1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
1767 Queen Street East, Toronto, Ontario, M4L 3Z2, Canada
1894
2022
1050
12
JK to 12
7 to 9
Girls
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts
Montessori
18 to 22
10 to 12
In-class adaptations
$41,520
$18,000
$75,905 to $79,905
Yes
Yes
10%
0%
7 to 12
7 to 8
$16,000
$0
70
4
5%
0%
30%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Dec 01, 2022
Rolling
Rolling
Not available
Yes: grades JK - 12
Yes: grades 7 - 8
Yes: grades 10 - 11
No
Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community—though, even then, it was looking beyond tradition, charting new territory for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously, the first principal, Ellen Mary Knox, asked her students, "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role—what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underscore the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as do other schools that operate with the same goals and intentions—is that they remain necessary today. The current principal is Catherine Misson, who assumed the role in 2019 as the school’s 12th principal.
Read The Our Kids Review of Havergal College
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Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community though, even then, was looking beyond tradition, charting new territory, as it were, for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously the first principal, Ellen Mary Knox, asked her students "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role, what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underwrite the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as other schools that operate with the same goals and intentions—is that they remain necessary today.
View full reportOffering a highly individualized curriculum, Academy of Thought and Industry (ATI) Toronto students are supported in unique ways while still completing the rigorous, self-paced core academic curriculum they’ll need to thrive in higher education. With small class sizes and a tight-knit community, the school offers a hands-on learning style where students are supported in personal projects, custom internships, and electives suited to their interests. Every student is paired with a coach to support the process of social and emotional development so fundamental to adolescence. The school describes its curriculum as “designed for life,” offering a third choice beyond the rigours of more traditional private schools and some other less demanding schools. As part of a network of eight ATI schools across North America, students can access a wide range of extracurricular activities that run both locally and virtually. ATI strives to deeply understand each student, to help them thrive emotionally and socially, and to support their individual path to excellence.
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"The school has harnessed many of our daughter's positive traits and stimulated her growth and development, not just academically, but socially, emotionally, and physically."
robert gabor - Parent (Sep 12, 2018)
Our daughter has had a wonderful time in her three years at Havergal, and is very excited about comp...
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"...it is these types of special moments and acts of kindness from the faculty and staff that make Havergal stand out above all the other schools."
Ruth Ley - Parent (May 29, 2019)
My daughter loves attending Havergal and each year gets better for her! She looks forward to each an...
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"We have always had very good communication with teachers at Havergal. We feel the teachers do a great job of appropriately challenging and supporting our..."
Dana Rippon - Parent (May 29, 2019)
My daughter loves being a student at Havergal College. She really enjoys all of her classes and and...
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"The ATI Toronto leadership team is entrepreneurial, passionate, and highly engaged."
Jonathan McCarthy - Parent (Nov 29, 2022)
My son has thoroughly enjoyed his first year at ATI Toronto.
He would say that his favorite parts...
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"At Havergal College, each student is supported to make empowering choices and become the architect of her education. An all-girls school (JK to 12) in Toronto, Havergal offers a rigorous curriculum designed around the pillars of academics and wellbeing. Our students learn new ways to express themselves with creativity, enthusiasm and self-confidence. A Havergal alum graduates with an inquiry mindset, ready to solve problems and meet the demands of a rapidly-changing world."
"ATI's curriculum is rooted in thought & industry, in thinking and doing. In addition to our core academic curriculum, students take the driver's seat by tackling personal projects, entrepreneurial ventures and electives suited to their interests. Every student at ATI is paired with a coach, to support the process of self-creation that is so fundamental to adolescence. We strive to deeply know each student, to help them thrive emotionally and socially, and to support their individual path to excellence."
"Campus: Havergal has the largest girls’ independent school campus in the city. This allows students to explore and learn outdoors on our 22 acre sprawling campus in the heart of midtown Toronto (including 3 athletic fields, a woodland trail with brook, 2 outdoor classrooms, tennis courts and other green spaces).
