which will help them to make a difference in their world. Each one is encouraged to lead advocacy and humanitarian work related to their studies, in their local community and even globally. Through international connections, including travel studies in higher grades, students are taught to effectively and confidently navigate among different cultures, which affords our graduates an exciting range of future options. CFIS graduates are well-prepared for university, finishing Grade 12 with the courses required to pursue post-secondary studies in the fields of their choice. CFIS alumni have moved on to study at French and English universities throughout Canada, the United States and the United Kingdom in a wide-range of disciplines.
View full reportAt Fern Hill, academics are important, just as they should be at any school, but culture is important too, including a desire to capitalize on the individual strengths of the staff. Cross-curricular links are a focus, as is a desire to allow students to experience things that may, for the moment at any rate, seem to reside outside their immediate areas of interest. The school takes good advantage of its location within the Ontario Greenbelt, and field studies—there’s a bird banding program, among other initiatives—are used as an entrée to the development of confidence, skill development, and team building. Families are drawn to the strength of the academic program, the small class sizes, the broad range of co-curricular programs, and an abiding dedication to academic excellence.
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"We have been blown away by the care and attention demonstrated by the teaching staff at CFIS."
Jimmy Porter - Parent (Sep 11, 2018)
Our daughter absolutely loves CFIS. She feels a strong community connection with supportive teacher...
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"I personally appreciate the comradery and sense of community among the children."
Justin Jones - Parent (Nov 24, 2021)
We have two children (twins) who have attended Fern Hill School – both absolutely loved their 9 ye...
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"CFIS is a multilingual learning environment where international education and global learning experiences develop critical thinking and problem-solving skills. This begins in our junior preschool program and continues through Grade 12. Students adopt a culture of compassion, respect and a deep understanding of new cultures. Our early childhood program fosters students’ early development, learning and growth, keeping French language acquisition at the core of all we do. No French is required for early Elementary applicants."
"Since 1982, Fern Hill's mission has been to graduate students aged 3-14 who are dedicated to excellence, possess a sense of personal worth and confidence in their talents and abilities. The enriched curriculum is taught in a rotary timetable by qualified, subject specific teachers who are passionate about their individual subjects. This approach is reflected in the high level of engagement found in the classrooms. Our Math, Science & Literacy program is enriched with Sports, Mandarin, French, Art, Drama, Music etc."
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"Almost all elementary schools in Ontario use a single grade teachers to deliver the core program. Fern Hill provides individual teachers for each subject in a rotary schedule similar to Ontario high schools. This allows our teachers to expand and share their expertise in the subject with students across a number of grades and allows us to enrich or support the skills of the students in each subject. Our math teachers through our art teachers believe their's is the most important subject!"
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"CFIS offers students a unique, full French immersion educational experience in an inclusive and diverse community. Our dynamic multilingual educational environment nurtures academic excellence, cultural understanding and global perspectives. We value the student experience and academic success to prepare students with the skills, knowledge and attitudes to succeed in an increasingly interconnected world."
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"Morning Assembly. Completely student led in a rotation of classes from Preschool to Grade 8, this sets the tone for our day. The same respect shown to whoever is speaking at the front of Assembly, is the respect expected for each other throughout the day. The courage to perform in assembly carries forward into inquiry and engagement in classes. The community of gathering together each morning builds a sense of belonging that fosters acceptance and celebration of every child's contribution."
"Our multilingual education opens doors to international cultures and connections. Join our diverse, inclusive community where differences are celebrated. We're not just a school, we are a global village. CFIS values your child's experience and academic success, preparing them with the skills, language, knowledge, and attitudes they need to thrive in an interconnected world. At CFIS education means becoming a global citizen with limitless horizons."
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At Calgary French & International School (CFIS), we are inspired by exploration and curiosity. Our immersive language learning environment and global education bring the world to our students in ways that help them experience other cultures, people and places in authentic and exciting ways.
Within a curriculum that encourages children to expand their interests and deepen their learning, CFIS students as young as 19 months benefit from enriched education, participate in various co-curricular activities, and graduate bilingual in French and English and functionally fluent in Spanish.
Our academics, extraordinary language education, international focus and development of the whole student form the foundation of learning at CFIS. We are an IB world school — offering both the senior high Diploma Programme and Primary Years Programme for preschool to grade 5 students — and we are moving towards becoming a full IB continuum school.
CFIS’s overarching programming develops the whole child — intellectually, socially, emotionally and physically. As multilingual learners in a United Nations Educational, Scientific and Cultural Organization (UNESCO) Associated School, students are encouraged to lead age-appropriate advocacy and humanitarian work related to their studies in their community and worldwide. Students are taught to effectively and confidently navigate different cultures through international connections, including travel studies in the Secondary Division.
