4099 Garrison Blvd SW, Calgary, Alberta, T2T 6G2, Canada
781 Richmond Avenue, Victoria, British Columbia, V8S 3Z2, Canada
4099 Garrison Blvd SW, Calgary, Alberta, T2T 6G2, Canada
781 Richmond Avenue, Victoria, British Columbia, V8S 3Z2, Canada
1966
1913
440
854
Preschool to 12
JK to 12
Coed
Coed
Homestay, Day
Homestay, Day, Boarding
English, French
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
Varies
16 to 18
In-class adaptations
$16,150 to $18,310
$20,840 to $39,005
$57,260 to $73,145
Yes
Yes
5%
15%
1 to 12
SK to 12
$7,000
$2,000
28
57
0%
3%
85%
72%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - K
Yes: grades Preschool - 12
No
No
information not available
“By any metric, Glenlyon Norfolk School is one of the best of its kind in Canada, namely a school that offers the full IB curriculum with two unique boarding options, and prepares students for post-secondary education and beyond.”
“What distinguishes GNS is that attention to self-awareness.”
Read The Our Kids Review of Glenlyon Norfolk School
In 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.
View full reportGlenlyon Norfolk School started its long life in 1913 as a girls school, the founders intending to establish something better, something more forward thinking, much like other girls’ schools that have a similar pedigree. Later, a boys school was established nearby, and in 1986 they combined to become the school, at least in broad outlines, as it exists today. In keeping with the initial vision, the school intends to be at the leading edge of instruction, continually evaluating what it offers and ensuring that it’s in keeping with what students will need for success at post-secondary studies and beyond. In 1996 it became an IB World School with the adoption of the Diploma Programme, adding the Middle Years Programme and Primary Years Programme in 2004 and 2007, respectively. With them, GNS became one of the first schools in the country to offer the full continuum. The tradition of evaluation and evolution continues today, in a very literal sense, with the school in the midst of an ambitious strategic plan, one intending to keep the school at the forefront of innovation while reflecting the values and ideals that have informed the life of the school for more than a century. The offering, rightly, is highly regarded, and serves as an example to other schools nationally. The ideal student is one who can thrive in a challenging, vibrant, dynamic learning environment.
View full report
"...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...
View full review
"...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�...
View full review
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"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."
"Glenlyon Norfolk School is an inclusive family-driven community whose members care about each other and the world around them, where dedicated teachers and staff deliver the full International Baccalaureate Program in a co-educational environment from First Steps to Grade 12. Building on our foundation as a university preparatory school, we encourage students to be curious, engaged and balanced learners who are ready to take positive risks, make mistakes and discover their true selves."
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"Every student at GNS is an IB learner. During their time at GNS, they are encouraged to ask questions, investigate topics independently and take action about issues they feel are important. Building on a foundation of over 25 years of training and experience, our teachers have created a unique approach to delivering the IB curricula that enables our students to develop higher-level skills in inquiry, analysis and innovation that they can put into action in the real world today and in the future."
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"At GNS, you are not just another student. The GNS experience is an enriched one that meets every student where they are and supports them to do their very best. This is possible because of our people. Our community. A strong partnership between the school and our families creates the best environment for student growth, and the relationships forged between students and teachers who know them and care about them as individuals set us apart and make our great school truly exceptional."
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"GNS is a Canadian school with a global viewpoint. As an International Baccalaureate school with membership in the Round Square, our staff strive to broaden our students’ world views, both inside and outside of the classroom, to impart to each student that we all have a role to play in the maintenance and growth of our communities. Being part of the GNS community prepares students to recognize how their actions have an impact on the world around them and helps them become capable global citizens."
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"We embrace the greatness of small. Our students enjoy the richness of opportunity that comes from being a part of a small school that offers large school programs, where everyone is encouraged and expected to take part. Play on the soccer team, perform in the musical, or organize a beach clean-up—we count on our Gryphons to be active, involved members of our community. As a result, students gain confidence, learn how to work for and with others, and are inspired to pursue their passions."
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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.
I am honoured to be the head of the Glenlyon Norfolk School community school, entrusted with ensuring a quality education for our students from Gryphon First Steps (3 years old) to Grade 12.
We are a proudly Canadian school with a global viewpoint, as demonstrated by our International Baccalaureate (IB) World School designation.
If you’re reading these words you’ve already begun an important process. If you explore further you will find detailed information and vivid descriptions of student life, both inside and outside the classroom, at each of our two unique and idyllic campuses.
You’ll discover the depth and breadth of the IB curricula that underpins every aspect of our academic life, and you’ll learn about the first-class co-curricular opportunities that ensure each and every GNS student has the opportunity to embrace an experience that is well-rounded, challenging and fun.
In that sense, GNS is no different from so many of the other fine schools in BC, across Canada, and around the world.
But GNS is so much more than that.
