RR 2, Okotoks, Alberta, T1S 1A2, Canada
1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
Indirect Support:
RR 2, Okotoks, Alberta, T1S 1A2, Canada
1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
1905
1894
735
1050
K to 12
JK to 12
Coed
Girls
Day
Day, Boarding
English
English
Academic
Academic
Progressive, International Baccalaureate
Liberal Arts
16 to 18
18 to 22
Learning, Developmental
In-class adaptations
$20,508 to $26,170
$41,520
$75,905 to $79,905
Yes
Yes
11%
10%
K to 12
7 to 12
$5,700
$16,000
57
70
0%
5%
80%
30%
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
9, 10, 11, 12
Feb 10, 2024
Dec 01, 2022
Not available
Rolling
Yes: grades K - 12
Yes: grades JK - 12
Yes: grades 7 - 12
Yes: grades 10 - 11
information not available
Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community—though, even then, it was looking beyond tradition, charting new territory for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously, the first principal, Ellen Mary Knox, asked her students, "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role—what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underscore the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as do other schools that operate with the same goals and intentions—is that they remain necessary today. The current principal is Catherine Misson, who assumed the role in 2019 as the school’s 12th principal.
Read The Our Kids Review of Havergal College
Strathcona-Tweedsmuir School became a school, by that name, in 1971, though its history stretches back more than a century. It is essentially an amalgamation of three schools that excelled in different ways: St. Hilda’s School for Girls, Strathcona School for Boys, and Tweedsmuir: An Academic School for Girls. The current school motto, Nil Nisi Optimum, “nothing but the best,” was originally used by Tweedsmuir: An Academic School for Girls, as was the black watch tartan uniform—in that and other traditions that remain in place reflect the founding schools long, shared histories.
The amalgamation came at a time of economic growth due to a boom in oil and gas exploration in the region. Each school was outgrowing its footprint, and so looked to combining forces. The world, too, was changing, and the move to a co-ed academic atmosphere was equally emblematic of the time. The newly minted Strathcona-Tweedsmuir School also moved to a sizable parcel of land, where the school remains today.
In time, the school would continue to grow its curricular offerings, including Advanced Placement courses, the adoption of Round Square, and the growth of the International Baccalaureate program. STS was also an early adopter of digital technologies in the classroom. Those things are an expression of perhaps the most important tradition that STS expresses, namely that of looking ahead, being flexible, and working to adapt the program to student needs. The ideal student is one who will thrive in a large, vibrant, and challenging academic environment.
Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community though, even then, was looking beyond tradition, charting new territory, as it were, for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously the first principal, Ellen Mary Knox, asked her students "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role, what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underwrite the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as other schools that operate with the same goals and intentions—is that they remain necessary today.
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"The school has harnessed many of our daughter's positive traits and stimulated her growth and development, not just academically, but socially, emotionally, and physically."
robert gabor - Parent (Sep 12, 2018)
Our daughter has had a wonderful time in her three years at Havergal, and is very excited about comp...
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"...it is these types of special moments and acts of kindness from the faculty and staff that make Havergal stand out above all the other schools."
Ruth Ley - Parent (May 29, 2019)
My daughter loves attending Havergal and each year gets better for her! She looks forward to each an...
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"We have always had very good communication with teachers at Havergal. We feel the teachers do a great job of appropriately challenging and supporting our..."
Dana Rippon - Parent (May 29, 2019)
My daughter loves being a student at Havergal College. She really enjoys all of her classes and and...
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"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 a rigorous academic curriculum, students experience a wide variety of co-curricular activities and benefit from a supportive community, rooted in our school's 118-year history."
"At Havergal College, each student is supported to make empowering choices and become the architect of her education. An all-girls school (JK to 12) in Toronto, Havergal offers a rigorous curriculum designed around the pillars of academics and wellbeing. Our students learn new ways to express themselves with creativity, enthusiasm and self-confidence. A Havergal alum graduates with an inquiry mindset, ready to solve problems and meet the demands of a rapidly-changing world."
"1. Teachers are genuinely interested in their students at STS. Our school is a community and each individual student matters, is known, and is supported to flourish during their time at STS.
2. Our campus is a global hub in a natural setting; outdoor education and experiential learning is infused into every grade level throughout the year.
3. Student are guided to realize their purpose and calling in life; we do more than just prepare for post-secondary education. We flourish"
"Campus: Havergal has the largest girls’ independent school campus in the city. This allows students to explore and learn outdoors on our 22 acre sprawling campus in the heart of midtown Toronto (including 3 athletic fields, a woodland trail with brook, 2 outdoor classrooms, tennis courts and other green spaces).
Technology: HC-X is the innovation hub of Havergal for the development and delivery of future-ready education. Out of HC-X comes future-ready programming for students and educators."
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"1. STS provides every student with committed and talented teachers who intentionally nurture lasting one-on-one relationships.
2. Personalized learning and support services help foster academic excellence and also promote a sense of balanced well-being for every student.
3. State of the art facility and outdoor learning in an expansive natural setting means that students have the best possible opportunities to be outdoors daily for field research, sports, arts, play and reflection."