At CFIS, our teachers and leadership team place a strong emphasis on individualized learning. Additionally, engaged principals, specialized classroom teachers, learning strategists and literacy coaches ensure CFIS students receive the attention required to thrive in all subject areas. As a result of the school’s dynamic learning environment, CFIS students’ average results on both diploma and course-awarded marks are considerably higher for CFIS students than the provincial average. Students are well-rounded in their achievements, transition easily into university and embody CFIS’s values as leaders, critical thinkers and ethical, engaged citizens. CFIS alumni avail themselves of an exciting range of post-secondary options at French and English universities throughout Canada, the United States and the United Kingdom.
Thank you for considering CFIS for your children. I look forward to meeting your family!
My vision for Fern Hill School began long before there was a building, a student body or even a faculty. It began with a wish list: small class sizes, a warm friendly environment, attention to intellectual, social, emotional and physical growth and caring subject-specific teachers.
Today, more than 30 years later, Fern Hill combines the best traditional learning approaches with individualized techniques that have proven to be effective in engaging young minds. Taught by teachers who are as passionate about their students as they are about their subject specialties, our enriched curriculum stimulates and challenges students to give their personal best.
Our families choose Fern Hill not only because of its excellence in education, but also because our 22 acre campus is warm and inviting with indoor and outdoor spaces that are rich in purpose. In addition to spacious classrooms, a fully equipped gymnasium provides opportunities to be a part of school teams. A music room where vocal music is supported by Orff instruments and where band starts in Grade 5, offers a wide range of opportunities for performance. And a spacious art centre where students are led on an artistic journey that exposes them to all aspects of form, colour, light, perspective and Art History.
My honest opinion is that the only way to know what we do, is to come to visit and see for yourself. Ask our teachers why they love to teach here and our children what is it that makes them want to come to school each day. I know you will like what they have to tell you.
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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The Calgary French & International School blends a progressive approach to learning in a full French immersion environment that is enriched with Spanish beginning in Grade 4. Through projects, inquiry and a balanced approach to teaching and learning, students are guided and nurtured in a supportive and enriching environment. Offering the International Baccalaureate (IB) Diploma Program, our candidacy with the IB Primary Years Programme (PYP) and through affiliations with the United Nations Educational, Scientific and Cultural Organization (UNESCO), Round Square and Canadian Accredited Independent Schools (CAIS), CFIS is actively supporting the development of global citizens while focusing on academic, artistic, musical and physical development.
Since 1982, Fern Hill's mission has been to graduate students ages 3-14 who are dedicated to academic excellence, feel sense of personal worth, and confidence in their talents and abilities. Fern Hill's enriched curriculum is taught in a rotary timetable by qualified, subject specific teachers who are passionate about their individual subjects. This approach is reflected in the enriched program and high level of engagement in the classroom. Our strong Math, Science and Literature program is enriched with a breadth of subjects including Mandarin, French, Field Studies, Drama, and Vocal studies.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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There is no end to Mathematics. Students at Fern Hill develop a love of numbers through our individualized program that allows each student to progress through math concepts at their own pace. Students with a passion for math may work on problems beyond the grade expectation and graduate with accredited high school credits as a result.
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Fern Hill students practice mental math techniques for multiplication, simple division etc. making calculators unnecessary as a regular tool. In Grade 7 and 8, our laptop program provides access to calculating tools that complement the advanced concepts being studied.
Phonics-intensive
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.
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.
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Students in preschool are introduced to letters and numbers using fun, engaging materials. As fine motor skills develop in JK, students develop competency with the printing process, the begin blending letter sounds and reading begins. Reading takes flight in SK with students working on individualized programs based on their progress with phonetic decoding and vocabulary strength.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
After gathering an impressive foundation of oral French vocabulary, students begin to read and write in French starting in Grade 1. At the end of Grade 2, English reading and writing begins and students quickly progress in their bilingual skills towards the end of Grade 3. In Grade 4, students begin Spanish lessons with specialist teachers.
While grammar, penmanship and cursive writing skills are important skills intrinsic to the Fern Hill Language programme, creativity is a central theme. Through journaling, poetry writing, and creative writing, students are provided with many opportunities for creative expression.
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.
The CFIS science program is impressive, particularly into the senior high where laboratory assignments echo that of first and second year post-secondary studies.
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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
Zoology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Science at CFIS is enriched with IB Primary Years Programme (PYP) framework.
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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
Core Knowledge
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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).
Social Studies at CFIS is enriched with IB Primary Years Programme (PYP) framework.
History, Geography and Science are timetabled as separate subjects and often each have a separate teacher.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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
These programs have an equal emphasis on receptive and creative learning.
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
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Students attend weekly computer/technology classes as part of their timetable. Coding, hardware, and many software packages are explored. Tools including robotics are used to develop understanding and experience. Laptops are introduced in G7 & 8 to facilitate access to information and collaboration. .
