6727 South Chippawa Road, Wellandport, Ontario, L0R 2J0, Canada
700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
Indirect Support:
6727 South Chippawa Road, Wellandport, Ontario, L0R 2J0, Canada
700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
1978
1969
100
730
5 to 12
Nursery/Toddler to 12
Boys
Coed
Boarding
Day
English
English, French, Spanish
Military
Academic
Traditional
Progressive, International Baccalaureate
10 to 16
16 to 20
Learning, Developmental, Behavioral
$9,200 to $18,570
$61,200 to $65,200
Yes
No
5%
0%
5 to 12
None
$10,000
$0
13
43
100%
0%
80%
75%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Rolling
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 12
No
No
Some students thrive in environments where they have lots of latitude to be independent and self-motivating. Others thrive in the opposite: an environment that is structured and ordered, with very clear limits and recognizable boundaries. Robert Land, truly, is for them. The daily routine is regimented, and discipline is enforced. And the results are consistently astonishing. This is a school that prides itself on its ability to turn lives around, and that pride is well placed. Robert Land isn't for every student, but, of course, no school is. For students who require structure in order to succeed, Robert Land Academy can make a remarkable difference in a very short period of time.
Read The Our Kids Review of Robert Land Academy
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Some students thrive in environments where they have lots of latitude to be independent and self-motivating. Others thrive in the opposite: an environment that is it structured and ordered, with very clear limits and recognizable boundaries. Robert Land, truly, is for them. The daily routine is regimented, and discipline is enforced. The results, often, are astonishing. This is a school that prides itself on its ability to turn lives around, and that pride is well placed. Robert Land isn't for every student, but, of course, no school is. For students who require structure in order to succeed, the school can make a remarkable difference in a very short period of time.
View full reportThe Calgary French & International School (CFIS) is one of the leading independent schools in Canada. Students enjoy enriched academic courses, take part in incredible co-curricular programming, and graduate fluent in three languages. Each student’s unique potential is nurtured within our warm, welcoming community, and we work together to create a dynamic learning environment with each student’s individual learning needs in mind. Strong academics and robust language programming are the foundation of CFIS, and to that end, a wide range of options is offered to encourage students to explore interests in subject areas they may not have previously experienced. Within CFIS’s French immersion learning environment, the curriculum is taught in French, with the exception of English language arts and Spanish as a third language. CFIS students graduate fully bilingual in French and English and with functional fluency in Spanish. Tomorrow’s world will require today’s young people to be innovative and creative global citizens. As multilingual learners in a United Nations Educational, Scientific and Cultural Organization (UNESCO) Associated School, Round Square School and IB programming at the Senior High level, CFIS students will be confident in their ability to communicate in a variety of languages, which will help them to make a difference in their world. Each one is encouraged to lead advocacy and humanitarian work related to their studies, in their local community and even globally. Through international connections, including travel studies in higher grades, students are taught to effectively and confidently navigate among different cultures, which affords our graduates an exciting range of future options. CFIS graduates are well-prepared for university, finishing Grade 12 with the courses required to pursue post-secondary studies in the fields of their choice. CFIS alumni have moved on to study at French and English universities throughout Canada, the United States and the United Kingdom in a wide-range of disciplines.
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"The teachers in this academy are a life-changer for me."
Samson Lau - Alumnus (Nov 03, 2022)
Robert Land Academy truly changed how I view myself and life. To be brutally honest, Living overseas...
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"We have been blown away by the care and attention demonstrated by the teaching staff at CFIS."
Jimmy Porter - Parent (Sep 11, 2018)
Our daughter absolutely loves CFIS. She feels a strong community connection with supportive teacher...
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"RLA is a not-for-profit, private boarding school for boys (grades 5 - 12) offering a distraction-free environment with small class sizes and academic tutoring. The highly structured military-model helps students develop self-discipline and the confidence to achieve their academic, moral, and physical potential. If your child is bright and underachieving, easily distracted and requires additional learning support (ADHD) to secure the grades for post-secondary opportunities contact the Academy to find out more."
