1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
1-300 Water Street, Whitby, Ontario, L1N 9B6, Canada
1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
1-300 Water Street, Whitby, Ontario, L1N 9B6, Canada
1894
2010
1050
127
JK to 12
1 to 12
Girls
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts
Progressive
18 to 22
10 to 20
In-class adaptations
$41,520
$22,000 to $23,500
$75,905 to $79,905
Yes
No
10%
0%
7 to 12
None
$16,000
$0
70
11
5%
0%
30%
98%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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 1 - 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
“Nurturing teacher-student relationships is a priority at Cambridge, something that’s made easier with such small class sizes.”
“Cambridge International Academy is a university preparatory school with ... a high university placement success rate, but its key differentiator is the “customized learning” program.”
“Every Cambridge teacher we spoke to agreed that character education underpins the whole curriculum.”
Read The Our Kids Review of Cambridge International Academy
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 reportCambridge International Academy offers a safe, nurturing, and cooperative learning environment designed to help kids thrive from Grade one. Following an enriched Ontario curriculum that’s supplemented with resources that help kids excel, the caring staff at Cambridge International Academy prepare students for success in a rapidly transforming, competitive, and global society. Small classes and a tight-knit community allow school staff to develop close relationships with every child, guiding their moral and emotional growth. A varied range of extracurriculars—robotics, math club, sports, debate, drama, poetry, and many more— are seen as essential to student success and character development. High schoolers participate in leadership opportunities such as the Model UN and DECA, as well as after-school clubs and volunteer opportunities within the local community. Cambridge International helps kids succeed in their chosen areas of interest through customized educational pathways, and its graduates are frequently offered admission to Canada’s top universities.
View full report
"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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"They recognise a student's strengths and weaknesses and encourage them by adapting lessons to capitalize on these."
Vijaya Dass - Parent (May 27, 2021)
My children enjoy Cambridge International Academy. They feel safe and comfortable at school. The cl...
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"...they also actively took care of the students in life."
Coco Li - Student (Jul 21, 2021)
I miss my time at Cambridge International Academy very much. The teachers in the school were very pa...
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"All my teachers were passionate and knowledgeable in their respective subjects."
Julie Indrigo - Alumnus (Nov 24, 2021)
My experience at Cambridge International Academy was eye-opening because not only did I do school wo...
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"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."
"Cambridge International Academy is a ministry inspected co-ed private school in Ajax, which customizes and enriches the Ontario curriculum with AP program from grades 1 to 12. Using customized planning we help students achieve their potential. With strong parent partnerships, our Elementary Programs help students transition to high school with Reach Ahead credits. For high school, we design the curriculum to ensure students are able to achieve their post-secondary goals."
"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."
"Every student receives an Individual Student Plan so that their learning experience is personalized and customized to their individual needs, interests, talents, and skill level. The Student Plan is comprised of customized academic programs such as Blended Learning, Reach Ahead, & AP, volunteer initiatives, interesting co-curriculars, as well as academic and non-academic outside competitions. Lastly, we offer cross-curricular coding to increase the technology proficiency of students."
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"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 join Cambridge International Academy because of our personalized approach to education. Our customized programs (Blended Learning, Reach Ahead, & AP classes) challenge our students so that they thrive academically, socially, and personally. Our small class sizes provide students individual attention to successfully complete the curriculum and ready them for the next higher grade level. Our parents appreciate the frequent updates about their child's academic progress."
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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."
"The kitchen & dining area are sometimes overlooked by prospective parents. Initially, parents don’t realize the significant academic & social learning that takes place in these gathering areas. Students not only learn about healthy eating habits, kitchen safety, and food preparation but they also gain a deeper understanding, respect, and appreciation for diversity while they prepare and taste each other’s cultural traditional foods. Transferable skills acquired through cooking are beneficial."
"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."
"Families are surprised by the frequent communication and the variety of co-curriculars at school. Our teachers frequently communicate with parents to offer the 'next steps' to keep their children engaged and challenged in their learning. In addition, our teachers coach students to perform their best in a wide range of co-curricular activities. This year, students in our Math Club won University of Waterloo's 2022 Zone Champion Award for the Canadian Intermediate Mathematics & Computing Contest."
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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.
It is with great pleasure that I welcome our twenty-first-century pupils to Cambridge International Academy located in Ajax, Ontario. We are a co-ed private school that customizes and enriches the Ontario Curriculum for students from grades 1 to 12. Our goal is to find each of our student's academic potential and personal interests so that they can thrive in their future endeavors.
