1910 Yonge Street, Suite 115, Toronto, Ontario, M4S 3B2, Canada
700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
Indirect Support:
1910 Yonge Street, Suite 115, Toronto, Ontario, M4S 3B2, Canada
700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
336.4 km
1,949.1 km
1999
1969
Varies
780
9 to 12
Preschool to 12
Coed
Coed
Day
Day
English
English, French, Spanish
Academic
Academic
Traditional
Progressive, International Baccalaureate
1 to 8
16 to 20
Learning, Developmental, Behavioral
In-class adaptations
Dedicated class; in-class adaptations
$4,000 to $12,800
$7,900 to $15,100
No
No
0%
0%
None
None
$0
$0
0
49
0%
0%
100%
75%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades Preschool - 12
No
No
information not available
information not available
"City Academy prepared me well for university by..."
Ellena Theodorakakis - Alumnus (Jan 06, 2021)
I had the most amazing year at City Academy. I attended for grade 12 and I met some of my best frien...
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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...
View full review
All schools are unique, though that’s particularly true of City Academy. It was founded in 1999 by Sheila Dever, and her pedigree for teaching is simply unequalled. She brought a long experience in the public school sector and within the education faculty at York University. She created the program at City Academy to be intensive and challenging, and it is. Small classes and the four semester format focus student attention in unique ways, while allowing instructors to take cues from the students, adapting to their individual strengths and needs. There really is nothing like it. The ideal student is one intending to proceed to post-secondary education, and is looking to build the personal and academic skills that will be required for success in that context.
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.
City Academy prepares students for post-secondary studies in a wide variety of fields. Recognizing that only outstanding academic achievement will ensure entry into a program of choice, our students demonstrate a serious, mature and focused approach to their studies. The low student/teacher ratio, prompt feedback and unique opportunities and resources foster an environment conducive to excellence.
Tomorrow’s world requires leaders who are multilingual, innovative, and creative global citizens. At Calgary French & International School, fluency in French and Spanish, along with the ability to navigate different countries and cultures opens a world of possibilities for our graduates. From preschool to Grade 12, each student’s potential is nurtured. We work together with parents and the broader community to balance academic achievement with enrichment across a variety of curricular and co-curricular activities.
The philosophy of the school is derived from my 35 years as an educator, consultant and administrator in the public school system, enhanced by my work with the Ministry of Education as an Education Officer and as a Supervisory Officer and instructor of teachers and future administrators in the Education faculty at York University.
It is clear that all students can learn however many need a specific kind of environment to maximize their academic potential.
At City Academy we stress academic focus. The social distractions of larger schools are not available, the ability to “hide” in a large class is impossible (our classes are approximately 6 to 8 students or less), the propensity of being overwhelmed with many different tasks does not happen (students take two subjects at a time), the excuse of being “bored” and not able to remember is radically reduced. The most important factor in student success is that students have recognized the need for a change and have embraced it. In every class the skills needed for future success are taught. The structure of the school enables all students (grades 9 to 12) to long-range plan, practice self-discipline, and feel in control of their time and their workload.
Thank you for your interest in Calgary French & International School.
Whether you are a current parent, a prospective parent or staff person, I hope your visit here is informative. Please contact us about any additional questions you have about our school community and programs.
I accepted the position as Head of School at the Calgary French & International School because I believe deeply in our school's mission and ability to support each student to succeed both today and tomorrow.
At the Calgary French & International School (CFIS), an ability to effectively and confidently navigate among different cultures affords our graduates an exciting range of future options.
Tomorrow’s world will require today’s young people to be innovative and creative global citizens.
In our school’s warm, welcoming community of talented and engaged teachers, involved parents, and dedicated and skilled staff, each student’s unique potential is nurtured in a robust, dynamic and diverse learning environment. We work together toward the common goal of fluency in multiple languages, while balancing academic achievement and purposeful enrichment across a wide-ranging variety of curricular and co-curricular activities.
We develop the whole student alongside strong academics
At the Calgary French & International School (CFIS), we believe in developing the whole student alongside strong academics. Not only are we one of the best independent schools Calgary has to offer, our French immersion education with a strong Spanish program and an international focus positions us among the best private schools in Canada.
