37 Southbourne Avenue, North York, Ontario, M3H 1A4, Canada
912 Vancouver Street, Victoria, British Columbia, V8V 3V7, Canada
2011
1989
30
270
JK to 8
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
4 to 8
Varies
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$20,000 to $26,000
$8,196 to $16,950
No
Yes
0%
6%
None
K to 8
$0
$3,925
3
25
0%
0%
90%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Not available
Not available
Not available
Yes: grades Preschool - 8
Yes: grades JK - 8
No
No
information not available
information not available
The mantra of private education is “fit”—finding the right environment for your child’s specific learning needs. Magnificent Minds is a great example of that concept, to be sure. While there are psychoeducational services and support in place for students who are diagnosed with autism spectrum disorder, the school’s approach can benefit a range of learning needs; most often children arrive here coming from environments that, for whatever reason, were unable to provide the supports they needed. The school is small, and for the families that enroll here, that is one of its great benefits. Instruction is student-centred, adapting to the needs of each individual. There is an emphasis on play, and an awareness of the benefits of growing a positive sense of self within a close community of peers. The context of possibility, of celebrating and building upon a child’s unique talents and ability, for many students has been transformational.
View full reportLocated in the heart of Victoria, B.C., Christ Church Cathedral School (CCCS) provides a first-rate education for boys and girls from Junior Kindergarten to Grade 8. While it’s an Anglican school that promotes Christian values, it welcomes kids from all religious backgrounds. Many families choose CCCS for its tight-knit community and its supportive and welcoming environment. But it’s also known for having exceptional teachers, small class sizes, and a broad scope of curricular and extracurricular programs. A distinguishing feature of CCCS is that its students learn to make a difference in the world through various activities such as preparing food for the hungry, singing and reading to seniors, and organizing fundraising events for charities.
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"The school is very blessed to have experienced, passionate teachers and educational assistants."
Lindsay Loomer - Parent (Apr 13, 2023)
We had a wonderful experience at Christ Church Cathedral School (CCCS). Despite starting in the midd...
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"There isn’t enough space here for me to sing the praises of the teachers both my children have encountered."
Philippa Carrie - Parent (Apr 13, 2023)
My children and I love the sense of community - the students in other grades and the teachers know t...
View full review
"Magnificent Minds Inc. offers low-ratio classes for students from kindergarten to grade 8; using the science of learning, and a hands-on approach, we motivate our students to reach their best, and become resilient life long learners. With a strong emphasis on developing the whole child, and adjunct programs targeting executive functioning, mindfulness, community involvement, and social and behavioural skills, we offer programming that acknowledges the need for a multi-disciplinary approach to education."
"Founded in 1989, Christ Church Cathedral School provides an outstanding and inspiring education to children JK-8. Ranking among the very top performing schools in our city and rooted in the Anglican ethos, we provide a well-rounded curriculum accessible to students of all beliefs, nurturing the spiritual, social, physical and intellectual growth of every child. We aspire to be the school of choice for families who seek an excellent education for their children in a vibrant, caring and inclusive community."
"Differentiated (and individualized) instruction occurs in all aspects of our programming as we work through academic and social-emotional curriculums specific to the needs of our students. In developing our yearly goals, we recognize that many of our students possess uneven learning profiles (advanced in one subject, behind in another) and work with our multi-disciplinary team to fill in gaps as we build on existing strengths."
"Our low student-to-teacher/educational assistant ratio allows us to “know your child.” All our teachers support and challenge our students to effectively draw out their best efforts. The result is students who are ready to take on challenges and step into leadership roles. If you are not yet part of our school community, please get in touch with us to arrange your personal tour."
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"Our expertise in specialized (individualized) education and our commitment to celebrating, and respecting, neurodiversity comes through in everything we do, from goal setting to planning community events for our students to enjoy."
"Our downtown Victoria location provides three unique campuses for JK-8 and after-school care for parents working downtown. Our small class sizes, low teacher-to-student ratio and access to nearby community facilities and outdoor spaces provide diverse opportunities for our programs and curriculum within and beyond the school."
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"One consistently praised aspect of CCCS is the strong sense of community fostered among students, parents, and staff. Families joining our school are warmly welcomed into a close-knit community characterized by a supportive and inclusive atmosphere. Our inviting environment makes it easy for families to acclimate to the unique culture of our school quickly, and we take great pride in creating a welcoming and engaging space for all who are a part of our community."