"Havergal offers a warm and welcoming community with a culture in which all people are respected and valued for their identity. We believe that with this sense of community, our students develop the courage and confidence to make an impact on the world.
Our families highlight our friendly faculty and staff and student-focused programming as our competitive advantage."
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"Parents and students often miss how much support is provided, both academically and emotionally, to ensure that students flourish and reach their full potential while here. Dedicated teachers, counselors, learning strategists, and school leaders are in our hallways, classrooms, acting as coaches, mentors, and leading our outdoor education experiential learning trips. This means your children are truly known, and get to see themselves as appreciated individuals in our community who belong at STS."
"Families are often surprised by how connected their daughters feel with the school community. Our students are mentored and guided in many decisions through the school's Guidance, Wellness and Teacher Advisor programs. They make lasting connections not only with their peers across different grades, but also with the school's faculty and staff. The end goal is to ensure that students have direction for their future outside of Havergal's ivy walls."
"Our school builds connections beyond the classroom and actively promotes a positive community for students, parents, alumni, and staff. Most people understand that there is an inherent benefit to being a member of a school community. STS has a long, proud history resulting in an alumni network willing to help the families find belonging and success in their lives. The size of this community combined with many notable individual accomplishments sets STS apart from any other school in our area."
"Havergal supports students in and out of the classroom by offering mentoring opportunities, providing cross-grade community building opportunities on a weekly basis and taking a genuine interest in the wellbeing and development of each student. Our families are often surprised by how our faculty go above and beyond what's expected of them in the classroom through mentorship. Our Wellness Team and other staff members are available to help students who need additional support."
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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.
For over 100 years, Havergal College has provided young women with an exceptional education in an environment that encourages both inquiry and curiosity, and celebrates community. In 1894, Havergal’s founding principal, Ellen Knox, defined the school’s mission with the question she posed to her students -- “What will you do?”
That question continues to guide Havergal and its students through the challenges that come from a constantly changing world. Its influence is evident in our students and graduates to this day: women making a difference for good in the world by living their lives with purpose and as involved citizens.
I encourage you to visit our beautiful 22-acre campus, to tour both our heritage and contemporary buildings and to speak with our faculty and students to see, first-hand, the benefits of a Havergal education.
Liberal Arts
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
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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.
Our liberal arts program meets and exceeds the expectations of the Ontario Ministry of Education. All courses are university preparatory and are at the advanced level. A credit is granted with the successful completion of a course for which a minimum of 110 has been scheduled. Many students elect to write Advanced Placement exams. Upon graduation, students receive the Ontario Secondary School Diploma. A Havergal education prepares students for a lifetime of learning, leadership and limitless possibilities. In a university preparatory school with rigorous academic standards, Havergal's students are challenged to reach their full academic potential. Learning is increasingly independent, fostering academic achievements while supporting students in their different interests and talents. Havergal students graduate as informed and responsive global citizens, ready to meet the challenges of university study in Canada and abroad.
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.
The goal of the Mathematics Department is to develop both a strong conceptual understanding as well as flexible thinking in mathematical terms. Students understand how and why operations work in mathematics and develop the ability to manipulate numbers.
Teachers produce their own materials or use texts approved by the Ministry of Education.
Students can use calculators at the discretion of their teachers.
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.
Our Primary teachers work with students individually on their reading and writing skills and adapt their teaching methods according to the learning style and needs of each student.
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.
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Our Primary teachers work with students individually on their reading and writing skills and adapt their teaching methods according to the learning style and needs of each student.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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At Havergal, we are committed to developing young women with strong problem-solving skills and analytic abilities. We prepare our students for the rigors of post-secondary science education while nurturing a sense of wonder about the natural world around us. Our science programs not only encourage inquiry and exploration of ideas, but also provide challenging content in the areas of biology, chemistry and physics. Havergal students must be able to make informed decisions about the impact of science and technology as well as about environmental issues. These decisions can only be made with a solid understanding of the science involved. Evolution is the foundational biological theory and is taught as such.
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
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Havergal's approach to teaching is based on extensive research on how girls learn best. In the Senior School classroom, emphasis is placed on synthesizing and evaluating information to gain a deeper understanding of each subject area. Students construct meaning and understanding as they consider conflicting interpretations, arrive at their own informed opinions and actively participate in cross-discipline learning.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
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.
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.
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In our Junior School programs, teachers work in teams to develop themes across subject areas. Teachers continually monitor each student's progress and encourage her individual potential as she engages in learning that is increasingly independent and interdisciplinary. Each girls develops the skills and knowledge needed to prepare for further learning.