Technology: HC-X is the innovation hub of Havergal for the development and delivery of future-ready education. Out of HC-X comes future-ready programming for students and educators."
"Too often, parents and students face a choice between traditional schools —lacking flexibility and individualization— or “progressive schools” that fall short in delivering deep knowledge and an intentional curriculum. At ATI, we combine deep study of core subjects with a focus on real-world exploration and application. This transforms the school experience from disengaged participation to thriving
and passionate learners who have an ever-increasing capacity for independent exploration."
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"Havergal offers a warm and welcoming community with a culture in which all people are respected and valued for their identity. We believe that with this sense of community, our students develop the courage and confidence to make an impact on the world.
Our families highlight our friendly faculty and staff and student-focused programming as our competitive advantage."
"Rather than an emphasis on memorization or standardized testing, all knowledge at ATI is deeply practical. Coursework is motivated by real-world problems and challenges—from Socratic discussions in literature courses, to field research in science, to entrepreneurship, internships, and more. It is this fusion of deep knowledge (thought) applied to real-world problems (industry) that captures our approach."
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"Families are often surprised by how connected their daughters feel with the school community. Our students are mentored and guided in many decisions through the school's Guidance, Wellness and Teacher Advisor programs. They make lasting connections not only with their peers across different grades, but also with the school's faculty and staff. The end goal is to ensure that students have direction for their future outside of Havergal's ivy walls."
"Every student at ATI is paired with a coach, a supportive guide who serves as thought partner and mentor. The coach’s role, over the course of the school years, is to make herself obsolete: as the student gains the social, emotional, and cognitive skills to enable her to serve as her own coach going forward. This is not a tutor or a guidance counselor; the coach is a powerful and unique partner to help each student unlock his or her full potential."
"Havergal supports students in and out of the classroom by offering mentoring opportunities, providing cross-grade community building opportunities on a weekly basis and taking a genuine interest in the wellbeing and development of each student. Our families are often surprised by how our faculty go above and beyond what's expected of them in the classroom through mentorship. Our Wellness Team and other staff members are available to help students who need additional support."
"Every ATI school is a tight-knit community that is also connected to a network of other ATI locations. The network allows you to learn from industry experts, take part in unique electives, find mentors in your field and connect with peers across North America."
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For over 100 years, Havergal College has provided young women with an exceptional education in an environment that encourages both inquiry and curiosity, and celebrates community. In 1894, Havergal’s founding principal, Ellen Knox, defined the school’s mission with the question she posed to her students -- “What will you do?”
That question continues to guide Havergal and its students through the challenges that come from a constantly changing world. Its influence is evident in our students and graduates to this day: women making a difference for good in the world by living their lives with purpose and as involved citizens.
I encourage you to visit our beautiful 22-acre campus, to tour both our heritage and contemporary buildings and to speak with our faculty and students to see, first-hand, the benefits of a Havergal education.
Welcome to the Academy of Thought and Industry: we’re so glad you’re here! ATI is education not as it has been, but as it can be: something designed specifically for adolescents, something designed for life. Adolescence is a period of intense physical and emotional growth. You are transitioning from childhood to adulthood—from depending on your parents, family, and teachers to a space where you decide your own path. What an exciting journey, occasionally overwhelming, potentially fraught, inevitably profound. No matter where you spend these years, you emerge on the other side having changed dramatically. In many ways, traditional schools are at odds with the needs of this period of change: you’re forced to conform to a system that has at its core not your needs as a growing, changing, striving, individual— but the needs of the system itself. Progressive schools often allow you free rein to choose your own pursuits, skipping from project to project, but without that deep attention to knowledge that would fully unlock your mind’s potential. The alternatives are: rigid structure where knowledge is abstracted from application, or free structure where applications are abstracted from knowledge.
The Academy of Thought and Industry is the third option. Here, we pursue the union of thought and industry, of the mind and the hand. Our students don’t just memorize— they understand, by integrating and applying at every step.
