11300 Bayview Avenue, Richmond Hill, Ontario, L4S 1L4, Canada
RR 2, Okotoks, Alberta, T1S 1A2, Canada
11300 Bayview Avenue, Richmond Hill, Ontario, L4S 1L4, Canada
RR 2, Okotoks, Alberta, T1S 1A2, Canada
350.5 km
1,938.3 km
1981
1905
788
675
JK to 12
K to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Progressive
Traditional, International Baccalaureate
18 to 24
18
In-class adaptations
$30,075
$16,548 to $24,028
Yes
Yes
2%
11%
SK to 12
K to 12
$5,000
$5,700
53
52
0%
0%
45%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Feb 10, 2020
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 12
No
Yes: grades 6 - 12
information not available
information not available
information not available
Since it was founded in 1981, Holy Trinity School has sought to promote the values—respect for self and others, strength of character, encouragement, and insight—that are expressed by the Anglican tradition. Families are drawn to the student-centred instruction, the community feel, the dedication to academic development and innovation, as well as the school’s proximity to green space. The program is designed to reward curiosity, and to develop well-rounded learners who are adept and engaged in a broad range of literacies. The ideal student is one who will thrive within an academically challenging environment, as well as one that is intellectually, culturally, and philosophically diverse.
Leaders in Learning, Holy Trinity School (HTS) is a co-ed, JK-Gr. 12, independent day school. Our safe, structured, supportive environment develops character and values such as respect, integrity, leadership, and confidence. We are rooted in academic excellence and are committed to innovative practices that prepare life-long learners to thrive in an ever-changing world. This is complemented by sports, music, drama, art and co-curricular programs that provide a well-rounded experience for all students.
STS is a Kindergarten to Grade 12, World IB School. Students flourish through well-balanced programming and enriched learning on our 220-acre campus minutes from Calgary, guided by talented and caring teachers. STS students become global citizens, embracing social responsibility while striving for success in all that they do. In addition to vigorous academic curriculum, students experience a wide variety of co-curricular activities and benefit from a supportive community, rooted in our school's 115-year history.
HTS is an exceptional community; a vibrant, caring home to students from JK to Grade 12, whose talents are developed by committed and caring teachers using innovative and creative approaches to learning.
Our outstanding academic program enables students to thrive and thoroughly prepares them for success at university and beyond. This is complemented by extensive sports, music, drama and art programs that provide a rich and well-rounded school experience for students of every age. What truly sets HTS apart is our focus on character and values – respect, integrity, leadership and confidence – to help our young people develop exceptional capabilities and a strong moral compass.
Life at HTS is multi-dimensional and no website or prospectus can fully capture the spirit of this wonderful school. The only way to get a genuine feel for what we believe in and what we do is to visit and meet the people who are the beating heart of the school – our students. Happy and confident, and characterized by their open and welcoming manner, our students will offer sincere words of welcome when they greet you. They are proud of their school.
Please take the next step and contact our Admissions Office to arrange a tour of the school. I know you will be struck by the happy, purposeful, and friendly atmosphere. HTS is no ordinary school and I am confident you will like what you see.
I look forward to meeting you.
Helen Pereira-Raso
Head of School
As Head of School, I am enthusiastic about creating meaningful opportunities and dwelling in possibility. Saying Yes to Your Best is a commitment that STS students, teachers, parents, alumni and staff illustrate each and every day. Rooted in our School's motto, Nil Nisi Optimum, or nothing but our best, this commitment to becoming your best self develops a genuine empathy and care for others, combined with an insatiable curiosity, and the courage to say yes to new adventures, discovery, possibility, belonging and future-preparedness. This is what sets STS apart.
Great schools exist with a strong, vibrant community, and a shared priority for the well-being and educational success of our students and alumni. We are proud to welcome exceptional students from across the globe, with a wide array of backgrounds, interests, and talents. I fervently believe in the importance of creating impactful and personalized learning opportunities, both in the classroom and through a diverse co-curricular program, and I can assure you that our dedicated teachers and staff are focused on ensuring your children have access to all they need to succeed and flourish.
I can think of no higher priority than the future of our children, and my vision is that as a team at STS, we contribute to moving them forward in their journey towards their hopes, dreams, and goals. We will do so in a respectful manner, honouring the individuality and diversity of our community. As we prepare to deliver on a new strategic plan and inspire commitment, trust, and belief in our collective abilities to change the world for the better, I say to you, the future is bright.
The STS spirit and ethos are infectious and inspiring. We have a history of innovation, tradition and extensive collaboration with the community, and we will continue to build on our humble roots, be unapologetic in our pursuit of academic excellence, and continue to offer a myriad of experiences to nurture the spirit and passion of our students. As the educational landscape is rapidly changing, it is imperative that we stay current, protect our core and ensure our young charges are cared for, ready for the challenges and opportunities that today presents as well as an exciting future.
