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Calgary French & International School:
The Our Kids Report > Academics
Grades Preschool TO Gr. 12 — Calgary, AB (Map)
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Calgary French & International School:
THE OUR KIDS REPORT
REPORT CONTENTS:

Calgary French & International School ACADEMICS & EXTRACURRICULARS


Curriculum Progressive, International Baccalaureate

[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at CFIS: Progressive, International Baccalaureate

CFIS has a Progressive, International Baccalaureate approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).

[Show: About Progressive, International Baccalaureate?]

Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.

Curriculum at schools on OurKids.net:
  Progressive - 33%
  Traditional - 40%
  Liberal arts - 13%
  Montessori - 11%
  Reggio Emilia - 1%
  Waldorf - 2%

CFIS has a International Baccalaureate approach to supplementary curriculum.

Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.

What CFIS says about their overall curriculum and approach:

The Calgary French & International School blends a progressive and traditional approach to learning. Project-based and student-led inquiry abound, supported by teacher-led instruction and skill development. CFIS Student Services provides learning support for enrichment and challenges. Offering the International Baccalaureate (IB) Diploma Program, 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.


International Baccalaureate offered

Programoffered
Primary Years
Middle Years
Diploma program
Career-related program

Approach

Focus
Academic

Pedagogies and subject courses:

  • Mathematics

    Equal Balance

    Mathematics approach at CFIS: Equal Balance

    CFIS has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).

    [Show: About Equal Balance?]

    These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Mathematics at schools on OurKids.net:
      Equal balance - 68%
      Traditional math - 26%
      Discovery math - 6%

    What CFIS says:

    This information is not currently available.

    Textbooks and supplementary materials:

    This information is not currently available.

    Calculator policy:

    This information is not currently available.

  • Early Reading

    Balanced Literacy

    Early Reading approach at CFIS: Balanced Literacy

    CFIS has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive, Whole Language approach).

    [Show: About 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.

    Early Reading at schools on OurKids.net:
      Balanced literacy - 57%
      Phonics-intensive - 41%
      Whole language - 2%

    What CFIS says:

    This information is not currently available.

    DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    What CFIS says:

    This information is not currently available.

  • Writing

    Equal balance

    Writing approach at CFIS: Equal balance

    CFIS has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).

    [Show: About 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.

    Writing at schools on OurKids.net:
      Equal balance - 78%
      Systematic approach - 10%
      Process approach - 12%

    What CFIS says:

    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.

  • Science

    Equal Balance

    Science approach at CFIS: Equal Balance

    CFIS has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).

    [Show: About 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 at schools on OurKids.net:
      Equal balance - 69%
      Expository - 5%
      Inquiry - 26%

    Teaching approach:

    The CFIS science program is impressive, particularly into the senior high where laboratory assignments echo that of first and second year post-secondary studies.


    Treatment of evolution:

    Subjectoffered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

    Topics covered in curriculum:

    Subjectoffered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature

    Equal Balance

    Literature approach at CFIS: Equal Balance

    CFIS has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).

    [Show: About Equal Balance?]

    These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

    Literature at schools on OurKids.net:
      Equal balance - 75%
      Traditional - 22%
      Social justice - 3%

    What CFIS says:

    This information is not currently available.

  • Social Studies

    Expanding Communities

    Social Studies approach at CFIS: Expanding Communities

    CFIS has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge, Thematic approach).

    [Show: About 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.

    Social Studies at schools on OurKids.net:
      Expanding communities - 29%
      Core knowledge - 39%
      Thematic - 32%

    What CFIS says:

    This information is not currently available.

  • Humanities and Social Sciences

    Equal Balance

    Humanities and Social Sciences approach at CFIS: Equal Balance

    CFIS has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).

    [Show: About Equal Balance?]

    These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

    Humanities and Social Sciences at schools on OurKids.net:
      Equal balance - 81%
      Perennialism - 8%
      Pragmatism - 11%

    What CFIS says:

    This information is not currently available.

  • Foreign Languages

    Communicative

    Foreign Languages approach at CFIS: Communicative

    CFIS has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).

    [Show: About Communicative?]

    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.

    Foreign Languages at schools on OurKids.net:
      Communicative - 34%
      Audio-lingual - 3%
      Equal balance - 63%

    What CFIS says:

    This information is not currently available.

  • Fine Arts

    Equal Balance

    Fine Arts approach at CFIS: Equal Balance

    CFIS has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).

    [Show: About Equal Balance?]

    These programs have an equal emphasis on receptive and creative learning.