Equal Balance
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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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The Social Sciences Department at Havergal offers courses in modern and ancient history, physical and human geography, law, economics and philosophy. At all grade levels, the approach in our courses is to treat historical subjects and current events not as facts to be memorized but as issues to be examined and resolved. We view our subjects as a record of the human condition and its ability to adapt to changing environmental, political, economic and social forces. Our collective aim is to prepare students for continued success in post-secondary education and to remain informed and active citizens in their present and future communities.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Havergal College teaches languages to young women so they will excel beyond mere linguistic competence and expression and begin to think about, imagine, participate in and understand the complex and diverse world beyond their own linguistic community. The learning of languages is not just central to establishing a more civil, just and equitable world; it is the essential golden key that will help prepare young women to make a difference.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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Throughout a student’s experience at Havergal, she is able to explore a broad range of the Arts including dance, drama, music and visual art. At all grades, instruction and direction is provided by specialist teachers or practicing artists who possess a depth of knowledge, a genuine desire to inspire a love the arts in others and continued practice in their field.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Havergal offers e-Learning courses through the eLearning Consortium Canada (ELCC), providing our ELCC students with a high level of student monitoring and support. In the Upper School, students can choose from a range of multimedia and computer science courses. In both the Junior and Upper Schools, our faculty incorporates technology into learning when relevant.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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.
The Health and Physical Education program allows each Havergal student to develop an active and healthy lifestyle through participation in the various activities offered from Grades 7 to 12. Through their active involvement, students will have the opportunity to develop confidence, self-esteem and physical abilities that will enhance their personal growth. The Grade 7, 8 and 9 programs teach these elements through traditional sports, water activities, fitness activities and initiative and team-building tasks. The health units prepare students to make healthy choices. Topics include healthy eating, growth and development, healthy sexuality, personal safety and injury prevention and substance use and abuse. Health and Physical Education students in Grades 10, 11 and 12 explore and develop leadership skills through challenging individual and group activities. They practice self-assessment and goal setting and gain the knowledge, skills and understanding for healthy living.
Play-based
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.
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.
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.
We have a play-based program with a focus on academics. Students are supported in learning literacy, numeracy, problem-solving and social interaction skills.
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.
STAND School - hybrid learning; we have created a pathway for you to continue learning in the way you do best – without sacrificing the importance of in-person collaboration.
Havergal provides "Reach Ahead" credits in French and Math to allow capable student to challenge themselves by taking a course the grade ahead.
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”.
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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.
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."
Strathcona-Tweedsmuir School (STS) inspires compassionate, curious, and creative global citizens who lead with courage. We are a diverse community where students pursue lives of purpose, flourishing emotionally, physically, and intellectually.
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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. | ||||
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Families applying to Strathcona-Tweedsmuir School will be ask to provided any documentation related to previous IPP supports or psychological-educational testing. This information will be used during admission to determine if the level of accommodations and supports required match our program offerings.
We are responsible for student learning. Students are supported to the best of their ability and with accommodation. We have students with learning disabilities who do well with accommodations.
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
K - 12
7 - 12
11%
10%
$5,700
$16,000
80%
30%
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
9, 10, 11, 12
Feb 10, 2024
Dec 01, 2022
Not available
Rolling
Yes: grades K - 12
Yes: grades JK - 12
Yes: grades 7 - 12
Yes: grades 10 - 11
Yes: grades 7 - 12
Yes: grades 9 - 12
Yes: grades K - 12
Yes: grades JK - 9
Yes: grades 7 - 12
No
No
No
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.
A Havergal girl is a well-rounded individual who balances a wide variety of opportunities and feels connected to her community and experiences personal fulfillment and meaning in her individual choices. She is not afraid to ask questions and take risks. She is an excellent communicator who is adaptable and confident. She balances a variety of opportunities while living her life with compassion and integrity, knowing she possesses the academic and life skills to make a difference.
Annual Early Decision Deadline - November 30
Annual Regular Decision Deadline - February 10
Annual Rolling Admission begins February 11 for a select number of remaining seats
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 from the current year
5. Interview
6. Individual or Group Assessment
How to Apply for September 2023 – Applications open August 2022
We are delighted that you are considering Havergal College for your child. The Admission team is here to help make the process a positive one for your family and are here to support you along the journey. Our role as the Admission team is to ensure that at each stage in the process, applicants know we are keen to understand their strengths, where we can provide support and how they will add to our vibrant community. It is also our role to ensure you are well informed about Havergal’s programs and how a Havergal education provides our graduates with the skills, values and attributes that allow them to have impact as they strive to make a difference in their chosen pursuits.
In keeping with the College’s commitment to academic excellence, wellbeing and diversity, equity and inclusion, the Admission Team, in conjunction with key faculty have reviewed our practices to ensure they are relevant, inclusive and reflective of best practice nationally and internationally. Like many preeminent independent schools in the world, Havergal has been mindful of the ongoing pandemic and its effect on the wellbeing of students. Our admission and assessment practices for entry to the College in September 2023 reflect the knowledge and research that we have gained during this review.
The next admission cycle begins in late August 2022, but the Admission team is here to help answer your questions. You will find our Virtual Admission Centre has a campus tour as well as recordings of past events which will provide you with a great start on your journey to learn about Havergal. Keep checking this site for updates on Spring events and all the events that will be scheduled in the fall to help you and your child get to know Havergal and all that the school offers.
Looking for More Information?
Please see our Virtual Admission Center to see our virtual tour and to connect with a member of our Admission team.
