2241 Mississauga Road, Mississauga, Ontario, L5H 2K8, Canada
4099 Garrison Blvd SW, Calgary, Alberta, T2T 6G2, Canada
2241 Mississauga Road, Mississauga, Ontario, L5H 2K8, Canada
4099 Garrison Blvd SW, Calgary, Alberta, T2T 6G2, Canada
2008
1966
180
440
5 to 12
Preschool to 12
Girls
Coed
Day
Homestay, Day
English
English, French
Academic
Academic
Progressive
Traditional
Varies
Varies
In-class adaptations
$23,695 to $24,495
$16,150 to $18,310
Yes
Yes
15%
5%
5 to 12
1 to 12
$1
$7,000
23
28
0%
0%
90%
85%
5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nov 30, 2022
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - K
No
No
Holy Name of Mary College School (HNMCS) began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time, the school was publicly funded, and while it operated continually through the years, it reopened in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, Holy Name is supported by the Felician Sisters, as well as by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though it was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find both. The values that the school promotes are those of the Catholic tradition, with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.
Read The Our Kids Review of Holy Name of Mary College School
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HNMCS began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time the school was publicly funded, and while it operated continually through the years, it was re-established in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, HNMCS is supported by the Felician Sisters, and is also supported by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find both. The values that the school promotes those of the Catholic tradition, with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.
View full reportIn Canada, “lycée” most typically references a relationship with the French ministry of education, and that’s true of Lycée international de Calgary. That’s of interest to French nationals, perhaps particularly, or to families expecting to move outside of Canada—say to France, for example—prior to the end of a student’s secondary career. Indeed, when the school was established in 1966, that’s exactly the community it was intending to address, and enrolment was reserved for the children of French nationals. Times have changed, and today most families that enrol at Lycée international de Calgary don’t fall into that narrow category. Rather, they are looking for a strong language program, one that is more robust than those found in public schools. They are also looking for a curriculum that is delivered through a different lens, one that is more cognizant of the diversity of the global community, and more reflective of a student’s place within that wider world. Certainly, Lycée international de Calgary provides all of that. The ideal student is one looking for a challenge and to learn within a diverse community of peers.
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"...our children have so much more confidence in their work. The positive energy and encouragement is so helpful."
Brigitte Smith - Parent (May 14, 2018)
I have to say that the class sizes really are what make our children feel comfortable, less kids mak...
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"...great teachers and remarkable academic program."
Deniz Basibuyuk - Parent (May 23, 2018)
My daughter enjoyed the school environment and the size of the school allowed kids to feel like it�...
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"Holy Name of Mary College School is a vibrant & progressive independent Catholic school that provides girls with rich educational opportunities to ignite interests and broaden horizons. We offer a strong academic program, co-curriculars in arts, athletics & outdoor education - all designed to develop individuals who are compassionate, confident & creative, who will be positive role models for others. We believe in significant change, & are the catalyst for that change—helping our students be the best they can be."
"Lycée international de Calgary is a French bilingual school offering full-day programs from 3-years-old to Grade 12. It is Calgary's only school accredited by both the French Ministry of Education & Alberta Education. It provides a challenging education within a multicultural environment. Students are immersed in the French language and develop a global perspective. The French Language Intensive Program (FLIP) welcomes Grade 1-2 students with no prior exposure to French. Spanish instruction begins in Grade 6."
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The true spirit of the HNMCS experience is the relationship between caring, inspiring educators and the brilliant, curious minds of our engaged and talented students. We hold high expectations for our girls and their learning achievements, and our community accomplishments continue to make us proud.
We strive to shape the Catholic women leaders of tomorrow to “Be the Change” - knowledgeable, hopeful, confident and resilient for their future.
It is through a rich learning landscape focused on girl’s learning that we not only foster quality standards for teaching and learning, but empower leadership, cooperation and teamwork with every girl. We are a school committed to preparing young women to meet the challenges and uncertainties of a constantly changing global future with a good moral compass.
Catholicity, being the cornerstone of our work, promotes core values focused on the spirit and teachings of Jesus Christ that nurture faith development and cultivate global awareness, community outreach and service leadership. We are supported by the Felician Sisters, and the Basilian Fathers of St. Michael’s College School who bring a rich history of faithful service. Our school culture not only shapes the minds of our girls, but touches their hearts while preparing them to become compassionate women leaders of integrity.
Lycée international de Calgary is led by the Head of School, Frédéric Canadas.
Mr. Canadas holds a French teaching credential, a Bachelor’s degree in Science of Education, as well as a Master’s degree in Education (teaching French as a Second Language) and a DESS (Diplômes d'Études Supérieures Spécialisées - Post-Graduate Diploma), in creating and using multimedia resources for language learning.
He has over 30 years of experience in international, bilingual and French education, including many years of practice in multicultural and multilingual environments, in 7 countries and 4 different continents. Trilingual in French, English and Spanish, he has been a speaker, trainer and workshop leader in bilingual education best practices for teachers and administrators. Before coming to Lycée international de Calgary, he was the Head of School at Ecole Bilingue de Berkeley, United States, for 15 years.
