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Calgary French & International School ACADEMICS & Curriculum
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Curriculum
[Show definition of Curriculum]
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?]
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 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.
International Baccalaureate program(s) offered
| Program | Offered |
|---|---|
| Primary Years | |
| Middle Years | |
| Diploma program | |
| Career-related program |
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
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?]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.
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Early Reading
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?]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.
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Writing
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?]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.
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Science
Science approach at CFIS: Equal Balance
CFIS has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]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:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
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?]What CFIS says:
Science at CFIS is enriched with IB Primary Years Programme (PYP) framework.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
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?]What CFIS says:
Social Studies at CFIS is enriched with IB Primary Years Programme (PYP) framework.
Humanities and Social Sciences
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?]What CFIS says:
This information is not currently available.
Foreign Languages
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?]What CFIS says:
This information is not currently available.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
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?]Program offers:
Subject Offered 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
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?]What CFIS says:
This information is not currently available.
Program covers:
Subject Offered 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 CFIS demands a high level of commitment from students, coaches and parents, but not at the cost of academics.
IB Diploma 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)
- Music SL
- Visual Arts SL
Advanced Placement courses
This information is not currently available.Sex and health education
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?]Approach to sex and health education:
CFIS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What CFIS says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
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?]
What CFIS says about their preschool/K curriculum approach:
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.
Language
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
Language immersion include: French immersion
Curriculum Pace
[Show definition of Curriculum Pace]
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?]
What CFIS says about their curriculum pace:
A wide variety of enrichment is available including educational technology, travel studies, international competitions, 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 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.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at CFIS: Rigorous
CFIS has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What CFIS says about their academic culture:
This information is not currently available.
Developmental priorities
[Show definition of Developmental priorities]
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
[Show definition of Special needs support]
CFIS offers No support
CFIS offers no/limited support for students with learning difficulties or special needs.
What CFIS says about their special need support:
Occupational therapy and Speech-language therapy are offered to students in our Early Childhood Division (Junior Preschool to Kindergarten).
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (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.DyscalculiaThis 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.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis 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 DeficitA 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.
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DevelopmentalAutismRefers 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 SyndromeOn 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 syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis 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 syndromeThis 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.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled 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 DepressionThis 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 anxietyThis 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 thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis 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.
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PhysicalMultiple sclerosisThis 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 palsyhis 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 dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis 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.BlindnessVisual 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."DeafnessHearing 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 FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
What CFIS says:
The school's learning strategists help students with both learning strategies and enrichment activities.
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
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.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
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.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 12, CFIS students perform an average of 2 hours of homework per night.
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CFIS | 0 mins | 0 mins | 0 mins | 0 mins | 15 mins | 15 mins | 30 mins | 45 mins | 60 mins | 60 mins | 60 mins | 60 mins | 90 mins | 120 mins | 120 mins | 120 mins |
| Site Average | 0 mins | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins | 75 mins | 84 mins | 100 mins | 107 mins |
What CFIS says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Lettered or numbered grades | Preschool to Gr. 12 |
| Prose (narrative)-based feedback | Nursery/Toddler to Gr. 12 |
| Academic achievement reporting | Preschool to Gr. 12 |
| Habits and behaviour reporting | Preschool to Gr. 12 |
| Parent-teacher meetings | Nursery/Toddler to Gr. 12 |
