1847 Bayview Ave, Toronto, Ontario, M4G 3E4, Canada
4099 Garrison Blvd SW, Calgary, Alberta, T2T 6G2, Canada
1847 Bayview Ave, Toronto, Ontario, M4G 3E4, Canada
4099 Garrison Blvd SW, Calgary, Alberta, T2T 6G2, Canada
1986
1966
50
440
Preschool to 2
Preschool to 12
Coed
Coed
Day
Homestay, Day
English, French
English, French
Academic
Academic
Traditional, Reggio Emilia
Traditional
8 to 10
Varies
$8,500 to $24,000
$16,150 to $18,310
No
Yes
0%
5%
None
1 to 12
$0
$7,000
8
28
0%
0%
100%
85%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 2
Yes: grades Preschool - K
No
No
information not available
information not available
Since Children’s Garden was established in 1986, there has been a nice consistency of approach and leadership through the directorship of Pauline Foulkes. When she began, there were just two students. Though enrolment has grown, Foulkes maintains a very hands-on, involved role within all aspects of care and instruction at the boutique-sized school. Location and size are important, though the quality of the programming, of course, is too, and there are few instances of nursery schools with as long a record of providing such unwavering service. The school is housed, now as from the start, in the Church of St. Augustine of Canterbury, though the program isn’t affiliated with the church and is non-denominational.
View full reportIn Canada, “lycée” most typically references a relationship with the French ministry of education, and that’s true of Lycée international de Calgary. That’s of interest to French nationals, perhaps particularly, or to families expecting to move outside of Canada—say to France, for example—prior to the end of a student’s secondary career. Indeed, when the school was established in 1966, that’s exactly the community it was intending to address, and enrolment was reserved for the children of French nationals. Times have changed, and today most families that enrol at Lycée international de Calgary don’t fall into that narrow category. Rather, they are looking for a strong language program, one that is more robust than those found in public schools. They are also looking for a curriculum that is delivered through a different lens, one that is more cognizant of the diversity of the global community, and more reflective of a student’s place within that wider world. Certainly, Lycée international de Calgary provides all of that. The ideal student is one looking for a challenge and to learn within a diverse community of peers.
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"The principal and all the teachers are passionate about creating the optimal environment for young children to adapt to school life, learn and grow."
Omar Hamam - Parent (Oct 16, 2018)
I have 3 children, one attended from preschool to SK and the others are currently in JK and started ...
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"Children's Garden Nursery School provides a theme-based curriculum that is relatively structured which was one of the main selling points for us. There is a calendar sent out each month that shows exactly..."
Benjamin Pham - Parent (Nov 19, 2018)
Our daughter's experience at Children's Garden Nursery School has been fantastic. She is in her 2nd ...
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"The small class sizes are the perfect transition into a formal classroom environment, ensuring that each child feels safe as they take their first steps towards independence."
Dixie Ho - Parent (Dec 03, 2018)
Our older child started in the preschool class at Children's Garden Nursery School and completed the...
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"...our children have so much more confidence in their work. The positive energy and encouragement is so helpful."
Brigitte Smith - Parent (May 14, 2018)
I have to say that the class sizes really are what make our children feel comfortable, less kids mak...
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"...great teachers and remarkable academic program."
Deniz Basibuyuk - Parent (May 23, 2018)
My daughter enjoyed the school environment and the size of the school allowed kids to feel like it�...
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"Since 1986, we have created a loving and nurturing school environment where young students thrive and have a true sense of belonging. The early years are our specialty; our curriculum is designed to provide a comprehensive learning experience focusing on the whole child, including social, emotional, physical and cognitive development. Daily specialties such as French, Sportball, drama and music are also included in our curriculum. Join us for the upcoming school year and give your child the gift of a lifetime!"
"Lycée international de Calgary is a French bilingual school offering full-day programs from 3-years-old to Grade 12. It is Calgary's only school accredited by both the French Ministry of Education & Alberta Education. It provides a challenging education within a multicultural environment. Students are immersed in the French language and develop a global perspective. The French Language Intensive Program (FLIP) welcomes Grade 1-2 students with no prior exposure to French. Spanish instruction begins in Grade 6."
"We fully commit to keeping our class sizes small. When a child is only one of 8 or 10 students, we can guarantee that each child is given an individual academic program that challenges them appropriately, a curriculum that is accelerated or is at a slower pace to ensure that all of the foundational building blocks of learning are in place. Our students are fully prepared to move on to any larger school environment, be it private or public school."