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Thank you for considering Magnificent Minds as a potential community for your child(ren) and family. You may be seeking a first placement in which to begin your educational journey, responding to a current situation which is not meeting the mark, or acting proactively to pursue 'the right fit'. Wherever you're coming from, we welcome you.
When families arrive at Magnificent Minds we often hear statements like “finally!", "and “I wish I had found you sooner!” Your community is waiting for you! At Magnificent Minds, you will find like-minded parents and professionals who champion your child to success, irrelevant of past experiences; we recognize that every child can learn to love their school, and take pride in their accomplishments.
Our approach reflects a strong foundation in language-based programming, emotion regulation training, education for students with complex profiles and a psycho educational niche which addresses the development of multiple intelligences. We work within a multi-disciplinary context and are supported by a team of dynamic and engaging educators with a history of successfully motivating our students to reach personal greatness.
We look forward to discussing your particular needs, and wish you the best of luck as you pursue personal greatness for your child(ren).
Welcome to Christ Church Cathedral School. When I ask parents why they chose to send their children to our School, their answers are unique, of course, but there are common threads in their responses. Most choose Christ Church Cathedral School for its strong sense of community, an appreciation for the Christian values of the school, our outstanding teachers that always go that extra mile, small classes, and the variety of extra- and co-curricular programming one would expect only at a much larger school.
When I ask the teachers and support staff what it is about our school that they are most proud of, they too speak of a supportive and connected community, the values we live by, and the wonderful programming we offer. But they are most proud of our students.
With one class at each grade level, every student becomes part of a close-knit cohort that feels like family—a family that offers support and encouragement and celebrates the success of each individual. This is summed up by our school motto, “Let your light shine!”
Upon graduating from CCCS in grade 8, our students stand out in Victoria’s high schools as mature and confident learners, ready to get involved in the positive opportunities available to them. They are ready to make a real difference in their high school and in the community beyond. I would be pleased to show you around so you can learn how we can help your child shine.
I look forward to meeting you,
Stuart Hall
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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We believe that in order to get our students to their final destination, it's essential to understand where they have come from. With a hands-on approach to student-directed inquiry and a data driven evaluation process, we provide a concrete account of student gains, areas of need and next steps for programming. Working from the Ministry of Education curriculum and additional curriculum documents chosen for each class based on the needs of its students (social curriculum, language-based curriculum, emotional awareness curriculum, life/leisure skills curriculum and so on) , our program targets student growth across over 20 domains of development. Our program pursues holistic development, which targets the whole body and whole mind. We work from a psycho-educational framework which enables our teachers to understand and motivate our students in a way they have often never experienced.
The school provides a well-rounded curriculum designed to encourage the development of character, imagination, creativity, critical thinking, physical fitness, an open and receptive mind and a spirit of responsibility and service. Classroom work is supplemented by field trips, regular use of the library, and the development of research skills using texts, computers, and the latest technology. Teachers give as much individual attention as possible, which is made easier by the small class sizes. They take into account the children’s different learning styles, and students needing some extra assistance are able to work with our Learning Support Team. The School is continuously working on curriculum development and the teachers keep abreast of best practices by attending regular professional development sessions.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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In the instruction of mathematics we strive to balance traditional and inquiry based methods. By teaching real life application of standard mathematical units we provide context and opportunities to practice skill development in a functional way.
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No policy exists. In the event that calculators are needed, we will provide these to our students.
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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.
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We use a phonics-intensive approach to target the development of reading skills. In addition, we use systematic measures to address reading comprehension using leveled reading curriculum.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use a leveled reading curriculum to assess progress, and provide curriculum guidance.
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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.
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The teaching of foundational writing skills occurs with the use of a systematic procedures which addresses the core components of writing successfully. By learning the 'rules of writing' in a way that is concrete and quantifiable, our students develop the ability to plan, write, revise and publish various forms of written material.
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Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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In science class, our students get busy 'doing'. We take curriculum strands and present information in a way that allows our students to generate hypotheses, make predictions and assess their findings.
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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
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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.