We hope you enjoy your online experience, and we invite you to come visit our school soon. Here's a bit more about admissions and what sort of student would thrive at CFIS.
Sincerely,
Mme. Margaret Dorrance
Head of School
Progressive
International Baccalaureate
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.
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 curriculum is designed to meet the needs of students who intend to seek entry into post-secondary education (mostly universities). We offer all of the credit courses needed to gain entry into Arts, Business, Science and Social Science programs. Because teachers face students with little or no interruption, and we have very small classes, we have the time to complete, review and enrich course content. In addition, our teachers have been workshopped in Teaching/Learning Styles, Study Skills, Note Taking Skills and Exam Writing Skills. All of these are addressed within the context of course delivery. We enhance our curriculum with the ability to offer Advanced Placement (AP) courses, Supplementary Calculus and ACT prep courses and small non-credit workshops in a variety of supplementary courses designed to improve student work habits.
The Calgary French & International School blends a progressive and traditional approach to learning. Project-based and student-led inquiry abound, supported by teacher-led instruction and skill development. CFIS Student Services provides learning support for enrichment and challenges. Offering the International Baccalaureate (IB) Diploma Program, 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
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The achievement of a senior mathematics credit is becoming increasingly important to all students entering university. We are proud that all of our math teachers are specialists and are knowledgeable about the content of all high school math courses, as well as math courses which will be taken at university. Because of the focused approach of the timetable, students who have had difficulty with mathematics in previous grades are surprised at how easily the concepts are learned in a small group setting with an excellent teacher. We also provide our students the support to enter the Waterloo University math contests such as the Euclid (grade 12) and Pascal (grade 11). Our students have excelled in these contests, earning marks in the top 20 percentile.
Information not available
City Academy uses textbooks which support the Ontario Ministry of Education curriculum and are approved by the Ministry. In some specialized courses a teacher-generated Course Reader is provided.
Information not available
All students are allowed to use calculators. Depending on the subject and the teacher some use may be restricted.
Information not available
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.
Information not available
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.
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
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
Many of our students wish to enter university in science programs. Our science staff represents expertise in all three science disciplines: biology, physics, chemistry, and all are passionate about their subject area. We are proud that in the science department we have teachers with Master’s degrees and PhDs, thus offering our students a wealth of experience and content expertise. In the past we have placed students into very competitive university science programs and all have reported that they felt they were exceptionally well prepared and could take their place equally beside all other students.
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.
The English department is rich in talent and experience. Several of our teachers are published authors and columnists. All have a passion for their subject and are flexible in how they deliver course content. All have a fervent belief that the goal of the English program is to produce students whose reading and writing skills will assist them in all of life’s challenges. Returning students comment that the English instruction they received at City Academy prepared them very well for the challenges of university essay writing. We offer a wide variety of English courses to meet the needs and interests of all students.
Information not available
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
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.
Information not available
Equal Balance
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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
We offer all of the social science and Canadian and world studies subjects included in the Ontario curriculum. In this department our teachers, with degrees focusing on history, psychology, geography, law, politics and philosophy, offer an approach that brings the everyday world into the classroom. These classes are very interactive. Parents often comment that the content of these courses are brought home to foster many interesting family discussions. In addition to regular course offerings in this area, we have enriched our program with IDC (interdisciplinary) courses in Film Studies, History of Art and Financial Securities.
Information not available
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.
Our Language/Classical Studies department is small, but talented. We have teachers who can teach French, Spanish, Italian, Russian, Japanese and German. In the past we have offered courses in Mandarin and we were proud that, one of our students, because of the instruction she received at City Academy, entered the University of British Columbia in the faculty of Asian Studies. Also, one of the most popular history courses in our school is Classical Civilizations.
Information not available
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
Information not available
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.
We are fortunate to have on staff teachers with unique skills in art, film, photography, and music and computers. The school’s belief is that art is a reflection of our society and therefore all students should be exposed to new art experiences. The success of these art programs is reflected in the fact that every year we place students into OCAD, Sheridan College and film studies programs at various universities. Because of our unique Music and Computers course there is a growing student interest in post-secondary courses focused on the music industry. With the assistance of our talented, creative and inspiring teachers, many of our students have discovered a talent in art that they had not previously realized they possessed. And, although art may not be a career choice, they recognize that by taking art courses they will be more knowledgeable future consumers of art.