Frédéric Canadas est titulaire d'un diplôme d'enseignement de l’éducation nationale française. Il possède une Licence en Sciences de l'Éducation, une Maîtrise de Français Langue Étrangère et un DESS (Master 2) de Concepteur Formateur Multimédia en Langues.
Il a plus de trente années d'expérience dans l’éducation internationale, bilingue et française, y compris plusieurs années de pratique dans des environnements multiculturels et multilingues, dans sept pays et quatre continents différents. Trilingue en français, anglais et espagnol, il a été conférencier, formateur et animateur d'ateliers sur les meilleures pratiques en matière d'éducation bilingue pour des enseignants ainsi que des Directeurs et Chefs d’établissements. Avant de se joindre à l’équipe du Lycée international de Calgary , il a dirigé l'École Bilingue de Berkeley, aux États-Unis, pendant quinze ans.
Traditional
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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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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HNMCS provides an exemplary university preparatory programme that combines traditional curriculum with experiential learning experiences and integrates technology with 21st Century skill development. Driven by a student-centric focus on teaching and learning, we surround bright, curious minds with caring and supportive teachers who inspire a passion for learning.
Lycée international de Calgary encourages students to develop an appreciation for learning while also nurturing their intellectual, emotional, social, and physical potential. We teach a core set of academic skills and offer an enriched curriculum, including the French curriculum and Spanish instruction from Grade 6 onwards. Student assessment is based primarily on testing, and an emphasis is placed on knowledge acquisition and theoretical and academic learning, with the main focus being on cultivating the intellect of our students.
Traditional Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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Our mathematics program provides our students with a strong knowledge and mastery of the fundamental basic skills that students are able to draw upon when faced with solving more complex problems.
We use a combination of approved resources from France and Alberta.
Scientific calculator use in Grades 6 -12.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Our early reading program blends phonics instruction in French and English, with guided reading, and leveled literacy focusing on individual abilities and needs.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Our program aims to develop a strong writing foundation that focuses on the improvement of grammatical and spelling skills, while allowing students to explore the writing process in a real world context; connecting literature, personal interest and current events into both formal and creative writing.
Our students benefit from a blended approach when it comes to our writing program. Students are provided with many opportunities to create authentic pieces which highlight their acquired skills and creativity.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Our students benefit from two curricula, the French Ministry of Education and Alberta science curricula. In primary school, the study of science focuses on units of inquiry, for example, robotics and the solar system. Starting in Grade 6, science is taught as a specialized subject, leading to biology, chemistry, and physics study in later years.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Students have the opportunity to be immersed in traditional literature and the importance of structure and literary devices in significant texts. HNMCS' Core Values are at the root of learning in the school and texts are selected that reflect larger social justice themes and allow students to make deeper connections and ask critical questions about the world while being engaged in meaningful texts and resources.
From Kindergarten to Grade 12, our students receive daily instruction in French and English. Our English program follows the Alberta English Language Arts curriculum which provides students with rich experiences with literacy.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
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).
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.
Our integrated programme allows historical and geographical information to come alive in a variety of ways, using an interdisciplinary approach to learning. Through the use of technology, the arts and language arts, students participate in meaningful learning opportunities that bring content to life in a relatable way.
Starting in Grade 2, students receive formal instruction in social studies. Following the Alberta curriculum, Social Studies uses a thematic approach to expose young minds to local, national, and international issues. Our students also benefit from the French Ministry of Education curriculum which starts formal instruction in history and geography in Grade 3.
Equal Balance
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.
By integrating the significance of big ideas and present day experience, students are engaged in meaningful lessons that bring the content in social science classes to life. Experiential lessons, simulations, field trips and wide range of apps and online programs, help to make these courses educational and engaging.
Our students benefit from studying social studies and history/geography. The combination of these subjects provides students with a strong background to draw upon while contemplating contemporary issues.
Equal Balance
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.
These courses balance the importance of language development and the need for a deeper understanding of language structures. Teachers work with students to develop a solid foundation of language acquisition skills and develop engaging lessons where students work alongside their peers in meaningful collaborative projects that develop a deeper understanding of the language being explored.
Our students start formal instruction in Spanish in Grade 6. This provides our students with the opportunity to develop skills in a third language. Spanish instruction focuses on the interest of teenagers and the contents follow the recommendations set out in the Common European Framework of Reference for Languages. ESL instruction is also offered.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
In Visual Art courses students are taught how to 'see'. They learn technical words and techniques to produce works which may be included for presentation in their senior years in a portfolio while applying to post-secondary programs. Assignments cover drawing, perspective, painting, printmaking, design, art history and Visual arts exams which are studio based. Each grade explores different mediums in the different disciplines.