"CFIS is a multilingual learning environment where international education and global learning experiences develop critical thinking and problem-solving skills. This begins in our junior preschool program and continues through Grade 12. Students adopt a culture of compassion, respect and a deep understanding of new cultures. Our early childhood program fosters students’ early development, learning and growth, keeping French language acquisition at the core of all we do. No French is required for early Elementary applicants."
"The Academy's structured program prioritizes student growth and development. The disciplined daily routine provides students with a predictable framework for success. Students often flourish within an environment that provides supervised, mandatory study halls, plenty of physical activity, time for extracurricular interests, and healthy sleeping and eating patterns. This structured program revolves around students reaching their academic, physical, and moral potential."
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"Change. Our program is unique and can provide a transformative experience. Our students are accepted based on their perceived potential, not past performance. Many of our students have not thrived within the traditional school setting - socially, academically, or physically. As a result, we emphasize progress and development. We challenge our students to reach their potential and develop genuine self-confidence."
"CFIS offers students a unique, full French immersion educational experience in an inclusive and diverse community. Our dynamic multilingual educational environment nurtures academic excellence, cultural understanding and global perspectives. We value the student experience and academic success to prepare students with the skills, knowledge and attitudes to succeed in an increasingly interconnected world."
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"Families tend to be surprised by our caring, committed staff. There are a lot of misconceptions about military-inspired schools, including the idea that their nature is punitive. We have a dedicated staff whose primary concern is the growth and development of our students. Our staff are passionate about our students and genuinely care about their progress."
"Our multilingual education opens doors to international cultures and connections. Join our diverse, inclusive community where differences are celebrated. We're not just a school, we are a global village. CFIS values your child's experience and academic success, preparing them with the skills, language, knowledge, and attitudes they need to thrive in an interconnected world. At CFIS education means becoming a global citizen with limitless horizons."
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Robert Land Academy is a military-inspired living and learning environment intended to provide the structure and support that adolescent males require to meet their potential. We believe strongly in personal responsibility and individual accountability as being the basis for development of the self-discipline so necessary to succeed in life.
Our founding values of courage, commitment, labour, loyalty, and honour remain unchanged and permeate every aspect of our program. Boys are given the opportunity to earn leadership positions, ranks, and awards based entirely on merit. They quickly learn the value in working hard to accomplish goals and enjoy the satisfaction of knowing that they have earned whatever it is they have received, good or bad.
The Academy is not for every boy. They have no access to the internet and personal phones are not permitted. Every hour of the day is accounted for and a routine quickly established. Many find it difficult. However, our graduates all come to recognize the value of the program in assisting them in meeting their academic, moral, and physical potential. As an Academy, we certainly take great pride in knowing that we are helping to produce excellent leaders and citizens who positively contribute to the society in which they live!
At Calgary French & International School (CFIS), we are inspired by exploration and curiosity. Our immersive language learning environment and global education bring the world to our students in ways that help them experience other cultures, people and places in authentic and exciting ways.
Within a curriculum that encourages children to expand their interests and deepen their learning, CFIS students as young as 19 months benefit from enriched education, participate in various co-curricular activities, and graduate bilingual in French and English and functionally fluent in Spanish.
Our academics, extraordinary language education, international focus and development of the whole student form the foundation of learning at CFIS. We are an IB world school — offering both the senior high Diploma Programme and Primary Years Programme for preschool to grade 5 students — and we are moving towards becoming a full IB continuum school.
CFIS’s overarching programming develops the whole child — intellectually, socially, emotionally and physically. As multilingual learners in a United Nations Educational, Scientific and Cultural Organization (UNESCO) Associated School, students are encouraged to lead age-appropriate advocacy and humanitarian work related to their studies in their community and worldwide. Students are taught to effectively and confidently navigate different cultures through international connections, including travel studies in the Secondary Division.
