1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
1939 Sooke Rd, Victoria, British Columbia, V9B 1W2, Canada
Indirect Support:
1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
1939 Sooke Rd, Victoria, British Columbia, V9B 1W2, Canada
1894
2009
1050
251
JK to 12
4 to 12
Girls
Coed
Day, Boarding
Day, Boarding
English
English
Academic
Academic
Liberal Arts
Progressive, International Baccalaureate
18 to 22
12 to 18
Learning, Developmental, Behavioral
In-class adaptations
$41,520
$10,290 to $17,750
$75,905 to $79,905
$40,640 to $62,000
Yes
Yes
10%
10%
7 to 12
7 to 12
$16,000
$5,000
70
28
5%
30%
30%
95%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
7, 8, 9, 10, 11, 12
Dec 01, 2022
Rolling
Rolling
Rolling
Yes: grades JK - 12
Yes: grades 4 - 12
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 reportBrookes Westshore, an International Baccalaureate (IB) World School, envisions a future filled with self-confident, lifelong learners who are connected and inspired to help others. Brookes Westshore fosters an inclusive, multicultural community, with over 20 different nationalities represented across Grades 4 through 12. Small class sizes, engaging teachers, and a caring community support students in a personalized environment that develops their critical thinking skills and a passion for life-long learning. Brookes Westshore provides students with the tools they need to pursue their dreams.
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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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"I consider the academics at Brookes to be among the best I have experienced as an educator."
Hannah Ashwood-Smith - Parent (Aug 05, 2022)
Our son loves his school experience at Brookes. He has enjoyed the culturally diverse community and ...
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"We found our community, we feel like we belong here and my kids are thriving."
Silvia Cardenas - Parent (Mar 13, 2023)
Both my kids have been thriving since they started in Brookes Westshore in the 2020-2021 school year...
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"We think our kid receives the support he needs."
José Tomás Martínez de Pablo - Parent (Mar 20, 2023)
He enjoys most of the sports facilities, the availability of a gym, an indoor court at school, and t...
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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."
"Brookes Westshore is an IB World School offering the International Baccalaureate Middle Years and Diploma Programmes. We are just 15 minutes from downtown Victoria on the scenic West Coast of British Columbia. Our small class sizes, engaging teachers and caring community support students in a personalized learning environment that develops critical thinking skills and a passion for life-long learning. Students have the opportunity to graduate with both the IB Diploma and the BC Dogwood Diploma."
"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."
"Brookes Westshore teaches all students the International Baccalaureate curriculum. We believe this is the most comprehensive curriculum available provides students with the knowledge and skills to be their best selves in an increasingly globalized world. Students graduate from Brookes Westshore with the IB Diploma as well as the BC High School Diploma (BC Dogwood). The global perspective of the IB is enhanced through our commitment to having 50/50 local and international students."
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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."
"Families choose Brookes Westshore for our small class sizes, excellent teaching, and the International Baccalaureate curriculum. With a maximum of 300 places available we are able to maintain a strong sense of community, where students are noticed and recognized for their unique attributes, and are given individualized support in areas where they need it."
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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."
"Our international teaching staff. As an IB school we attract teaching staff who are highly qualified, motivated to support student excellence, and who have lived and worked around the world. Our diverse teaching staff bring a range of skills and perspectives to the classroom that directly benefit students, and build on the global mindedness at the heart of the IB curriculum. Our senior teachers mentor our younger staff, and our younger staff bring new ideas and energy into our community."
"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."
"One of the things that we consistently hear from our families is surprise at the breadth of afterschool activities we offer, despite our small size. Students are able to take part in ASAs every day of the week and can choose new activities each term. We take advantage of the many facilities available in our community, as well as the stunning natural environment of Vancouver Island. Students can choose to go rock climbing, play tennis, take action on the environment, create music and much more."
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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.
At Brookes, feel the positive energy that fills the corridors with a spirit of adventure, and sense the wonder of discovery in each classroom.
Our students thrive in the challenging, productive, and supportive learning environment we offer. Our goal is to nurture the joy of learning within our students and provide a safe place for them to explore their interests and discover their potential. We encourage students to take intellectual risks, to think creatively, and to work effectively with others.
Brookes Westshore is an authorized IB World School. Our mission is to prepare young men and women to become global citizens who have a passion for service and leadership, and who use compassion and communication to inspire peace in our world. Our small size allows us to tailor our classes to each student's need, allowing for a highly personalized learning experience.
I invite you to rise to the challenge of an IB education. Take a step beyond the average and begin to realize your boundless potential!
Progressive
International Baccalaureate
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.
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 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.
We currently offer the IB Diploma Programme for grades 11 and 12, and the IB Middle Years Programme (MYP) for grades 6 through 10. Our school embraces the newly revised BC Ministry curriculum and is taught through the MYP and IB framework. Our approach is to engage students in big ideas, asking essential questions to make learning meaningful and relevant. For 2020 we will be pioneering a grade 4 and 5 class as we build towards offering the IB Primary Years Programme (PYP).
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.
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Teachers produce their own materials or use texts approved by the Ministry of Education.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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Process approach
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
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.
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.
We teach literature as a progression of analysis skill building, and learning to express ideas through presentations and writing through the grades. Students are exposed to diverse cultural views through different types of texts and being able to understand the different means through which a writer can convey their ideas and purpose to an audience. Students are encouraged to think independently and collaborate with others in the learning process. In the International Baccalaureate (IB) Diploma Programme, students will study Language and Literature course in their mother language. Many of our international students in this programme love to be able to have this opportunity.
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.
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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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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.
Most of our students study French until Grade 10 and many universities require an additional language for their programs. The International Baccalaureate (IB) Diploma Programme requires all IB students (Grade 11 and 12) to complete a second language.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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.
Visual Arts encourage students to challenge their own creative and cultural expectations and boundaries. Students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. By exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and reflect upon a wide range of contemporary art practices and media. Courses are designed for students who wish to study the arts at a post High School level, as well as for those who are seeking lifelong enrichment. We celebrate the visual arts in the way we create images and objects, and in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices are dynamic and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and thoughtful interpretation.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
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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.
We believe in a creating a balance of the physical and academic by providing PE to all of our students. Daily physical activity is a requirement of all of our students.
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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.
Not applicable
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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Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"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."
We offer challenging learning environments to develop the imagination and the motivation to excel, and to inspire a joy of learning that is infused with enthusiasm and empathy.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We are responsible for student learning. Students are supported to the best of their ability and with accommodation. We have students with learning disabilities who do well with accommodations.
As a small school our learning assistance is limited to extra support after classes with some in-class accommodations based on specific student needs and the classroom learning environment.
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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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 - 12
10%
10%
$16,000
$5,000
30%
95%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
7, 8, 9, 10, 11, 12
Dec 01, 2022
Rolling
Rolling
Rolling
Yes: grades JK - 12
Yes: grades 4 - 12
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.
It is our goal to enrol a diverse student body united by every student's ability and interest in an international education, global citizenship and passion for service and leadership.
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.
We require an online application with supporting documentation, including:
