22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
700 - 77th Street SW, Calgary, Alberta, T3H 5R1, Canada
1988
1969
400
730
Nursery/Toddler to 8
Nursery/Toddler to 12
Coed
Coed
Day
Day
English
English, French, Spanish
Academic
Academic
Traditional
Progressive, International Baccalaureate
15 to 20
16 to 20
Accelerated curriculum
$11,300 to $13,760
$9,200 to $18,570
No
No
0%
0%
None
None
$0
$0
31
43
0%
0%
100%
75%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 12
No
No
information not available
information not available
Not all Christian schools are created the same, and Wesley is one that builds from the values of the Christian faith, using them to inform the delivery of the curriculum and the lived experience of the school. The school began as a pre-school program in 1988 and has grown since then, including a move into an expanded facility in 2004. Today the size of the school is at the mean for Canada, with approximately 350 students. It’s small enough to maintain a close, connected feel throughout the school, while large enough to allow for a full spectrum of curricular and extra-curricular programming. Families who enroll here are drawn by the strength of the academic offering, the breadth of programming, and the attention to personal and interpersonal development.
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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"Each year we can see [our daughters'] transformation and maturing because of the mentoring and care at Wesley."
Amy Yeung - Parent (Aug 22, 2018)
I have three daughters at WCA, For all 3 of them, their teachers have been the highlight of their ...
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"It has been amazing to witness ... [our children's] desire to learn, and their love for school."
Valerie Wong - Parent (Sep 05, 2018)
I have three daughters and a son who attend Wesley Christian Academy. Prior to coming to Wesley two...
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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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"At WCA, our preschool encourages inquiry and exploration, but we give children a head start by developing competency through phonics and math. For those in Grade 1-8, we use selected Ontario Curriculum with supplementary materials that may exceed Ministry requirements. This is balanced with sports, music, and drama clubs. All this rests on a strong foundation formed with daily Bible classes and a weekly chapel service. As Christians, we will share our beliefs, but we also warmly welcome families from ALL faiths."
"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."
"Families choose Wesley for academic excellence and spiritual foundation. Much of this is achieved through our dedicated teachers and administration team who have long term commitments to the school and students. They think of, care about, and view each child as a whole person. The focus is not just on the student’s academic performance. Wesley is about gently guiding and encouraging students towards their full potential and helping them realize that God has an amazing plan for each of them."
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"Wesley is a small school but offers a strong academic focus often only found in larger and more expensive private schools. Furthermore, the academics are rounded out with a spiritual foundation to help develop one’s moral compass and extracurricular activities to broaden one's interests in the arts, music, and sports. Wesley has been referred to as the “best kept secret in Markham” in terms of value for the quality of education received."
"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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"At Wesley, we don’t just say we care about our students. We really mean it – whether it is giving a child a clean pair of uniform pants to wear when they are covered in mud after slipping outside, giving a primary student a special container for their tooth that just fell out, or asking the kitchen staff to make an impromptu bagged lunch for a child who forgot to bring one for a field trip. It’s the "little" things that go unnoticed but come with entrusting your child to our school."
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"Further to the academic and spiritual focus of our school, many of our dedicated staff pour hours into our extracurricular activities, and it is reflected by the students’ responses. Nearly 90% of our students participate in our annual Christmas play – whether it is via acting, singing, dancing, playing an instrument or emceeing. We also enter multiple teams to compete with other Christian schools throughout the year in 7-8 different sports. The pennons in the gym are reflective of our success!"
"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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Walk through the doors of Wesley Christian Academy and you will immediately feel that this is some place special. The chatter of busy children, the encouraging and wise quotations on the walls and the faces of caring, exceptionally qualified, and dedicated educators are but a few of the differences.
We are committed to providing all the necessary components to help each child reach his or her potential. An outstanding curriculum complemented with music, arts, physical education, and studies in foreign languages enrich the program. In order to develop a strong moral character, there must be a yardstick to measure it against. For us, our measure is based on Biblical Christian values.
Our success is evident in the lives of our many graduates who have gone on to attend some of the finest universities in Canada and abroad. Each story of these fine young men and women encourages us to continue to inspire, educate and love each student. Our future depends on their future. We are dedicated to ensuring that their future has every opportunity we can give. Come and see why Wesley is a purposeful choice.