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"We often hear from new parents that the main reason they chose our school is due to feeling 'it' during their first tour. 'It' is a feeling that is generated by witnessing happy children actively participating in various activities, witnessing teachers being kind, supportive and showing a true love for what they do best...teach. Many families choose our school solely based on recommendations from past and present families whose children flourished in all areas of development at CGNS."
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"The value of a small school community can never be overlooked.! We are very proud to help facilitate the bond between all CGNS families during their children's time with us and love to hear that even years later, families still keep in touch with one another. We know of CGNS families that even take vacations together...their 'children' are now in university! Our Parent Association events are where families can come together and begin new friendships."
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"As one parent stated - CGNS is punching way above its weight! Being a small school located in a modest facility, first impressions may be deceiving and there may be the assumption that we are not able to provide a curriculum that matches other private schools. Our parents are often surprised to hear that we have an excellent success rate of children being accepted into their first school of choice when moving onto larger private schools. We are a small but mighty school!"
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Welcome to Children's Garden Nursery School!
I have been very fortunate to call Children's Garden my 'home away from home since our doors opened in our only location back in 1986. Over these years, my goal as owner/principal of the school has always been to maintain integrity in all aspects of the school environment and for children to receive the highest quality of education.
My commitment to the children is to provide them with both a solid academic and social foundation during these early informative years.
My commitment to parents is always to be accountable and fulfill their expectations of an excellent school experience for their children.
I could not meet any of my commitments without my wonderful staff. Although we have a professional workplace, our ability to have fun with the children while working together is what gives Children's Garden Nursery School a welcoming atmosphere the moment you walk through the doors. It is important to me that all of my staff are respected, valued, treated equally, and working at Children’s Garden is not just a job but a way to express their true passion and what they do best….teach children!
I hope that you come and visit us and get to see first-hand why thousands of children have started their educational journey at Children’s Garden Nursery School over the past 37 years.
Lycée international de Calgary is led by the Head of School, Frédéric Canadas.
Mr. Canadas holds a French teaching credential, a Bachelor’s degree in Science of Education, as well as a Master’s degree in Education (teaching French as a Second Language) and a DESS (Diplômes d'Études Supérieures Spécialisées - Post-Graduate Diploma), in creating and using multimedia resources for language learning.
He has over 30 years of experience in international, bilingual and French education, including many years of practice in multicultural and multilingual environments, in 7 countries and 4 different continents. Trilingual in French, English and Spanish, he has been a speaker, trainer and workshop leader in bilingual education best practices for teachers and administrators. Before coming to Lycée international de Calgary, he was the Head of School at Ecole Bilingue de Berkeley, United States, for 15 years.
Frédéric Canadas est titulaire d'un diplôme d'enseignement de l’éducation nationale française. Il possède une Licence en Sciences de l'Éducation, une Maîtrise de Français Langue Étrangère et un DESS (Master 2) de Concepteur Formateur Multimédia en Langues.
Il a plus de trente années d'expérience dans l’éducation internationale, bilingue et française, y compris plusieurs années de pratique dans des environnements multiculturels et multilingues, dans sept pays et quatre continents différents. Trilingue en français, anglais et espagnol, il a été conférencier, formateur et animateur d'ateliers sur les meilleures pratiques en matière d'éducation bilingue pour des enseignants ainsi que des Directeurs et Chefs d’établissements. Avant de se joindre à l’équipe du Lycée international de Calgary , il a dirigé l'École Bilingue de Berkeley, aux États-Unis, pendant quinze ans.
Traditional
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.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Not applicable
Small class sizes allow us to accommodate, modify, and create individualized learning paths that meet the diverse need of our learning environment. This student-centered approach allows students to take responsibility for their learning while providing them with the proper guidance and support needed to meet specific learning objectives. Catering to the individual’s needs will result in a deeper understanding, higher self-esteem and motivation or desire to keep learning. Students will be able to discover and explore through hands-on learning, problem-solving, predicting, questioning, and risk-taking in both small and large group settings.
Lycée international de Calgary encourages students to develop an appreciation for learning while also nurturing their intellectual, emotional, social, and physical potential. We teach a core set of academic skills and offer an enriched curriculum, including the French curriculum and Spanish instruction from Grade 6 onwards. Student assessment is based primarily on testing, and an emphasis is placed on knowledge acquisition and theoretical and academic learning, with the main focus being on cultivating the intellect of our students.