Our Fine Arts program provides our students with the opportunity to unleash their creativity. Formal instruction in Music and Art starts in Grade 1 and continues until Grade 9.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Students are best served when the use of technology enhances the learning that takes place in the classroom. HNMCS embraces the use of technology throughout the curriculum, and our broad use of Smart Boards and interactive projectors in all classrooms recognizes the importance of technology in education. Our school is fully accessible through wireless connectivity, leverages on site servers and cloud based technologies, utilizes educational software and communities, promotes the safe use of social media, and offers a green room multimedia environment for study and exploration. All students are encouraged to bring their own device to school and engage in learning with their tablets, laptops or phones in a stimulating way. This results in the development of their expertise and competency and their development as self-directed users. Students have full access to our comprehensive technology lab and all teachers incorporate the use of technology in their teaching and assignments.
Technology plays a role in all our programs. From the early years to high school, we promote good digital citizenship skills and the integration of technology to enhance student learning.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Holy Name of Mary College School Athletic Department provides opportunities for girls to pursue athletic excellence in a variety of sports while upholding Catholic core values and developing determination, resilience, balance, a sense of fair play, and pride in self and community. The athletic program at HNMCS is an integral part of the total growth experience. Student-athletes will mature physically, emotionally, socially and spiritually. They will learn to take responsibility for personal growth by developing commitment, balance, and resilience as part of a strong and caring community. Pride in self and school, integrity and commitment are continually strengthened through participation on our teams. We believe that the life lessons learned through sport help to strengthen the Catholic values that will guide our students well into the future.
Our Physical Education program blends the best of France and North America and is an integral part of our program. Students learn traditional North American and European sports. Our students benefit from our state of the art indoor climbing wall.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Lycée international de Calgary offers a full-time Preschool and Kindergarten Program for children aged 3 to 5. Our program is more than a daycare: it is a passport to the world. Through games, discovery, artistic activities and a range of diverse exercises, children learn to express themselves, they acquire a broader vocabulary and discover the written word. The main goal of the Preschool/Kindergarten Program is for the child to acquire rich, organized language and to be understood by others and prepares them for the next step in their education.
Student-paced
The main curriculum 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).
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Our environment is student-centred and tailored to girls' learning
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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”.
Our main goal at HNMCS is to develop the whole person. Building a strong academic foundation allows our girls to become innovative thinkers who can draw on their wealth of knowledge and experience to tackle real world problems.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
HNMCS promotes the importance of a balanced lifestyle that integrates a strong academic foundation based on our core values and key developmental priorities
Lycée international de Calgary provides a challenging and stimulating bilingual education within a multicultural and multidisciplinary environment. We allow students to develop the skills necessary to be responsible, dynamic citizens, capable of playing an important role in the future of the world.
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Racquet Ball |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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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
5 - 12
1 - 12
15%
5%
$1
$7,000
90%
85%
5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nov 30, 2022
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - K
No
No
No
No
Yes: grades 5 - 12
Yes: grades 1 - 12
No
No
No
No
Holy Name of Mary College School welcomes applications from candidates eager to be a part of the school's enriched academic environment. At Holy Name of Mary College School, we offer you the opportunity to develop your academic interests, as well as a wide range of sporting options, visual and performing arts and other clubs and activities to engage in. HNMCS is fortified by a strong liberal arts education, a sound understanding of the role of technology in the world, and a belief that in our community we acknowledge and celebrate the many and varied gifts and talents of our classmates and teammates. We offer applicants the chance to demonstrate that they can be successful here. Each application is considered and assessed individually. We look for demonstrated academic achievement and the ability, and desire, to reach your true potential. There are no hidden social criteria; we simply want the best students to apply, regardless of their background. So whoever you are, and wherever you come from, if you have the ability, the enthusiasm and the motivation to study here, then we want to hear from you.
We conduct an informal assessment with preschool-aged children and formally test for entrance in Grade 1 and above.
The admissions process to Holy Name of Mary Catholic School is a straightforward once you've decided that this is the school for your daughter:
1. Complete application online: apply.hnmcs.ca
2. Attach a recent student photograph.
3. Scan and upload to the Application portal, copies of the applicant’s Academic Documents (final report cards from the previous two years and the most recent report card for the current year and, if applicable, a current Ontario Student Transcript copy).
4. Complete the Confidential Student Profile and ensure that it is sent directly from the applicant’s current principal, guidance counsellor or teacher to HNMCS ([email protected]).
5. Submit a non-refundable Application Fee of $125. Application fee for international students is $250.
6. Please submit all the above application information by November 30. Applications received after this date will be accepted and reviewed based on available space.
7. Register for the Admissions Test, which will be written in early December. To register for the test, go to: holynameofmarycollegeschool.com/admissions.
8. Once all requirements have been completed, the Office of Admissions will contact the family to schedule a one-on-one meeting with the candidate.
9. Offers of Admission will be sent by email in late February.
While Holy Name of Mary College School is an independent school, the tuition is not intended to exclude students on a financial basis. An income-based bursary programme is available for those in need and we encourage families to seek financial assistance when it is required. Applications for financial assistance must be submitted by November 30.
For more information, contact [email protected]
All linguistic backgrounds are welcome.
No prior French exposure is needed to enroll in our Preschool and Kindergarten Programs.
Our French Language Intensive Program (FLIP) allows us to welcome new students (Grades 1 and 2) who have little or no prior exposure to the French language.