At ATI, there is no conflict between the intellectual and the practical. Our students take film-making classes to actually make movies. They take economics courses because they are starting their own businesses—or more abstract economics because they want to understand the theories that make up the society in which they participate. One of our middle school classes in New York is running a thriving compost business; a high school student in Texas has a professional photography studio with international clients.
You might be asking: Who are these incredible teenagers?
In some ways, our students are extraordinary. In other ways, they are the most natural and healthy people of all: they are unusual only in that they are actualizing the potential that is perfectly, universally ordinary. At ATI, you get to explore this period of transition into adulthood with graduated agency: each step you take here will open up greater choices, greater possibilities, and greater independence. But you will always have behind you the support and care of your coach, your guides, and your ATI community. Here, you can fully explore your own rapidly expanding self.
We can’t wait to meet you.
Montessori
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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Our liberal arts program meets and exceeds the expectations of the Ontario Ministry of Education. All courses are university preparatory and are at the advanced level. A credit is granted with the successful completion of a course for which a minimum of 110 has been scheduled. Many students elect to write Advanced Placement exams. Upon graduation, students receive the Ontario Secondary School Diploma. A Havergal education prepares students for a lifetime of learning, leadership and limitless possibilities. In a university preparatory school with rigorous academic standards, Havergal's students are challenged to reach their full academic potential. Learning is increasingly independent, fostering academic achievements while supporting students in their different interests and talents. Havergal students graduate as informed and responsive global citizens, ready to meet the challenges of university study in Canada and abroad.
ATI's curriculum is a self-paced, mastery-based program that combines traditional academic rigour with student choice and agency. Courses are interdisciplinary and skills-based. They cover the core topics expected of middle and high school students, but in a way that is grounded in real-life questions and curiosity. Students are motivated to gain new skills in order to grapple with challenging real-world problems, and educational objectives are interwoven between core topics. As students advance, they have an ever-increasing set of optional courses to explore areas of personal interest: electives, entrepreneurship, internships and independent study.
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.
The goal of the Mathematics Department is to develop both a strong conceptual understanding as well as flexible thinking in mathematical terms. Students understand how and why operations work in mathematics and develop the ability to manipulate numbers.
The Mathematics program at ATI, as with the rest of its academic curriculum, uses a self-paced, mastery-based approach. Students are presented lessons in small groups, and complete their follow up work independently or with a group of peers. Concepts are often introduced as historical “mysteries” — showing the reasons why certain mathematical concepts arose, and how they solved a particular real-world problem. This emphasis on real-world applications keeps students motivated and engaged. For example, in the Grade 7 unit on Scale Drawings, students complete a summative project where they create their own scale drawing of their neighbourhood. Ratios are practiced via doubling or halving recipes in a cooking class. Unit rates and percentages are applied to concepts in personal finance to demonstrate their usefulness. When learned in this way, math becomes a useful tool, rather than a set of rules to be memorized and then forgotten.
Teachers produce their own materials or use texts approved by the Ministry of Education.
ATI uses its own proprietary curriculum, which meets or exceeds Ontario standards. Learning is tracked using our Altitude LMS, and is supplemented with IXL.
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Not applicable
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.
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Our Primary teachers work with students individually on their reading and writing skills and adapt their teaching methods according to the learning style and needs of each student.
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Not applicable
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.
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Our Primary teachers work with students individually on their reading and writing skills and adapt their teaching methods according to the learning style and needs of each student.
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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.
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.
At Havergal, we are committed to developing young women with strong problem-solving skills and analytic abilities. We prepare our students for the rigors of post-secondary science education while nurturing a sense of wonder about the natural world around us. Our science programs not only encourage inquiry and exploration of ideas, but also provide challenging content in the areas of biology, chemistry and physics. Havergal students must be able to make informed decisions about the impact of science and technology as well as about environmental issues. These decisions can only be made with a solid understanding of the science involved. Evolution is the foundational biological theory and is taught as such.