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Calgary French & International School recognizes that extracurricular athletics promotes school pride, sportsmanship, and good citizenship. The chief objectives of school athletics are to provide students with opportunities for leadership development whether as an athlete, coach or official. Representing CFIS demands a high level of commitment from students, coaches and parents, but not at the cost of academics.
Our athletic program teaches the skills and drills needed to experience and develop competency in a wide variety sports though-out the year. Opportunities for participation in team competitions begin in Senior Kindergarten with our House Teams, and progress to inter-school competitions in Grade 3-8.
Academic
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.
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.
Our emergent curriculum for children starting as early as 19 months, provides individualized learning based on children's interests. Intentional learning stations and activities are influenced by student interest and the development of language, pre-literacy, pre-numeracy, social and emotional skills. A wide variety of projects focus learning strategically on areas such as developing fine and gross motor skills, literacy and numeracy through play.
Our Preschool class provides a safe and welcoming learning space for children who turn 3 before December 31st. Their busy and interactive days are filled with our early reading and numeracy program along with an introduction to mandarin, french, music, drama, and phys.ed. JK and then SK builds on this foundation, introducing writing and blending sounds so that reading blossoms and number sense becomes second nature. Very much a part of the school, our youngest students are active participants in school events and performances which creates anticipation and excitement about coming to school each day.
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.
Student-led projects occur in every grade through our International Baccalaureate and UNESCO affiliations. Students are encouraged to take on community service initiatives connected to their curricular studies. A focus on differentiated learning occurs through individualized and small-group targeted instruction where learning strategists and literacy coaches support students across grades.
Fern Hill students who are ready to reach ahead are challenged with work beyond their grade level while others are given resource help to build their confidence and build competence. Man y will graduate with accredited Grade 9 credits in their Grade 8 year.
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”.
As our youngest students begin what can be an eleven year journey at Fern Hill, we greet them with an environment where they feel welcome and safe and where they quickly start to learn who they are and that they are capable of trying anything. The confidence that quickly develops in these early years allows them to stretch their own expectations of what they can accomplish. As they grow, so do our expectations for academic performance as do the opportunities we provide for broader learning. Our students confidently move on to excellent high schools, well prepared both academically and socially.
"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."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Teaching compassion and empathy while fostering curiosity and confidence lets Fern Hill graduate boys and girls who are academically and intellectually prepared to achieve their goals; Leaders who possess a balance of spiritual, emotional, and social skills; Adults who are able to evaluate and reason with the demands of the times. A Fern Hill student will be both intellectually adaptable and morally grounded.
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Cross-country skiing |
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Cycling |
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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
0%
0%
$0
$0
75%
80%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades Preschool - 8
No
No
No
No
Yes: grades 1 - 12
Yes: grades 1 - 8
No
No
No
No
Families that find CFIS to be a good fit are committed to multilingual education enriched with global thinking, and enjoy being part of and contributing to our diverse school community. The ideal candidate for a CFIS is a student who is a curious and engaged learner and thrives in a diverse community. Self and mutual respect, strong character and a family emphasis on volunteerism and a commitment to education are all important characteristics in a CFIS student.
Calgary French & International School is a full French immersion school that prepares children with the tools to learn Spanish and graduate with internationally recognized mastery of French and English.
Most students new to CFIS do not speak French at home with their families. At CFIS, our French immersion learning environment is designed to meet the needs of students who are new to the French language.
Our application process is intended to find a mutually good fit between families, students and the school. Our Admissions team considers each applicant’s academic record, character, and citizenship qualities.
We welcome many new students to the CFIS community each year, and are excited to meet your family.
If you have any questions about the application process, our Admissions Team is here to help! Please email us at [email protected].
Student Eligibility: No previous experience in French is required for admission to our Early Childhood Division — Junior Preschool, Preschool, Junior Kindergarten and Kindergarten — and for Grades 1 to 4 through our Embark transitional immersion program.
Our Elementary and Secondary divisions welcome applicants currently attending a Francophone or French immersion school in all grades. Students entering Grade 5 to Grade 12 must be currently attending a Francophone or French immersion school to be eligible to apply and attend CFIS.
Application Process:
Step 1: Visit CFIS for a tour and information session.
Step 2: Complete an application at CFIS.com: Start Here
Step 3: Applicants complete an educational assessment (Junior Preschool excluded). Preschool and Junior Kindergarten applicants participate in an assessment with a parent.
Step 4: The Admissions Office offers placement to the applicants' family.
Step 5: The applicants' family confirms enrolment by signing a tuition agreement and paying a deposit.
International Students: CFIS welcomes applications from international families. Families who do not have Canadian citizenship or permanent residency status are considered international. CFIS also requires:
All applications received prior to the application deadline will be given equal consideration, regardless of the timing of their receipt. We are excited to receive your application and ask that you apply only in the appropriate year, not sooner.