Our professional and dedicated teachers ensure a respectful learning environment where students can reach their academic potential through our customized academic pathway and be inspired by each other. Our caring teachers understand the importance of encouraging students to apply their critical thinking and analysis skills in order to experience an ongoing and in-depth inquiry about their learning. They give high-achieving students more opportunities to be engaged and challenged with the curriculum. Our educators provide their students with opportunities to engage in different ways of learning, seek out information related to the interest of the students, and provide them with time and resources to explore these interests. With our enriched curriculum, we help students in their personal/character development, uncover their hidden talents, and inspire a love for learning. We promote our students to embrace collaboration, communication, innovation, and computer technologies to keep up with the ever-changing landscape of education.
We believe parents are vital partners in education and they have a positive impact on their child’s school experience. We invite our parents to get involved in various school initiatives and make them a part of our school community. We communicate frequently with parents to ensure their son/daughter remains on track in his/her academic success so that their child experiences individual success in education.
I invite you to visit Cambridge International Academy and experience a difference in education. This may be one of the best decisions you will make in your child’s life. Cambridge International Academy’s Information Package provides you with further details about our enriching way of education.
Best Regards,
Sandra Arff
Progressive
Information not available
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.
Not applicable
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.
Our teachers acknowledge students learn at different times and in different ways therefore they use an interactive teaching strategy to best suit students' learning profiles. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. We offer continuous, varied and appropriate formative as well as summative assessments which provide evidence of every student's learning progress. This information helps teachers immediately flag areas of concern and help students in that subject. Triangulation assessments also help students, parents and teachers select attainable learning goals. For students in high school, we administer Aptitude Tests to help each student plan their further education. The high school programs offer a rigorous university preparatory curriculum and give special attention to soft skills needed for success such as organization, self-advocacy, note-taking, study skills, collaboration, and communication.
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.
Our Grade 1 through 8 Mathematics program is built around the Ontario Curriculum and is delivered with a Singapore Math approach. Singapore math ensures a foundational mastery in underlying mathematical procedures using a three-stage learning process which moves from concrete, to pictorial, and then abstract. The Singapore Math approach ensures social-emotional well being for students as they develop confidence, and comfort with mathematical thinking. Additionally, both our elementary and Grade 9 programs follow the updated curriculum strands with the use of Scratch ™ coding as the mode of instructional delivery for programming. Our approach goes above and beyond the ministry requirements in that we incorporate coding practices and principles into all Mathematical strands. The high school mathematics program closely follows the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking, with regular opportunities for discovery through proofs, manipulatives, and technology.
Teachers produce their own materials or use texts approved by the Ministry of Education.
Textbooks used are from the Ontario Trillium List.
Calculators are used in the classroom for high school math courses which require the use of a scientific calculator.
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.
We use an individualized reading approach whereby students learn to read at their own pace within the classroom. Students are given the opportunity to develop their phonemic awareness, phonetic decoding skills, reading comprehension and overall reading fluency in a safe and supportive learning environment where they read, are read-to, and are read-with. At the elementary level we use a formalized Reading Program in combination with high-interest leveled readers to ensure continual reading engagement and progression.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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.
In the early years the writing focus is on structure and usage and students are given topics of personal interest and relevance, inspiring creativity and a love of writing. Students are provided with comprehensive instruction in grammar, punctuation, spelling, and vocabulary which is spiraled throughout the grade levels as skills and concepts are re-introduced and reinforced by repeated exposure. The writing process is modelled and further developed through the use of graphic organizers and outlines. Students create descriptive and grammatically sound sentences which lead to cohesive paragraphs and, ultimately, short stories, reports, and essays. Students engage in self and peer editing and learn the importance of continual improvement in writing.
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.
Science is fundamental to helping students understand how things work in our world. In the Elementary grades, Science is inquiry-based, and uses real materials to make connections between scientific theory, technology, and our everyday lives. Most lessons focus on acquiring skills and knowledge through hands-on experiences which reinforce scientific theories learned in class. The High School Science program delivers the Ontario Curriculum thoroughly with emphasis placed on inquiry-based learning and knowledge acquisition through a variety of instructional methods such as peer to peer teaching, current event discussions, and case study analyses. The curriculum is delivered through the use of up-to-date texts, hands-on experimentation and investigation, and online simulations. Experiments are thoughtfully designed to enrich the students’ learning and provide experience with instrumentation, procedures and lab reporting skills. Students work independently and in groups to create and present projects that demonstrate their understanding of the concepts learned.
