7410 Blackfoot Trail SE, Calgary, Alberta, T2H 1M5, Canada
11300 Bayview Avenue, Richmond Hill, Ontario, L4S 1L4, Canada
1982
1981
640
825
7 to 12
JK to 12
Coed
Coed
Day
Day
English, French
English, French
Academic
Academic
Traditional
Progressive
18 to 22
18 to 24
In-class adaptations
$21,596 to $28,186
$32,214
No
Yes
0%
2%
None
SK to 12
$0
$5,000
107
55
0%
0%
0%
45%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 11
Yes: grades JK - 12
No
No
information not available
information not available
West Island College was founded in Montreal in 1974, and was intended to provide a strong bilingual option for families living on Montreal’s West Island. The program there provided a foundation, and a name, for West Island College in Calgary when it was established in 1982. That said, the school quickly established its own independent operations and identity. As such, it was free to build and grow to meet the needs of its students, and it certainly has. The international programs are robust, as are the language programs, all of which contribute to the overall culture of the school. It’s a very interactive, engaging environment, one that requires a lot of the students who attend while also providing the support they need to succeed. The ideal student is one who shares the school’s foundational values and can thrive in a very active and engaging student environment.
View full reportSince it was founded in 1981, Holy Trinity School has sought to promote the values—respect for self and others, strength of character, encouragement, and insight—that are expressed by the Anglican tradition. Families are drawn to the student-centred instruction, the community feel, the dedication to academic development and innovation, as well as the school’s proximity to green space. The program is designed to reward curiosity, and to develop well-rounded learners who are adept and engaged in a broad range of literacies. The ideal student is one who will thrive within an academically challenging environment, as well as one that is intellectually, culturally, and philosophically diverse.
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"...the teachers at WIC are effective communicators inside and outside of their classrooms"
Jing Li - Parent (May 22, 2020)
We have two sons in WIC, both of whom started from grade seven. My older son is graduating in June 2...
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"WIC provided me with a very balanced set of opportunities that helped me thrive academically in university"
Adam Broniewski - Alumnus (May 29, 2020)
My time at West Island College (WIC) was incredibly memorable and has been influential in shaping me...
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"West Island College (WIC) in Calgary, Alberta is a Gr. 7-12 independent university preparatory school offering English and French Immersion programming. The College has a diverse school community that encourages unity, collaboration and holistic student development. With comprehensive support, students are nurtured in academic and physical wellness along with emotional well-being. International Studies, Outdoor Education and the Institute Program enhance learning so students can succeed in an ever-changing world."
"A Holy Trinity School (HTS) education is a learning experience like no other. Our co-ed, K-12 day school is a borderless, inclusive global learning ecosystem where the world is the true classroom. HTS learners are curious and encouraged to come to know themselves, others and the world. Through a personalized and inclusive learning environment, HTS learners are seen, known and empowered — this is the HTS difference and promise."
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New messaging coming soon.
HTS is an exceptional community; a vibrant, caring home to students from JK to Grade 12, whose talents are developed by committed and caring teachers using innovative and creative approaches to learning.
Our outstanding academic program enables students to thrive and thoroughly prepares them for success at university and beyond. This is complemented by extensive sports, music, drama and art programs that provide a rich and well-rounded school experience for students of every age. What truly sets HTS apart is our focus on character and values – respect, integrity, leadership and confidence – to help our young people develop exceptional capabilities and a strong moral compass.
Life at HTS is multi-dimensional and no website or prospectus can fully capture the spirit of this wonderful school. The only way to get a genuine feel for what we believe in and what we do is to visit and meet the people who are the beating heart of the school – our students. Happy and confident, and characterized by their open and welcoming manner, our students will offer sincere words of welcome when they greet you. They are proud of their school.
Please take the next step and contact our Admissions Office to arrange a tour of the school. I know you will be struck by the happy, purposeful, and friendly atmosphere. HTS is no ordinary school and I am confident you will like what you see.
I look forward to meeting you.
Helen Pereira-Raso
Head of School
Progressive
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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.