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.
Young children develop early math skills in a variety of areas, including problem-solving and reasoning, number concepts, geometry, and spatial sense, measurement, and patterns & relationships. These skills are taught through hands-on manipulatives and while playing and having fun through daily experiences, activities, and routines. Splashlearn is an online math program that supports all in-class learning.
Our mathematics program provides our students with a strong knowledge and mastery of the fundamental basic skills that students are able to draw upon when faced with solving more complex problems.
We use a variety of resources to cover teaching math skills at this level.
We use a combination of approved resources from France and Alberta.
Scientific calculator use in Grades 6 -12.
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.
Children who have developed the understanding that words can be segmented into sounds tend to be better readers than those with poor phonological and phonemic awareness. Phonemic awareness is not a concept that all children discover on their own. However, when taught to analyze the individual sounds in words, children can more quickly and accurately connect those sounds to letters and then blend groups of sounds into words when reading. Studies have shown that phonemic awareness skills are often deficient in children who struggle in learning to read and write. In addition to Phonics, we do implement Whole Language when needed. Our online guided reading program from kindergarten onwards is Raz Kids.
Our early reading program blends phonics instruction in French and English, with guided reading, and leveled literacy focusing on individual abilities and needs.
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.
We LOVE inventive spelling! We do not correct the child's work until we know that a child has built up a certain level of confidence with their risk-taking and that a love for writing is well established. We typically take note of where the child is having issues with spelling and grammar and build upon these skills in other areas of the program.
Our students benefit from a blended approach when it comes to our writing program. Students are provided with many opportunities to create authentic pieces which highlight their acquired skills and creativity.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
Due to the young age of our students, science activities are a natural part of our theme related curriculum. Our goal is to give the children fun and interactive experiences when exploring science for the first time. Developing skills such as being a good observer, being open-minded, being inquisitive are all perfect traits for budding young scientists!
Our students benefit from two curricula, the French Ministry of Education and Alberta science curricula. In primary school, the study of science focuses on units of inquiry, for example, robotics and the solar system. Starting in Grade 6, science is taught as a specialized subject, leading to biology, chemistry, and physics study in later years.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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From Kindergarten to Grade 12, our students receive daily instruction in French and English. Our English program follows the Alberta English Language Arts curriculum which provides students with rich experiences with literacy.
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
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.
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.
Because our young children are concrete thinkers, age-appropriate social studies experiences start with children's own lives and experiences. After their family, the classroom is the first society that young children belong to. For them, early social studies learning grows from their interactions with the exposure to people and lessons taught in our school setting. As a school community we are involved in several Community Outreach programs throughout the school year such as collecting unwrapped toys for a local toy drive, Capes for Kids supporting Holland Bloorview etc. Diversity, Community roles, Geography, History and Ecology are important factors of our social studies curriculum.
Starting in Grade 2, students receive formal instruction in social studies. Following the Alberta curriculum, Social Studies uses a thematic approach to expose young minds to local, national, and international issues. Our students also benefit from the French Ministry of Education curriculum which starts formal instruction in history and geography in Grade 3.
Equal Balance
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Our students benefit from studying social studies and history/geography. The combination of these subjects provides students with a strong background to draw upon while contemplating contemporary issues.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The goals of the French Program are: • To introduce a new language in a fun and engaging way. • To familiarize children with the phonetics of French. • To learn a variety of basic, day to day vocabulary. French is taught through the use of songs, games, books, work sheets, stories, poems, art, and dance. All of these teaching methods are used to provide a variety of ways for children to access and apply French vocabulary. The children are given instruction in small groups, ensuring a fun and relaxed atmosphere that is non-competitive. Children are never pressured to speak French; rather they are encouraged to feel comfortable trying out new sounds and words and are encouraged and rewarded with smiles and praise.
Our students start formal instruction in Spanish in Grade 6. This provides our students with the opportunity to develop skills in a third language. Spanish instruction focuses on the interest of teenagers and the contents follow the recommendations set out in the Common European Framework of Reference for Languages. ESL instruction is also offered.
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
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
These programs have an equal emphasis on receptive and creative learning.