Scientific thinking and its organizational systems are the way we can begin to make sense of the world around us: to find a signal in all of the noise of information production. At ATI, you’ll start to build your mental scientific toolbox. Your reasoning mind will be given a set of tools and approaches that are applicable across the scientific disciplines and will help you understand a bit about how the universe works, how we as humans got here today, and how you can help make the world a little better during your life, no matter what you do for a living. Scientific concepts will be reviewed and applied via hands-on labs and projects that keep students engaged and spark their interest in further exploration.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Havergal's approach to teaching is based on extensive research on how girls learn best. In the Senior School classroom, emphasis is placed on synthesizing and evaluating information to gain a deeper understanding of each subject area. Students construct meaning and understanding as they consider conflicting interpretations, arrive at their own informed opinions and actively participate in cross-discipline learning.
What does literature tell us about how to live? The English curriculum at ATI will explore the importance of literature in our lives. We’ll look to our own favourite texts to examine how literature can meaningfully guide the way we live ourselves. We’ll also use art, writing, and discussion to explore selected poetry and short stories as we unlock key skills we’ll develop all year: how to use evidence in your reasoning and writing, how to discover literary themes, and how to participate in a Socratic seminar.
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
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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.
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In our Junior School programs, teachers work in teams to develop themes across subject areas. Teachers continually monitor each student's progress and encourage her individual potential as she engages in learning that is increasingly independent and interdisciplinary. Each girls develops the skills and knowledge needed to prepare for further learning.
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Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
The Social Sciences Department at Havergal offers courses in modern and ancient history, physical and human geography, law, economics and philosophy. At all grade levels, the approach in our courses is to treat historical subjects and current events not as facts to be memorized but as issues to be examined and resolved. We view our subjects as a record of the human condition and its ability to adapt to changing environmental, political, economic and social forces. Our collective aim is to prepare students for continued success in post-secondary education and to remain informed and active citizens in their present and future communities.
As children, we discover that we are born into the middle chapters of an enormous and complex story. Thousands of generations have come before us, and just like us, they have tried their hands at the challenges of life. Great lessons born from their defeats, triumphs, follies, and discoveries are yours for the taking…but first you must learn how to find them. At ATI, you will learn the ways that historians uncover and analyze how human societies came to be the way they are. During middle school, we first cover a survey of world history, and then do a deeper dive into North American history up to 1910, in preparation for the Ontario Grade 10 History course, which focuses on World War 1 to the present.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Havergal College teaches languages to young women so they will excel beyond mere linguistic competence and expression and begin to think about, imagine, participate in and understand the complex and diverse world beyond their own linguistic community. The learning of languages is not just central to establishing a more civil, just and equitable world; it is the essential golden key that will help prepare young women to make a difference.
Our acquired language curriculum introduces language as a gateway to understanding the local and global world. Through language study at ATI, students develop a sense of curiosity and interest in other cultures, and learn to communicate and empathize with others. Our language courses are based on ACTFL and Ontario proficiency benchmarks and performance indicators. They capture performance in speaking, writing, listening, reading and cultural knowledge. Communication is viewed through three lenses: interpretive, interpersonal, and presentational. Instruction is provided network-wide via live, synchronous virtual courses, and supplemented with Rosetta Stone. Our middle school curriculum focuses on French, and students can opt to learn Spanish in high school as well.
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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These programs have an equal emphasis on receptive and creative learning.
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.
Throughout a student’s experience at Havergal, she is able to explore a broad range of the Arts including dance, drama, music and visual art. At all grades, instruction and direction is provided by specialist teachers or practicing artists who possess a depth of knowledge, a genuine desire to inspire a love the arts in others and continued practice in their field.
ATI's arts program is part of our elective offerings, which change each quarter. Drawing Levels 1 and 2 are our most popular electives, (see a video summary here -- https://tohigherground.wistia.com/medias/zz9sl1ycun) but we also have offered sculpting, acting, and web design in the past. Offerings change from year to year based on student interest. Courses are taught by experts in their respective fields, in a virtual synchronous format.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Havergal offers e-Learning courses through the eLearning Consortium Canada (ELCC), providing our ELCC students with a high level of student monitoring and support. In the Upper School, students can choose from a range of multimedia and computer science courses. In both the Junior and Upper Schools, our faculty incorporates technology into learning when relevant.