Information not available
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.
Information not available
Information not available
Web design
Robotics
Computer science
We offer the grade 12 Physical Education credit in Exercise Science. It is a subject of special interest to our student athletes and those who are pursuing a career in Kinesiology and/or Physiotherapy.
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 The Calgary French & International School 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 program means individualized learning based on a child's interest. Learning stations and activities are influenced by student interest and the development of language, pre-literacy, pre-numeracy, social and emotional skills is connected to the student. Wide-varieties 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.
Many City Academy students are actively involved in extra-curriculum activities which restricts their ability to achieve academic success within the regular timetable. Therefore, we offer many flexible timetabling opportunities.
Student-led projects occur in every grade through our UNESCO program. Students are encouraged to take on community service initiatives connected to their curricular studies. A focus on differentiated learning through technology, learning strategists and literacy coaches is a great benefit for 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”.
All City Academy students aspire to post-secondary education. Recognizing that universities and colleges are requiring an increasingly high student academic proficiency, our program focuses on building the skills, knowledge and attitudes which will assure success in higher education.
Information not available
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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."
Self-actualization, both academically and personally, is the focus at City Academy. It is our aim that our students become adults who are well-balanced, self-aware and prepared to make the maximum positive contribution to society.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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City Academy |
Calgary French & International School |
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
City Academy has an excellent track record of accommodating previously identified students. If difficulties arise while students are enrolled at City Academy, in consultation with parents a plan is designed. In some cases the support of a professional psychologist is suggested. In others, special program delivery and counselling within the school are implemented.
The school's learning strategist team helps students with both learning strategies and enrichment activities.
City Academy |
Calgary French & International School |
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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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
9 - 12
0%
0%
$0
$0
100%
75%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades Preschool - 12
No
No
No
No
No
Yes: grades 1 - 12
No
No
No
No
Students who attend City Academy are university/college bound and are looking for a small focused setting where their maximum academic potential can be realized. City Academy students enter the school with the goal of achieving their post-secondary aspirations and are prepared to take ownership for their own success. Students are ready to take advantage of the supportive environment offered by the teaching staff and the structure of the school. The school’s small class sizes and the flexible structure of our timetable allows student programs to be tailored to meet individual learning styles and strengths. Students who require a more concentrated, accelerated or flexible educational program are able to take credits in a private or semi-private manner. We have had many student athletes find this option the best educational fit for their busy training schedules.
The ideal candidate for a Calgary French & International School (CFIS) education is a student who would thrive in a high-energy, positive environment with opportunity and involvement in academic pursuits, music, fine and dramatic arts, and physical education. Self and mutual respect, strong character and a family emphasis upon volunteerism and a commitment to education are all important characteristics in a CFIS student.
Students interested in attending City Academy's day school program should contact the school to schedule an appointment. A marks transcript should be brought to this meeting.
It is important that the Calgary French & International School is a good fit for your child and that we will be able to meet the educational, social and emotional needs of each student offered placement.
To most successfully meet the needs of all applicants and determine appropriate placements, an application process occurs through which a student’s academic record, behaviour and citizenship qualities are considered.
On behalf of each student, the family fills out an online application, including supplementary documentation, and an application fee and then attends the school for an assessment. Completion of these components of the process does not necessarily guarantee placement at CFIS. If you need more information before applying, you can fill out an inquiry form and our Director of Enrolment, Mme. Kathy Marinakos, will be in contact.
The ideal candidate
The ideal candidate for a CFIS education is a student who would thrive in a high-energy, positive environment with opportunity and involvement in academic pursuits, music, fine and dramatic arts, and physical education. Self and mutual respect, strong character and a family emphasis upon volunteerism and a commitment to education are all important characteristics in a CFIS student.
A family commitment to French immersion education and to the CFIS community is also important. Students may then be invited to continue the process by attending an assessment, which includes locally developed, age-appropriate evaluation as well an interview with CFIS faculty.
Prerequisites
French language experience at the preschool, junior kindergarten and kindergarten levels is not required, but is certainly an asset. For applicants considering entry to grades 1 through 12, a requirement is current attendance in a French immersion program, a French education or for students to be native French speakers.