Art is about the excitement of exploration, children get to play with different media, including Paint, Sculpture, Still life drawing, Collage, Mural work, Photography and Multimedia. Children also learn about the elements of design: Line, Shape, Colour, Texture, Value, Space and Form. Our students experience art in the world around them through stories, songs, movement, and of course, lots of messy fun. Our Musical Theatre program serves to introduce the students to dramatic storytelling, puppetry, creative movement, imaginative play, and music. Our kindergarten, grade 1 & 2 students are involved in the creation and performance of a musical play twice a year.
Our Fine Arts program provides our students with the opportunity to unleash their creativity. Formal instruction in Music and Art starts in Grade 1 and continues until Grade 9.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
At Children's Garden Nursery School, we have iPads for each child to use. We have a variety of math and language programs that serve as a ‘virtual teacher assistant’ as the classroom teacher is able to gain access to pre-test and post-test assessment data to determine each child’s success in mastering various reading and math skills.
Technology plays a role in all our programs. From the early years to high school, we promote good digital citizenship skills and the integration of technology to enhance student learning.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Sportball introduces children between the ages of 2-8 years old to the FUNdamentals of 7 different sports: soccer, hockey, basketball, baseball, volleyball, tennis and golf which are taught in a non-competitive atmosphere. Children also have the opportunity to get involved in fun games that focus on developing gross motor skills, building self-esteem, confidence and teamwork. Sportball instructors are thoroughly screened and well trained. Coaches are First Aid and CPR certified and have related education and/or experience with children.
Our Physical Education program blends the best of France and North America and is an integral part of our program. Students learn traditional North American and European sports. Our students benefit from our state of the art indoor climbing wall.
Academic
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.
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.
We provide a well-balanced curriculum that meets each child’s individual needs. Our experienced teachers spend time assessing and getting to know the children in their class. Group dynamics, individual personalities, energy levels, maturity, and level of academic knowledge are all factors that the teachers take into account when planning for the school year ahead. Our curriculum includes; learning activities for Multiple Intelligences, Math, Language, Geography, Science, History, Cultural studies, Global awareness, Community Outreach, Core French, Sportball, Musical Theatre, Theme Based Curriculum, Mindfulness Activities, Handwriting Without Tears, Raz Kids Reading Program, Splashlearn Math Program.
Lycée international de Calgary offers a full-time Preschool and Kindergarten Program for children aged 3 to 5. Our program is more than a daycare: it is a passport to the world. Through games, discovery, artistic activities and a range of diverse exercises, children learn to express themselves, they acquire a broader vocabulary and discover the written word. The main goal of the Preschool/Kindergarten Program is for the child to acquire rich, organized language and to be understood by others and prepares them for the next step in their education.
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Assessing a child's learning style, understanding of concepts being taught and readiness to move forward to the next stage needs to happen on a regular basis in order for a child to meet with success.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “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”.
Although we have a strong academic curriculum, we have to take into serious consideration that these are young children and often this is their first experience of being in a school setting. Our responsibility to our students is to first and foremost, create a warm and nurturing environment in order for each child to feel secure and willing to take a risk with their learning. Once this has been established, trust in their teacher allows each child to reach their full academic potential. These early years are a crucial time for building a solid academic foundation.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
School should be a place where a child can experience love and respect as well as intellectual stimulation. Thus, when we consider the education of a child we should view the process as both social and intellectual – after all, what a child feels influences his or her desire to learn. Although we offer a sound curriculum at Children’s Garden, our primary concern is the child’s emotional and social development. We will foster independence and self-confidence, cooperation, respect, and over-all social awareness of the world around them.
Lycée international de Calgary provides a challenging and stimulating bilingual education within a multicultural and multidisciplinary environment. We allow students to develop the skills necessary to be responsible, dynamic citizens, capable of playing an important role in the future of the world.
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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
1 - 12
0%
5%
$0
$7,000
100%
85%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 2
Yes: grades Preschool - K
No
No
No
No
No
Yes: grades 1 - 12
No
No
No
No
Children who are eager to learn! Curious, fun-loving, ready to listen to direction, ability to focus, and be part of a group.
We conduct an informal assessment with preschool-aged children and formally test for entrance in Grade 1 and above.
Interested families must submit an Application Form to arrange a private tour of the school.
There is no application fee.
A deposit of two months tuition is required to secure your child's space.
All linguistic backgrounds are welcome.
No prior French exposure is needed to enroll in our Preschool and Kindergarten Programs.
Our French Language Intensive Program (FLIP) allows us to welcome new students (Grades 1 and 2) who have little or no prior exposure to the French language.
