1-300 Water Street, Whitby, Ontario, L1N 9B6, Canada
700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
1-300 Water Street, Whitby, Ontario, L1N 9B6, Canada
700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
2010
1969
127
730
1 to 12
Nursery/Toddler to 12
Coed
Coed
Day
Day
English
English, French, Spanish
Academic
Academic
Progressive
Progressive, International Baccalaureate
10 to 20
16 to 20
In-class adaptations
$22,000 to $23,500
$9,200 to $18,570
No
No
0%
0%
None
None
$0
$0
11
43
0%
0%
98%
75%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades Preschool - 12
No
No
“Nurturing teacher-student relationships is a priority at Cambridge, something that’s made easier with such small class sizes.”
“Cambridge International Academy is a university preparatory school with ... a high university placement success rate, but its key differentiator is the “customized learning” program.”
“Every Cambridge teacher we spoke to agreed that character education underpins the whole curriculum.”
Read The Our Kids Review of Cambridge International Academy
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Cambridge International Academy offers a safe, nurturing, and cooperative learning environment designed to help kids thrive from Grade one. Following an enriched Ontario curriculum that’s supplemented with resources that help kids excel, the caring staff at Cambridge International Academy prepare students for success in a rapidly transforming, competitive, and global society. Small classes and a tight-knit community allow school staff to develop close relationships with every child, guiding their moral and emotional growth. A varied range of extracurriculars—robotics, math club, sports, debate, drama, poetry, and many more— are seen as essential to student success and character development. High schoolers participate in leadership opportunities such as the Model UN and DECA, as well as after-school clubs and volunteer opportunities within the local community. Cambridge International helps kids succeed in their chosen areas of interest through customized educational pathways, and its graduates are frequently offered admission to Canada’s top universities.
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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.
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"They recognise a student's strengths and weaknesses and encourage them by adapting lessons to capitalize on these."
Vijaya Dass - Parent (May 27, 2021)
My children enjoy Cambridge International Academy. They feel safe and comfortable at school. The cl...
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"...they also actively took care of the students in life."
Coco Li - Student (Jul 21, 2021)
I miss my time at Cambridge International Academy very much. The teachers in the school were very pa...
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"All my teachers were passionate and knowledgeable in their respective subjects."
Julie Indrigo - Alumnus (Nov 24, 2021)
My experience at Cambridge International Academy was eye-opening because not only did I do school wo...
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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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"Cambridge International Academy is a ministry inspected co-ed private school in Ajax, which customizes and enriches the Ontario curriculum with AP program from grades 1 to 12. Using customized planning we help students achieve their potential. With strong parent partnerships, our Elementary Programs help students transition to high school with Reach Ahead credits. For high school, we design the curriculum to ensure students are able to achieve their post-secondary goals."
"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."
"Every student receives an Individual Student Plan so that their learning experience is personalized and customized to their individual needs, interests, talents, and skill level. The Student Plan is comprised of customized academic programs such as Blended Learning, Reach Ahead, & AP, volunteer initiatives, interesting co-curriculars, as well as academic and non-academic outside competitions. Lastly, we offer cross-curricular coding to increase the technology proficiency of students."
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"Families join Cambridge International Academy because of our personalized approach to education. Our customized programs (Blended Learning, Reach Ahead, & AP classes) challenge our students so that they thrive academically, socially, and personally. Our small class sizes provide students individual attention to successfully complete the curriculum and ready them for the next higher grade level. Our parents appreciate the frequent updates about their child's academic progress."
"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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"The kitchen & dining area are sometimes overlooked by prospective parents. Initially, parents don’t realize the significant academic & social learning that takes place in these gathering areas. Students not only learn about healthy eating habits, kitchen safety, and food preparation but they also gain a deeper understanding, respect, and appreciation for diversity while they prepare and taste each other’s cultural traditional foods. Transferable skills acquired through cooking are beneficial."
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"Families are surprised by the frequent communication and the variety of co-curriculars at school. Our teachers frequently communicate with parents to offer the 'next steps' to keep their children engaged and challenged in their learning. In addition, our teachers coach students to perform their best in a wide range of co-curricular activities. This year, students in our Math Club won University of Waterloo's 2022 Zone Champion Award for the Canadian Intermediate Mathematics & Computing Contest."
"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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It is with great pleasure that I welcome our twenty-first-century pupils to Cambridge International Academy located in Ajax, Ontario. We are a co-ed private school that customizes and enriches the Ontario Curriculum for students from grades 1 to 12. Our goal is to find each of our student's academic potential and personal interests so that they can thrive in their future endeavors.