The GNS experience is an enriched one that meets every student where they are and supports them to do their very best. This is possible because of our people. Our community. The partnership built between the school and our families creates a strong environment for student growth. The relationships forged between students and teachers who know them and care about them as individuals set us apart and make our great school truly exceptional.
As I often state, the foundation of GNS lies in Our Core Values. Truth. Courage. Caring. Individuality. Community. These principles guide each member of the “GNS Family,” as we ensure the school remains an exceptional place for students, parents, families, alumni, faculty and staff. I know that my two boys love it here!
Our collective philosophy is to never miss an opportunity to celebrate one another’s achievements, but to also never miss a chance to grow and to learn. As in many schools, excellence at GNS is measured in part by academic success, but it’s also gauged by the development of empathy, by the discovery of new passions, by a willingness to push beyond comfort zones, and by the ability to create and maintain enduring relationships and friendships that last a lifetime.
We’re so excited that you’re considering joining our community, and we look forward to assisting you through the process. If you have questions, please ask. If you have comments, I hope you’ll share them with our Director of Enrolment, Trevor Mannion.
The journey you are about to embark on is one that is shared and enhanced by every other member of this community. Together, we’ll ensure that the future is brighter for you, for your family, and for our school.
Warmly,
Chad Holtum
Head of School
Progressive
International Baccalaureate
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
As an IB continuum school, Glenlyon Norfolk School offers a seamless approach to the International Baccalaureate programmes for students at all grade levels. Our uniquely designed and delivered educational program allows us to challenge and support students of all abilities, allowing them to do their best in everything they do. Students are inspired by knowledgeable, committed teachers who are IB experts, and are encouraged to take risks and make inquiries surrounded by supportive peers and classmates. Regular communication with parents allows us to foster a positive partnership between student, family and school for the benefit of all parties. We also provide comprehensive exposure to athletic, artistic and service opportunities that allow us to develop well-rounded students of character. Ultimately, our goal is to ensure students graduate with the tools necessary to find success in their post-secondary studies and to live happy and successful lives.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Information not available
We use a combination of approved resources from France and Alberta.
Information not available
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.
Our early reading program blends phonics instruction in French and English, with guided reading, and leveled literacy focusing on individual abilities and needs.
Reading is taught through the IB Primary Years Programme Units of Inquiry as well as a separate foundation skill. Teachers differentiate for all learners making it possible for all students to progress at their own pace.
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 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.
Students work on this skill by using a writing continuum that has been co-constructed by them. They develop their writing by being able to see where they are currently and where they are headed, making this a highly differentiated approach to learning. Writing is incorporated into all aspects of the curriculum. All teachers are considered teachers of writing, and this skill is part of every IB Primary Years Programme Unit of Inquiry.
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.
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.
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
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.
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.
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.
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.
Social Studies is taught through the programme of inquiry which is the focus of the IB programme at the elementary years. There are overriding unit themes such as "Where We Are in Place and Time" and then broken into units of inquiry that reflect these broad ideas in age and stage appropriate ways. Key concepts are covered in every grade and, in the earliest grades, a global perspective is incorporated into these units of inquiry.
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.
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.
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.
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.
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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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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.
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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.
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.
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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.
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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.
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.
Our students are engaged in an enriched, values-based curriculum delivered by well qualified teachers with warmth, friendliness and expertise. The International Baccalaureate Primary Years Programme provides a fabulous framework of inquiry to develop strong foundation skills that allows personalized learning to be at the forefront. Pastoral care is an important part of school life for our learners as it allows all students to challenge themselves to be their very best in a safe and supportive environment. Nature school each week complements our rigorous academic programme, as does our waterfront location allowing students to engage with nature in a meaningful way.
Standard-enriched
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.
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 intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
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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Field Hockey |
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Ice Skating |
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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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Snowboarding |
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Softball |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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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
1 - 12
SK - 12
5%
15%
$7,000
$2,000
85%
72%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - K
Yes: grades Preschool - 12
No
No
No
No
Yes: grades 1 - 12
Yes: grades 3 - 12
No
No
No
No
We conduct an informal assessment with preschool-aged children and formally test for entrance in Grade 1 and above.
We are looking for well-rounded students that exhibit the 5 As: Academics, Athletics, Arts, Adventure, and Active Citzenship. A student who is curious, engaged and kind and who will appreciate the small, close-knit community that is GNS and will take advantage of all of the opportunities given to them here whether it be in the arts, athletics, the IB program, service, or the Round Square.
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.
Application requirements include receiving a completed application form along with a $250 application fee and the two most recent report cards for the applying student. Older students must then complete the entrance exams. We also require the completion of a confidential student report from a current teacher. For international students, we also require copies of passports for both the student and his or her parents, as these are necessary for preparation of custodianship documents. Once these items are received, we perform an onsite or Skype interview. We also prefer, where possible, for the applying student to visit the school for a day.