At CFIS, our teachers and leadership team place a strong emphasis on individualized learning. Additionally, engaged principals, specialized classroom teachers, learning strategists and literacy coaches ensure CFIS students receive the attention required to thrive in all subject areas. As a result of the school’s dynamic learning environment, CFIS students’ average results on both diploma and course-awarded marks are considerably higher for CFIS students than the provincial average. Students are well-rounded in their achievements, transition easily into university and embody CFIS’s values as leaders, critical thinkers and ethical, engaged citizens. CFIS alumni avail themselves of an exciting range of post-secondary options at French and English universities throughout Canada, the United States and the United Kingdom.
Thank you for considering CFIS for your children. I look forward to meeting your family!
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.
Robert Land Academy boarding school offers a unique and highly structured learning and living environment in which many of the distractions responsible for boys not achieving marks in keeping with their potential are eliminated. Emphasis is placed upon the development of habits conducive to the development of self-care and routine, and the academic skills required for success in post-secondary environments. Small class sizes and extensive provision for remediation in numeracy and literacy skills combine with a coaching philosophy of teaching designed to elicit from boys their personal best. The Academy’s program invariably results in dramatic academic improvements and measurable success. A healthy diet, regular exercise and monitored study halls combine with a rigorous academic program to provide challenge, encouragement and academic self-direction.
The Calgary French & International School blends a progressive approach to learning in a full French immersion environment that is enriched with Spanish beginning in Grade 4. Through projects, inquiry and a balanced approach to teaching and learning, students are guided and nurtured in a supportive and enriching environment. Offering the International Baccalaureate (IB) Diploma Program, our candidacy with the IB Primary Years Programme (PYP) and through affiliations with the United Nations Educational, Scientific and Cultural Organization (UNESCO), Round Square and Canadian Accredited Independent Schools (CAIS), CFIS is actively supporting the development of global citizens while focusing on academic, artistic, musical and physical development.
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.
At Robert Land Academy, foundational courses target core areas of literacy and numeracy. Through the identification of actual grade level performance and diagnostic testing, academic remediation and upgrading, and specific individualized programs, boys can master the academic requirements necessary for the successful completion of their courses of study. At Robert Land Academy, foundational courses target core areas of literacy and numeracy. Through the identification of actual grade level performance and diagnostic testing, academic remediation and upgrading, and specific individualized programs, boys can master the academic requirements necessary for the successful completion of their courses of study. Remediation includes computer based instructional instruments such as Kahn Academy and the JUMP program for elementary grades.
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The use of calculators is restricted until such time as curriculum expectations require them. They are not employed in junior grades in order to ensure mastery of basic math skill sets.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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.
At Robert Land Academy, foundational courses target core areas of literacy and numeracy. Through the identification of actual grade level performance and diagnostic testing, academic remediation and upgrading, and specific individualized programs, boys can master the academic requirements necessary for the successful completion of their courses of study.
After gathering an impressive foundation of oral French vocabulary, students begin to read and write in French starting in Grade 1. At the end of Grade 2, English reading and writing begins and students quickly progress in their bilingual skills towards the end of Grade 3. In Grade 4, students begin Spanish lessons with specialist teachers.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
The CFIS science program is impressive, particularly into the senior high where laboratory assignments echo that of first and second year post-secondary studies.
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
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.
Science at CFIS is enriched with IB Primary Years Programme (PYP) framework.
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
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 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.
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Social Studies at CFIS is enriched with IB Primary Years Programme (PYP) framework.
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.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are provided together with monitored and restricted internet access. Personal computers and electronic devices are not allowed so as to remove potential sources of distraction.
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Web design
Robotics
Computer science
Physical education is an integral part of the school's overall program and is seen as a means to promote both mental and physical health.
The Calgary French & International School recognizes that extracurricular athletics promotes school pride, sportsmanship, and good citizenship. The chief objectives of school athletics are to provide students with opportunities for leadership development whether as an athlete, coach or official. Representing CFIS demands a high level of commitment from students, coaches and parents, but not at the cost of academics.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our emergent curriculum for children starting as early as 19 months, provides individualized learning based on children's interests. Intentional learning stations and activities are influenced by student interest and the development of language, pre-literacy, pre-numeracy, social and emotional skills. A wide variety of projects focus learning strategically on areas such as developing fine and gross motor skills, literacy and numeracy through play.
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.