Our professional and dedicated teachers ensure a respectful learning environment where students can reach their academic potential through our customized academic pathway and be inspired by each other. Our caring teachers understand the importance of encouraging students to apply their critical thinking and analysis skills in order to experience an ongoing and in-depth inquiry about their learning. They give high-achieving students more opportunities to be engaged and challenged with the curriculum. Our educators provide their students with opportunities to engage in different ways of learning, seek out information related to the interest of the students, and provide them with time and resources to explore these interests. With our enriched curriculum, we help students in their personal/character development, uncover their hidden talents, and inspire a love for learning. We promote our students to embrace collaboration, communication, innovation, and computer technologies to keep up with the ever-changing landscape of education.
We believe parents are vital partners in education and they have a positive impact on their child’s school experience. We invite our parents to get involved in various school initiatives and make them a part of our school community. We communicate frequently with parents to ensure their son/daughter remains on track in his/her academic success so that their child experiences individual success in education.
I invite you to visit Cambridge International Academy and experience a difference in education. This may be one of the best decisions you will make in your child’s life. Cambridge International Academy’s Information Package provides you with further details about our enriching way of education.
Best Regards,
Sandra Arff
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!
Progressive
International Baccalaureate
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.
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.
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.
Our teachers acknowledge students learn at different times and in different ways therefore they use an interactive teaching strategy to best suit students' learning profiles. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. We offer continuous, varied and appropriate formative as well as summative assessments which provide evidence of every student's learning progress. This information helps teachers immediately flag areas of concern and help students in that subject. Triangulation assessments also help students, parents and teachers select attainable learning goals. For students in high school, we administer Aptitude Tests to help each student plan their further education. The high school programs offer a rigorous university preparatory curriculum and give special attention to soft skills needed for success such as organization, self-advocacy, note-taking, study skills, collaboration, and communication.
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.
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.
Our Grade 1 through 8 Mathematics program is built around the Ontario Curriculum and is delivered with a Singapore Math approach. Singapore math ensures a foundational mastery in underlying mathematical procedures using a three-stage learning process which moves from concrete, to pictorial, and then abstract. The Singapore Math approach ensures social-emotional well being for students as they develop confidence, and comfort with mathematical thinking. Additionally, both our elementary and Grade 9 programs follow the updated curriculum strands with the use of Scratch ™ coding as the mode of instructional delivery for programming. Our approach goes above and beyond the ministry requirements in that we incorporate coding practices and principles into all Mathematical strands. The high school mathematics program closely follows the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking, with regular opportunities for discovery through proofs, manipulatives, and technology.
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Textbooks used are from the Ontario Trillium List.
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Calculators are used in the classroom for high school math courses which require the use of a scientific calculator.
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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.
We use an individualized reading approach whereby students learn to read at their own pace within the classroom. Students are given the opportunity to develop their phonemic awareness, phonetic decoding skills, reading comprehension and overall reading fluency in a safe and supportive learning environment where they read, are read-to, and are read-with. At the elementary level we use a formalized Reading Program in combination with high-interest leveled readers to ensure continual reading engagement and progression.
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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.
In the early years the writing focus is on structure and usage and students are given topics of personal interest and relevance, inspiring creativity and a love of writing. Students are provided with comprehensive instruction in grammar, punctuation, spelling, and vocabulary which is spiraled throughout the grade levels as skills and concepts are re-introduced and reinforced by repeated exposure. The writing process is modelled and further developed through the use of graphic organizers and outlines. Students create descriptive and grammatically sound sentences which lead to cohesive paragraphs and, ultimately, short stories, reports, and essays. Students engage in self and peer editing and learn the importance of continual improvement in writing.
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.
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.
Science is fundamental to helping students understand how things work in our world. In the Elementary grades, Science is inquiry-based, and uses real materials to make connections between scientific theory, technology, and our everyday lives. Most lessons focus on acquiring skills and knowledge through hands-on experiences which reinforce scientific theories learned in class. The High School Science program delivers the Ontario Curriculum thoroughly with emphasis placed on inquiry-based learning and knowledge acquisition through a variety of instructional methods such as peer to peer teaching, current event discussions, and case study analyses. The curriculum is delivered through the use of up-to-date texts, hands-on experimentation and investigation, and online simulations. Experiments are thoughtfully designed to enrich the students’ learning and provide experience with instrumentation, procedures and lab reporting skills. Students work independently and in groups to create and present projects that demonstrate their understanding of the concepts learned.