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.
We offer a time tested effective curriculum with strength in language arts and mathematics. We have specialized teachers for music, physical education, and French. Our program is faith based and offers a Biblical world view.
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.
Building a strong foundation through repetition and drills ensures that students are well prepared to apply the new concepts in various situations that challenge them with higher order thinking skills as demonstrated in the performance tasks.
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Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
Reading instruction begins by teaching students the sounds and syllables associated with each letter. Students participate in guided reading groups and independent reading programs to enhance their fluency, accuracy and comprehension.
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Equal balance
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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.
Writing instruction begins with understanding basic concepts of sentence structure and the various parts of speech. As the students progress, they are given more opportunity to apply their skills in creative pieces as well as practical assignments.
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
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
Ontario Ministry of Education curriculum expectations are followed throughout the grades as they relate to God’s world and understanding that God created the earth and all that is in it. Students are given opportunities to apply their knowledge in hands-on experiments as they develop their problem solving skills through scientific inquiry.
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
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.
Students study a variety of literature throughout the grades.
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
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 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.
Ontario Ministry of Education curriculum expectations are followed throughout the grades. Students learn to explore and analyze the ways in which they can contribute to society as well as their role in their family, community, province, country and the world.
Social Studies at CFIS is enriched with IB Primary Years Programme (PYP) framework.
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.
Students in grade 7 and 8 follow the Ontario Ministry of Education curriculum expectations for both history and geography. The history program studies early Canadian history. The geography program focuses on the world around them and how students can become responsible citizens. Students learn to analyze evidence in order to evaluate and compare past events and situations with present day events and situations.
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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.
Through real-life situations students learn how to read, write and speak in the French language. The French program teaches the students an appreciation for the French culture. The Biblical aspect is incorporated into the French program through the memorization of Bible verses and the use of worship songs.
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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.
The arts curriculum focuses on music, visual arts and drama. All students participate in the music program. In grade1, and 2 students learn an appreciation for music through a focus on rhythm and vocal skills. In grade 3 students begin to apply their knowledge as they learn the ukulele. In grade 4, students learn to play the recorder. In grades 5-8, students meet the curriculum expectation in music through their learning of band instruments. In visual arts, students use a variety of forms of media as they learn about the principals and elements of art.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
The use of technology is incorporated into many aspects of the students’ learning. Students have weekly media classes in which they learn to use various technologies and programs. There are SmartBoards in classrooms to assist and support student learning. Students are taught to use technology in a responsible manner.
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Web design
Robotics
Computer science
The Physical Education program follows the Ontario curriculum expectations. It focuses on learning movement skills through cooperative games and developing students confidence, skills and interest in being physically active. The health portion of the program is guided by the Ontario curriculum in keeping with the values of the school.
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
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.
Our school embraces the concepts of How Does Learning Happen by encouraging inquiry, exploration and well being. We foster a sense of expression and life long learning. We believe firmly in giving children the tools they need to develop competency in literacy and numeracy and therefore begin phonics and mathematics in preschool. We teach both manuscript and cursive writing and promote a sound set of foundations on which to build future learning.
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
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
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”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
We strive to nurture the whole child. We build a program that meets the needs of the students intellectually, physically, emotionally, socially and spiritually.
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Fencing |
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Field Hockey |
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Ice Skating |
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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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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
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0%
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$0
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75%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 12
No
No
No
No
Yes: grades SK - 8
Yes: grades 1 - 12
No
No
No
No
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.
If you are interested in applying for admission to Wesley Christian Academy and Early Learning Centre, please submit the following to the Admissions Office for each student in your family for whom you are applying:
Upon receipt of same, we will contact you to arrange for an interview with you and your child, which may include an assessment. The interview and assessment will form part of our application review.
If an offer of admission is made to your child, we will require a non-refundable Registration Deposit of $1,000.00 for Elementary School, or $400.00 for the Early Learning Centre and a non-refundable Enrolment Fee equivalent to the first month’s tuition, along with nine post-dated cheques for the balance of the tuition (or preauthorized payment form and void cheque), in order to secure his/her registration.
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.