    Fine Arts at schools on OurKids.net:
      Equal balance - 65%
      Receptive - 2%
      Creative - 33%

    Program offers:

    Subjectoffered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What CFIS says:

    This information is not currently available.

  • Computers and Technology

    Medium integration

    Computers and Technology approach at CFIS: Medium integration

    CFIS has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).

    [Show: About Medium integration?]

    Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

    Computers and Technology at schools on OurKids.net:
      Medium integration - 51%
      Light integration - 18%
      Heavy integration - 31%

    What CFIS says:

    This information is not currently available.


    Program covers:

    Subjectoffered
    Computer science
    Robotics
    Web design

  • Physical Education

    What CFIS says:

    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 The Calgary French & International School demands a high level of commitment from students, coaches and parents but not at the cost of academics.

  • IB Diploma courses

    10 courses

    Group 1 (Language A)

    • English Literature HL

    Group 2 (Language B)

    • French HL
    • Spanish SL

    Group 3 (Individuals and Societies)

    • History SL

    Group 4 (Experimental Sciences)

    • Chemistry SL
    • Chemistry HL
    • Biology SL
    • Biology HL
    • Physics SL

    Group 5 (Mathematics)

    • Mathematics SL

    Group 6 (The Arts)

    • Advanced Placement courses
      This information is not currently available.

    • Sex and health education

      Alberta curriculum

      Sex and health education approach at CFIS: Alberta curriculum

      CFIS has an Alberta curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

      [Show: About Alberta curriculum?]

      The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

      Sex and health education at schools on OurKids.net:
        Follows provincial curriculum - 61%
        Does not follow prrovincial curriculum - 39%

      Approach to sex and health education: Mostly value-neutral

      CFIS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
      [Show: About Mostly value-neutral?]

      By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

      What CFIS says:

      This information is not currently available.

    Preschool/K Curriculum Play-based

    [Show definition of Preschool/K Curriculum]

    Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

    Preschool/K Curriculum approach at CFIS: Play-based

    CFIS has a Play-based approach to Preschool/K Curriculum (as opposed to Montessori, Waldorf, Reggio Emilia, Academic approach).

    [Show: About 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.

    Preschool/K Curriculum at schools on OurKids.net:
      Play-based - 25%
      Montessori - 24%
      Waldorf - 2%
      Reggio emilia - 7%
      Academic - 42%

    What CFIS says about their preschool/K curriculum approach:

    Our emergent curriculum program means individualized learning based on a child's interest. Learning stations and activities are influenced by student interest and the development of language, pre-literacy, pre-numeracy, social and emotional skills is connected to the student. Wide-varieties of projects focus learning strategically on areas such as developing fine and gross motor skills, literacy and numeracy through play.

    Language trilingual

    Learn about Calgary French & International School's languages of instruction and enrolment.

    CFIS is a trilingual school with English, French, Spanish as the primary language of instruction

    English - 10% French - 80% Spanish - 10%

    Language of enrolment include: English

    Curriculum Pace Standard-enriched

    [Show definition of Curriculum Pace]

    This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

    Curriculum Pace approach at CFIS: Standard-enriched

    CFIS has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

    [Show: About 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.

    Curriculum Pace at schools on OurKids.net:
      Standard-enriched - 58%
      Accelerated - 18%
      Student-paced - 24%

    What CFIS says about their curriculum pace:

    A wide-variety of enrichment is available including robotics, travel studies, Mathletics, independent science, social and environmental projects, global connections, community service, leadership opportunities and more.


    Flexible pacing style

    Type Offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What CFIS says about their flexible pacing:

    Student-led projects occur in every grade through our UNESCO program. Students are encouraged to take on community service initiatives connected to their curricular studies. A focus on differentiated learning through technology, learning strategists and literacy coaches is a great benefit for students across grades.

    Academic Culture Rigorous

    [Show definition of Academic Culture]

    Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

    Academic Culture approach at CFIS: Rigorous

    CFIS has a Rigorous approach to Academic Culture (as opposed to Supportive approach).

    [Show: About 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”.

    Academic Culture at schools on OurKids.net:
      Rigorous - 50%
      Supportive - 50%

    What CFIS says about their academic culture:

    This information is not currently available.

    Developmental priorities Intellectual

    [Show definition of Developmental priorities]

    Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

    Primary Developmental Priority: Intellectual

    The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

    Secondary Developmental Priority: Balanced

    Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

    What CFIS says about their developmental priorities:

    This information is not currently available.

    Special needs support Indirect Support

    [Show definition of Special needs support]

    Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

    CFIS offers Indirect Support

    Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.