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.
Literary analysis is key to the development of critical thinking. Our teachers choose both classic and contemporary literary texts that resonate with students and promote discussion, critique and debate. Students are encouraged to make connections to themselves, the text, and the world around them as they read and listen to literary text. Students engage in reading comprehension and vocabulary exercises, as well as written response journals, as they build their thinking skills. We have been successful in increasing students’ reading interest through reading clubs which foster offline discussions and help students understand the historical and social context of the text being read. This leads to a deeper understanding and a greater sense of achievement. Emphasis is on the use of the personal growth model which encourages students to draw their own opinions, express their feelings, and use personal experiences and the text to develop their writing skills.
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
Core Knowledge
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.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of World cultures and history as well as a more focused knowledge on Canadian history and geography. Students engage in individual and group based projects that demonstrate their understanding of the content. Art, drama, and literature are used to enhance the social studies program in all elementary grades.
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.
Humanities and the Social Sciences promote active listening, critical thinking skills and help students make connections to history and the world in which they live in. Students learn to make decisions based on values, and discover the truth about the human condition and the human experience. Our teachers use a number of strategies such as direct instruction, visual media, and reciprocal teaching to increase dialogue between teacher and students. Thinking and inquiry is key to learning in the Social Sciences and Humanities where students develop their own questions, collect and organize data, draw inferences, and engage in problem solving. Field trips and role play are also incorporated as part of the teaching strategies to give students the opportunity to make real-life connections to their learning.
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.
The French curriculum follows ministry guidelines and is a comprehensive and seamless program that builds on the four key strands of Listening, Speaking, Reading and Writing. Students develop their overall French communication skills using a variety of texts and online French resources. Vocabulary building, reading and writing are connected to relevant events and real-life practical scenarios with the use of engaging multimedia resources and applications.
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
Creative
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.
The Arts curriculum is designed to facilitate an appreciation of art through the study of art history and various artistic techniques and mediums. This involves exposure to art through gallery visits and online and in-person talks from guest artists from the local community and beyond. Students are encouraged to think about the importance of art in the world, and as a reflection and historical record of humanity. The Arts curriculum encourages self-expression through the creation of various two and three dimensional art projects using a variety of materials. Visual Arts includes the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, photography, and crafts. The program focuses on creating and fostering a sense of curiosity, creativity and confidence in students.
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.
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.
Our school recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. Teachers use coding, robotics, electronics, and multimedia equipment to support learning across the curriculum. Some of the software used within the curriculum includes Java, Python, and Scratch. Additionally, we gladly identify and accommodate students who require the use of a computer to thrive academically.
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 approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students learn movement skills and principles, ways to improve personal fitness and physical competence, as well as safety and injury prevention. We offer a wide variety of competitive and recreational sporting experiences for our students. Gym classes for High School students may include attending a fitness club. Our students are encouraged to find their passion through physical activity and athletic involvement in order to learn the value of hard work, commitment, and discipline and to live a well-balanced life.
Not applicable
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.
Information not available
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.
Havergal provides "Reach Ahead" credits in French and Math to allow capable student to challenge themselves by taking a course the grade ahead.
At CCIA, we offer on-line courses to students who are motivated to propel their academic studies to enter post-secondary education sooner. In addition, we offer School-Work Transition Career Pathways such as Early Childhood Education and a Business Focus. Co-op Classes are offered to gain work experience and OSSD.
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”.
Cambridge International Academy keeps the student-to-teacher ratio low so we can focus on the individual needs of the student and support each child on his or her individual path to success. At Cambridge International Academy, we recognize that students have different learning styles. Our learning environment is set up to meet the needs of students. We use a complete approach which reinforces verbal instruction with visual, audio and written support. This allows students to engage on many levels with the material being presented.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Cambridge International Academy pays equal attention to the emotional, social, and physical aspects of our students with emphasis on intellectual ability. We aim to inspire students to become critical thinkers.
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 |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
10%
0%
$16,000
$0
30%
98%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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 1 - 12
Yes: grades 10 - 11
No
Yes: grades 9 - 12
No
Yes: grades JK - 9
Yes: grades 1 - 12
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.
Cambridge International Academy promotes a school environment where students are self-motivated, have a positive disposition toward learning and have aspirations to contribute to the school and the community in a meaningful way.
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.
Future students will be required to attend a scheduled interview as well as provide their written responses to two questions. Cambridge International Academy will request a confidential school report from a current homeroom teacher or guidance counselor.