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Our literature program begins by teaching foundational literary analysis skills, and develops into a more sophisticated application of these findings. Students are asked to make links between what they read and what they know; we provide our students with a framework for literary analysis which maximizes student success.
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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
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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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Thematic social studies units allow our teachers to create engaging lessons at every grade level. By offering a balance between student-directed and teacher-directed learning, our students explore culture, communities, and more.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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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Visual Arts
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.
Our arts-based programming reflects an appreciation for the creative process. Using arts-based modalities, our program targets the development of creativity, imagination, self confidence and an appreciate for the process of art-making (without any pressure to pursue perfection; it's all about the process). Students are encouraged to investigate a variety of forms of art, develop an appreciation for iconic artists and explore art-making in a way that is student-centered.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Technology is used in the classroom to help deliver content and solidify understanding. IPads, and desktop computers are available for learners for research and computer literacy.
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Web design
Robotics
Computer science
Our program upholds the ideal that an active body yields an active mind. We integrate daily physical activity into our classrooms through outdoor adventures, daily sports and recreation periods, bi-weekly yoga classes, and a focus on health and wellness training. In addition to physical activity, we put significant focus on nutrition and health and strive to teach stress management techniques throughout the day.
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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.
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 program blends play-based and academic instruction; we spark curiosity through play, teacher-directed instruction and opportunities for hands-on investigation. Our students develop learner readiness skills, which position them to thrive in a variety of future learning environment. With a multi-disciplinary approach, we pursue communication, social skills, cognitive development, scientific discovery, gross and fine motor skills. imagination building and artistic inquiry.
Faith: All children participate in daily grace at lunchtime. We attend chapel once a month, and we participate in bi-weekly faith classes. Kindergarten Readiness: Our kindergarten readiness program was developed with our Kindergarten teacher at Christ Church Cathedral School. The program focuses on five key components. They are Literacy and Numeracy, Fine / Gross motor, Social Emotional, and Independence Skills. Our program exposes your child to a deeper level of these concepts so they will be prepared for their next journey. Literacy: Educators read daily with the children. We teach the children name and letter recognition using the Jolly Phonics program for pre-literacy.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
We offer split level classes as a way to maximize the effectiveness of ability-groupings.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Academic excellence is a major driving force of our program, however, developing a love of learning, a deeply rooted sense of curiosity and the confidence and willingness to investigate play an equal part.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our holistic frameworks caters all areas of develop and appreciate the importance of each domain.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
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.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We use a multi-disciplinary approach incorporating principles of emotion regulation, and anxiety/stress management. We provide ample behavioural supports within the classroom and offer a standard 1:4 student to teacher ratio, or the option of a 1:2 student to teacher ratio or a 1:1 student to teacher ratio as student need dictates. We offer 1:1 services to augment our school program.
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We are positioned to support a variety of learner profiles, including those with complex profiles or learning histories. We are positioned to support children with additional needs in a variety of ways, as stipulated by our comprehensive individualized education plans.
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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
K - 8
0%
6%
$0
$3,925
90%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Not available
Not available
Not available
Yes: grades Preschool - 8
Yes: grades JK - 8
No
No
No
No
No
No
No
No
No
No
Students who benefit from hands-on, systematic teaching in a low ratio environment where a balanced educational curriculum is presented.
It's important that our school is the right fit for each student placed with us. We require an informal interview, or meet and greet, with each prospective student prior to offering a placement. We work collaboratively with parents and other stake holders (previous schools, support team, caregivers, etc.) to assess learner history, next steps for goal development and long term outcome.
We are thrilled you are considering our school for your child’s education and childcare needs!
Come to the school or our JK for a personal tour and a consultation regarding your child’s education. Contact the school office at 250-383-5125 or email [email protected] to set up a time.
Contact our JK Director, Caitlin Wynne [email protected] for Junior Kindergarten.
The next step is to submit an application. After we receive your application and all required documents, your child will be considered for placement. If we determine your child is well-suited for a Cathedral School education and we have a spot for your child, we will then invite your child into the school for a visit as part of a group (Kindergarten entrance) or individually.
Our admissions team will contact you with our decision and guide you through the rest of the registration process.
If you have any questions about enrolling your child at any time, please reach out to speak with us. We accept children throughout the year if space is available and give priority to siblings so they can attend together. Other, consideration for admission is on a first-come, first-serve basis.