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At West Island College incredible opportunities happen every day, in an environment where learning is tailored to each individual student; where relationships are nurtured through effective teamwork and collaboration; and where students are immersed in a community of enthusiastic learners. West Island College emphasizes respect, responsibility and citizenship. We believe that inspiring our students to pursue excellence in academics, leadership, athletics and global awareness prepares them for success in the 21st century. In addition to exceptional teachers, an Advanced Placement Program, Fine Arts Certificate, outstanding athletics, small class sizes and an extensive co-curricular program with leadership opportunities, WIC offers courses in French (Immersion or Second Language) and Spanish and an International Languages Certificate. From our International Studies program and authentic student leadership opportunities to Outdoor Education and WIC’s Business, Health Sciences and Engineering Institutes, students are challenged to go beyond their comfort zones and discover what experiential learning really means.
At Holy Trinity School, our goal is to help students find and develop their interests and then provide them opportunities to build a rich portfolio of experiences in the classroom, on the field and in their community. Our remarkable staff encourage and motivate our students to be the best they can, and work with them through successes and challenges to achieve their goals. We welcome you to visit our campus to feel the positive spirit and atmosphere that truly makes Holy Trinity School a place where students and their families feel right at home.
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.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
WIC has a full time Science technician on hand to assist the teachers with preparing experiments. Thus ensuring steady hands on activities at all grade levels.
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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
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
20% of the school is a French Immersion track. Offering 60% French language classes in the Junior School and 40% in the Senior School. We also offer 125 hours of French or Spanish second Language instruction yearly to the Junior school students. French and Spanish language instruction (along with French immersion) is offered through Grade 12 Most students also complete the DELE or DELF A and B levels.
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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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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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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.
Technology is available in most non movement classes. Including Ipads, Macbooks and PCs. All classes have wireless and teaching presentation stations. Technology is used as a tool in most classrooms, courses. Specific technology units taught at various grades, in multimedia, programming, app development, 3D design and printing, game design, html, website development.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Daily phys ed is provided in the Junior School. Mandatory phys ed to Grade 10. We also provide PE 20 30, Sports Performance and Sports Med classes.
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Academic
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.
Our Kindergarten classrooms are physically located at the heart of our school. This allows every member of our community an opportunity to engage and be role models for our youngest learners. Students in our Lower School, including Kindergarten, work with specialist teachers that offer a rich and engaging experience that allows children to explore, create and discover.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Independent and accelerated studies are offered on a case by case basis.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
SK - 12
0%
2%
$0
$5,000
0%
45%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 11
Yes: grades JK - 12
No
No
No
No
Yes: grades 7 - 12
No
Yes: grades 7 - 12
No
No
No
At WIC, we strive to attract and retain students who consistently demonstrate character, have strong morals and will uphold our values. As a university preparatory school, WIC offers challenging curricula that encourages students to explore their passions and work to their full potential. While we consider every applicant’s academic performance, WIC seeks out well-rounded students who are prepared to contribute to school life and the greater community. WIC encourages applications from students ready to embrace the College’s motto: Be Brave. Be Bold. Be Ready.
At HTS, we value and develop the whole child. While our commitment to academics is our number one priority, students are not selected based on their academic results alone. We are looking for students who are also passionate and curious about the arts, athletics, leadership, and service to the community. The interviews and teacher recommendations are also of great value. Ours is an incredible learning community and we want students to flourish and grow to their greatest capacity.
WIC administers the CCAT (Canadian Cognitive Abilities Test), which is a 90-minute standardized test for students entering Gr. 7 – 12. Parents and students must understand that test results are only one part of the admissions process. Spending huge amounts of time and money preparing for the standardized test is not recommended.
Please note, we will accept the SSAT instead of our locally offered entrance exams. Choose West Island College as a recipient in the SSAT online tool.
Applications are welcome at any time. It is recommended that parents apply in the fall before the entry year. Please contact the Admissions Office when you are ready to begin the process.
Initial offers of acceptance will be sent out during the month of January. Applications will continue to be accepted throughout the year.