Specific programming is provided to help students address the situation where they find themselves behind academically or previously placed in streams precluding university or college admission.
Student-led projects occur in every grade through our International Baccalaureate and UNESCO affiliations. Students are encouraged to take on community service initiatives connected to their curricular studies. A focus on differentiated learning occurs through individualized and small-group targeted instruction where learning strategists and literacy coaches support students across grades.
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”.
Senior academic years are focused upon post-secondary options and being able to be in a position by the end of high school where options and range of choice can be maximized.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
The school's high level of structure and reduction of distractions combined with an inclusive philosophy whereby special needs students can be incorporated with smaller regular classes has proven to be effective. The Academy's standard program represents in itself an overall accommodation to many boys' needs and learning priorities.
Occupational therapy and Speech-language therapy are offered to students in our Early Childhood Division (Junior Preschool to Kindergarten).
Many applicants to the school have been identified with a learning disability. The admission's process involves an interview and screening model to assess suitability of students to the program offered.
The school's learning strategists help students with both learning strategies and enrichment activities.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
5 - 12
5%
0%
$10,000
$0
80%
75%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Rolling
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 12
No
No
No
No
No
Yes: grades 1 - 12
No
No
No
No
For over 40 years, Robert Land Academy Academy has been offering programs for troubled boys to help them achieve the success that they haven’t been able to achieve through the traditional school system. Approximately, eighty percent of the students from our boys’ academy come from Canada. The remaining twenty percent travel from the United States, Germany, Mexico, Hong Kong, China, Taiwan, The Caribbean and elsewhere around the globe. Because Robert Land Academy attracts boys from around the world, the student body represents a broad diversity of racial, ethnic and religious backgrounds. Because of the intimate setting and the small student population, our students form strong friendships which last a lifetime.
Families that find CFIS to be a good fit are committed to multilingual education enriched with global thinking, and enjoy being part of and contributing to our diverse school community. The ideal candidate for a CFIS is a student who is a curious and engaged learner and thrives in a diverse community. Self and mutual respect, strong character and a family emphasis on volunteerism and a commitment to education are all important characteristics in a CFIS student.
The admission process at Robert Land Academy includes a written application and a personal interview with the candidate and his parents. Copies of academic transcripts or reports from the preceding two years and other pertinent information are also required. Admission is based upon the boy’s suitability to the program and the potential exhibited as a result of the interview process.
Calgary French & International School is a full French immersion school that prepares children with the tools to learn Spanish and graduate with internationally recognized mastery of French and English.
Most students new to CFIS do not speak French at home with their families. At CFIS, our French immersion learning environment is designed to meet the needs of students who are new to the French language.
Our application process is intended to find a mutually good fit between families, students and the school. Our Admissions team considers each applicant’s academic record, character, and citizenship qualities.
We welcome many new students to the CFIS community each year, and are excited to meet your family.
If you have any questions about the application process, our Admissions Team is here to help! Please email us at [email protected].
Student Eligibility: No previous experience in French is required for admission to our Early Childhood Division — Junior Preschool, Preschool, Junior Kindergarten and Kindergarten — and for Grades 1 to 4 through our Embark transitional immersion program.
Our Elementary and Secondary divisions welcome applicants currently attending a Francophone or French immersion school in all grades. Students entering Grade 5 to Grade 12 must be currently attending a Francophone or French immersion school to be eligible to apply and attend CFIS.
Application Process:
Step 1: Visit CFIS for a tour and information session.
Step 2: Complete an application at CFIS.com: Start Here
Step 3: Applicants complete an educational assessment (Junior Preschool excluded). Preschool and Junior Kindergarten applicants participate in an assessment with a parent.
Step 4: The Admissions Office offers placement to the applicants' family.
Step 5: The applicants' family confirms enrolment by signing a tuition agreement and paying a deposit.
International Students: CFIS welcomes applications from international families. Families who do not have Canadian citizenship or permanent residency status are considered international. CFIS also requires:
All applications received prior to the application deadline will be given equal consideration, regardless of the timing of their receipt. We are excited to receive your application and ask that you apply only in the appropriate year, not sooner.