ATI students use their laptops to access Altitude, our proprietary learning management system. Altitude is used to assign, assess, and record student work in an individually customized way.
Web design
Robotics
Computer science
The Health and Physical Education program allows each Havergal student to develop an active and healthy lifestyle through participation in the various activities offered from Grades 7 to 12. Through their active involvement, students will have the opportunity to develop confidence, self-esteem and physical abilities that will enhance their personal growth. The Grade 7, 8 and 9 programs teach these elements through traditional sports, water activities, fitness activities and initiative and team-building tasks. The health units prepare students to make healthy choices. Topics include healthy eating, growth and development, healthy sexuality, personal safety and injury prevention and substance use and abuse. Health and Physical Education students in Grades 10, 11 and 12 explore and develop leadership skills through challenging individual and group activities. They practice self-assessment and goal setting and gain the knowledge, skills and understanding for healthy living.
Our physical education program is provided by a local organization, Bob Acton Sports. They provide instruction in a wide variety of sports that can be learned in our local parks, such as road hockey, soccer, and football. The program helps students build an interest in and commitment to life-long healthy and active living.
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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.
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We have a play-based program with a focus on academics. Students are supported in learning literacy, numeracy, problem-solving and social interaction skills.
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Student-paced
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.
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.
Havergal provides "Reach Ahead" credits in French and Math to allow capable student to challenge themselves by taking a course the grade ahead.
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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”.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
CompetitiveComp. |
RecreationalRec. |
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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
7 - 12
7 - 8
10%
0%
$16,000
$0
30%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Dec 01, 2022
Rolling
Rolling
Not available
Yes: grades JK - 12
Yes: grades 7 - 8
Yes: grades 10 - 11
No
Yes: grades 9 - 12
No
Yes: grades JK - 9
No
No
No
No
No
A Havergal girl is a well-rounded individual who balances a wide variety of opportunities and feels connected to her community and experiences personal fulfillment and meaning in her individual choices. She is not afraid to ask questions and take risks. She is an excellent communicator who is adaptable and confident. She balances a variety of opportunities while living her life with compassion and integrity, knowing she possesses the academic and life skills to make a difference.
The ideal ATI student is both intellectually curious and driven to apply their learning in the real world.
How to Apply for September 2023 – Applications open August 2022
We are delighted that you are considering Havergal College for your child. The Admission team is here to help make the process a positive one for your family and are here to support you along the journey. Our role as the Admission team is to ensure that at each stage in the process, applicants know we are keen to understand their strengths, where we can provide support and how they will add to our vibrant community. It is also our role to ensure you are well informed about Havergal’s programs and how a Havergal education provides our graduates with the skills, values and attributes that allow them to have impact as they strive to make a difference in their chosen pursuits.
In keeping with the College’s commitment to academic excellence, wellbeing and diversity, equity and inclusion, the Admission Team, in conjunction with key faculty have reviewed our practices to ensure they are relevant, inclusive and reflective of best practice nationally and internationally. Like many preeminent independent schools in the world, Havergal has been mindful of the ongoing pandemic and its effect on the wellbeing of students. Our admission and assessment practices for entry to the College in September 2023 reflect the knowledge and research that we have gained during this review.
The next admission cycle begins in late August 2022, but the Admission team is here to help answer your questions. You will find our Virtual Admission Centre has a campus tour as well as recordings of past events which will provide you with a great start on your journey to learn about Havergal. Keep checking this site for updates on Spring events and all the events that will be scheduled in the fall to help you and your child get to know Havergal and all that the school offers.
Looking for More Information?
Please see our Virtual Admission Center to see our virtual tour and to connect with a member of our Admission team.
ATI utilizes an online application. We admit students on a rolling basis. A tour and shadow day are required before submitting an application.
1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
1767 Queen Street East, Toronto, Ontario, M4L 3Z2, Canada