The CFIS science program is impressive, particularly into the senior high where laboratory assignments echo that of first and second year post-secondary studies.
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
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.
Literary analysis is key to the development of critical thinking. Our teachers choose both classic and contemporary literary texts that resonate with students and promote discussion, critique and debate. Students are encouraged to make connections to themselves, the text, and the world around them as they read and listen to literary text. Students engage in reading comprehension and vocabulary exercises, as well as written response journals, as they build their thinking skills. We have been successful in increasing students’ reading interest through reading clubs which foster offline discussions and help students understand the historical and social context of the text being read. This leads to a deeper understanding and a greater sense of achievement. Emphasis is on the use of the personal growth model which encourages students to draw their own opinions, express their feelings, and use personal experiences and the text to develop their writing skills.
Science at CFIS is enriched with IB Primary Years Programme (PYP) framework.
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
Expanding Communities
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 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.
The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of World cultures and history as well as a more focused knowledge on Canadian history and geography. Students engage in individual and group based projects that demonstrate their understanding of the content. Art, drama, and literature are used to enhance the social studies program in all elementary grades.
Social Studies at CFIS is enriched with IB Primary Years Programme (PYP) framework.
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.
Humanities and the Social Sciences promote active listening, critical thinking skills and help students make connections to history and the world in which they live in. Students learn to make decisions based on values, and discover the truth about the human condition and the human experience. Our teachers use a number of strategies such as direct instruction, visual media, and reciprocal teaching to increase dialogue between teacher and students. Thinking and inquiry is key to learning in the Social Sciences and Humanities where students develop their own questions, collect and organize data, draw inferences, and engage in problem solving. Field trips and role play are also incorporated as part of the teaching strategies to give students the opportunity to make real-life connections to their learning.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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 French curriculum follows ministry guidelines and is a comprehensive and seamless program that builds on the four key strands of Listening, Speaking, Reading and Writing. Students develop their overall French communication skills using a variety of texts and online French resources. Vocabulary building, reading and writing are connected to relevant events and real-life practical scenarios with the use of engaging multimedia resources and applications.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
The Arts curriculum is designed to facilitate an appreciation of art through the study of art history and various artistic techniques and mediums. This involves exposure to art through gallery visits and online and in-person talks from guest artists from the local community and beyond. Students are encouraged to think about the importance of art in the world, and as a reflection and historical record of humanity. The Arts curriculum encourages self-expression through the creation of various two and three dimensional art projects using a variety of materials. Visual Arts includes the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, photography, and crafts. The program focuses on creating and fostering a sense of curiosity, creativity and confidence in students.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Our school recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. Teachers use coding, robotics, electronics, and multimedia equipment to support learning across the curriculum. Some of the software used within the curriculum includes Java, Python, and Scratch. Additionally, we gladly identify and accommodate students who require the use of a computer to thrive academically.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students learn movement skills and principles, ways to improve personal fitness and physical competence, as well as safety and injury prevention. We offer a wide variety of competitive and recreational sporting experiences for our students. Gym classes for High School students may include attending a fitness club. Our students are encouraged to find their passion through physical activity and athletic involvement in order to learn the value of hard work, commitment, and discipline and to live a well-balanced life.
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.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
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.
At CCIA, we offer on-line courses to students who are motivated to propel their academic studies to enter post-secondary education sooner. In addition, we offer School-Work Transition Career Pathways such as Early Childhood Education and a Business Focus. Co-op Classes are offered to gain work experience and OSSD.
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.
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”.
Cambridge International Academy keeps the student-to-teacher ratio low so we can focus on the individual needs of the student and support each child on his or her individual path to success. At Cambridge International Academy, we recognize that students have different learning styles. Our learning environment is set up to meet the needs of students. We use a complete approach which reinforces verbal instruction with visual, audio and written support. This allows students to engage on many levels with the material being presented.
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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."
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.
Cambridge International Academy pays equal attention to the emotional, social, and physical aspects of our students with emphasis on intellectual ability. We aim to inspire students to become critical thinkers.
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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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
98%
75%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades Preschool - 12
No
No
No
No
Yes: grades 1 - 12
Yes: grades 1 - 12
No
No
No
No
Cambridge International Academy promotes a school environment where students are self-motivated, have a positive disposition toward learning and have aspirations to contribute to the school and the community in a meaningful way.
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.
Future students will be required to attend a scheduled interview as well as provide their written responses to two questions. Cambridge International Academy will request a confidential school report from a current homeroom teacher or guidance counselor.
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.