I have never been more optimistic about our ability to deliver a rigorous and relevant educational experience for current and prospective students, and I give you my word that I will continue to work tirelessly to provide the best environment for your children.
Traditional
International Baccalaureate
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.
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.
At Holy Trinity School, our goal is to help students find and develop their interests and then provide them opportunities to build a rich portfolio of experiences in the classroom, on the field and in their community. Our remarkable staff encourage and motivate our students to be the best they can, and work with them through successes and challenges to achieve their goals. We welcome you to visit our campus to feel the positive spirit and atmosphere that truly makes Holy Trinity School a place where students and their families feel right at home.
At Strathcona-Tweedsmuir School, students thrive in a culture of academic excellence. Students are empowered in their learning and strive to exceed their own expectations for achievement. STS supplements the standard Alberta Education curriculum with the International Baccalaureate Programme beginning in the Elementary with the IB Primary Years Programme, moving to Middle School with the IB Middle Years Programme and ending with the IB Diploma Programme in Senior School. Excellence in teaching and learning is fostered through critical thinking and inquiry. Throughout our students' years at STS, we focus on new and effective practices, incorporating current research and literature into all of our courses. We educate our students in an environment that combines state of the art technologies, outdoor experiential education with opportunities to develop the individual as a whole.
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 STS math curriculum balances traditional skill acquisition with real-world application. Examples of real-world application include applying knowledge of exponents to pay-it-forward challenges, using statistical analysis to debate climate change, and turning learning about profit margins to running ones own mini-business.
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
Elementary students work closely with their homeroom teachers and our Early Literacy Instructor to assess, build, and challenge reading skills. Students use multiple learning tools and approaches to build reading fluency including high-frequency site words, phonics, one-on-one reading with teachers and peers and iPads among others.
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.
Information not available
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
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
Zoology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The 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 Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Information not available
Information not available
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
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.
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.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Technology is woven into the curriculum from Grade 1 on. Our 1-to-1 laptop program begins in Grade 6 with school provided laptops. Grades 10-12 students use laptops and/or tablets of their choice. Students in Grades 7-9 are required to take courses in design which includes engineering, architecture, digital media, and robotics.
Web design
Robotics
Computer science
Information not available
The Athletics Program at Strathcona-Tweedsmuir School is consistent with our mission. Character and leadership are the cornerstones of our program and we look for ways to enhance them at every opportunity. Character is developed through successes and failures in team and individual sports including basketball, badminton, volleyball, field hockey, rugby, cross country running and track and field. It is through these athletic endeavours that students learn the values of sportsmanship and co-operation as well as determination and perseverance towards a common goal.
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.
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.
Our Kindergarten classrooms are physically located at the heart of our school. This allows every member of our community an opportunity to engage and be role models for our youngest learners. Students in our Lower School, including Kindergarten, work with specialist teachers that offer a rich and engaging experience that allows children to explore, create and discover.
Kindergarten at Strathcona-Tweedsmuir School is an innovative, collaborative and inquiry-based program that instills a joy and love for life-long learning. It promotes the development of the whole child in a safe and nurturing learning environment. We believe each day should be filled with laughter, shared stories and learning experiences so their unique talents will emerge and flourish.
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.
Information not available
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”.
Information not available
"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."
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."
Our mission – to develop well-balanced students for a life of purpose by inspiring excellence in scholarship, leadership and character.
Holy Trinity School |
Strathcona-Tweedsmuir School |
|||
|---|---|---|---|---|
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
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 |
||||
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
SK - 12
K - 12
2%
11%
$5,000
$5,700
45%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Feb 10, 2020
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 12
No
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
Yes: grades 1 - 12
No
Yes: grades 7 - 12
No
No
At HTS, we value and develop the whole child. While our commitment to academics is our number one priority, students are not selected based on their academic results alone. We are looking for students who are also passionate and curious about the arts, athletics, leadership, and service to the community. The interviews and teacher recommendations are also of great value. Ours is an incredible learning community and we want students to flourish and grow to their greatest capacity.
The Strathcona-Tweedsmuir School experience encourages students to find their passions, give back to their community, and prepare themselves for a life of purpose. To that end, our students are inspired to seek excellence in scholarship, leadership, and character.
Applications are welcome at any time. It is recommended that parents apply in the fall before the entry year. Please contact the Admissions Office when you are ready to begin the process.
Initial offers of acceptance will be sent out during the month of January. Applications will continue to be accepted throughout the year.
Early decision - November 30, 2019
Regular decision - February 10, 2019
Rolling admission begins February 11, 2020
The full application to STS includes:
2. Confidential School Report Form
3. Final Report Cards from previous two years
4. Most Recent Report Card or Progress Report
5. Interview
6. Individual or Group Assessment