    A - Forms of Support
    Accommodation:
    Modification:
    Remediation:
    B - Environments
    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:

    Special NeedNeed
    Forms of SupportA
    EnvironmentsB
    ADHD
    • 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.
      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.

    Read our guide to special needs schools and special education


    Academic support

    TypeOffered
    Learning strategy and study counselling; habit formation
    Extra support and minor accommodations for children experiencing subclinical difficulties

    Mild but clinically diagnosed learning disabilities

    TypeOffered
    Accommodations
    Modifications
    Extra support

    What CFIS says:

    The school's learning strategist team helps students with both learning strategies and enrichment activities.


    Additional support

    TypeOffered
    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    Gifted learner support Dedicated class; in-class adaptations

    [Show definition of Gifted learner support]

    Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

    Curriculum Delivery: Enrichment

    The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.


    In-class adaptations

    Program Offered
    Custom subject enrichment (special arrangement)
    Custom curriculum compacting (special arrangement)
    Guided independent study (custom gifted arrangement)
    Cyber-learning opportunities (custom gifted arrangement)
    Formalized peer coaching opportunities (specifically for gifted learners to coach others)
    Custom subject acceleration (special arrangement)
    Career exploration (custom gifted arrangement)
    Project-based learning (custom gifted arrangement)
    Mentorships (custom gifted arrangement)

    What CFIS says about their gifted learner support:

    Our talented and gifted students are provided opportunities within the class to explore grade level concepts in broader and deeper ways. Our school's learning strategists work directly with teachers to coach on how to differentiate our project-

    Homework Policy

    [Show definition of Homework Policy]

    Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

    Nightly homework

    In grade Gr. 12, CFIS students perform an average of 45 mins of homework per night.

    PSJKSK123456789101112
    CFIS0 mins0 mins0 mins15 mins15 mins15 mins30 mins30 mins30 mins45 mins45 mins45 mins45 mins45 mins45 mins
    Site Average1 mins6 mins7 mins15 mins17 mins23 mins29 mins35 mins41 mins53 mins58 mins74 mins85 mins101 mins109 mins

    What CFIS says about their flipped classroom policy:

    This information is not currently available.

    Report Card Policy

    [Show definition of Report Card Policy]

    While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

    How assessments are delivered across the grades

    TypeGrades
    Lettered or numbered gradesPreschool to Gr. 12
    Prose (narrative)-based feedbackPreschool to Gr. 12
    Academic achievement reportingPreschool to Gr. 12
    Habits and behaviour reportingPreschool to Gr. 12
    Parent-teacher meetingsPreschool to Gr. 12

    Extracurricular Activities

    While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

    Sports offered

    Calgary French & International School offers 18 competitive sports and 18 recreational sports.

      Competitive offered          Recreational offered
    all sports]
    • Archery
    • Curling
    • Ultimate
    • Badminton
    • Baseball
    • Basketball
    • Canoeing/Kayaking
    • Cricket
    • Cross-country skiing
    • Cycling
    • Downhill skiing
    • Equestrian
    • Fencing
    • Field Hockey
    • Figure Skating
    • Football
    • Golf
    • Gymnastics
    • Ice Hockey
    • Ice Skating
    • Lacrosse
    • Martial Arts
    • Mountain biking
    • Racquet Ball
    • Rowing
    • Rugby
    • Running
    • Sailing
    • Skateboarding
    • Snowboarding
    • Soccer
    • Softball
    • Squash
    • Swimming
    • Tennis
    • Track & Field
    • Volleyball
    • Weightlifting
    • Wrestling

    Clubs offered

    Calgary French & International School offers 19 clubs and extracurricular programs.

      Clubs offered           Clubs not offered
    all clubs and programs]
      Foreign Language Club
      Habitat for Humanity
      Jazz Ensemble
      Math Club
      Musical theatre/Opera
      Ballet and Classical Ballet
      Online Magazine
      Outdoor Club
      Outdoor Education
      Paintball
      Photography
      Poetry/Literature club
      Radio club
      Robotics club
      Round Square
      School newspaper
      Science Club
      Scouting
      Student Council
      Yearbook
      Yoga
      Animation
      Art Club
      Astronomy Club
      Audiovisual Club
      Band
      Chess Club
      Choir
      Community Service
      Computer Club
      Dance Club
      Debate Club
      Drama Club
      Environmental Club

    What CFIS says about their extracurricular activities:

    • One of the best travel studies programs in western Canada with travel to five continents.
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    THE OUR KIDS REPORT: Calgary French & International School

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