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Royal St. George's College

120 Howland Avenue, Toronto, Ontario, M5R 3B5

Grades (Gender):
Gr. 3 to Gr. 12 (Boys)
Main Language:
Avg. Class Size:
Day: 426 (Gr. 3 - 12)

School Address
120 Howland Avenue, Toronto, Ontario, M5R 3B5



About this school:


RSGC’s commitment is to prepare our boys to thrive and lead in a changing world. This goal and its strategic objectives can only be realized if we pursue our supporting goal: to foster innovation and excellence by engaging our community and partners. Our mission is “to challenge and inspire each boy to be the best version of himself”. Each boy is unique and will be challenged and supported academically, artistically, athletically, socially and emotionally. Our teachers ignite and model a love of learning. Our programs open the minds of our boys to new horizons, new thinking and new possibilities. Navigating the economic and social transformations ahead for our world will require original thinkers, creativity and social intelligence. The opportunities and demands of the 21st century will require individuals who possess strong moral character, creative thinking skills, confidence and resilience. We invite you to consider an RSGC education. — Visit school website



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Our Take: Royal St. George's College

our take

Royal St. George’s College began as an Anglican choir school, and that tradition remains, in various ways, to this day. The entire school meets every Thursday for evensong, for example, and the houses are Canterbury, Westminster, Winchester, and York. The Royal designation was bestowed by the Queen herself at about the time of the school’s 25th anniversary. In that, and much else, this is a very traditional school, which can at times seem untouched by time and the pace of history.

Despite that, and the age of some of the buildings, the school isn’t as old as you might expect, having been founded in the heart of downtown Toronto’s Annex district in 1961. It also isn’t as stodgy or as insular, and boasts an impressive list of alumni that includes prominent journalists, philanthropists, scientists, and two members of a rock band with a name that can’t be printed here without the use of a lot of asterisks. In all, it’s an interesting mix, and a very successful one as well. The choral program remains very strong, though is part of a broad range of extracurricular programs. The school very rightly makes good use of all the cultural centres nearby, including U of T, the ROM, the AGO, and the reference library. Values, too, remain important, and are a draw for many parents who enroll their boys here, whether or not they live within the Anglican tradition.


Curriculum Progressive

Primary Curriculum: Progressive

What school says: At Royal St. George's College, our academically grounded, hands-on curriculum emphasizes project and inquiry-based learning. In our nurturing environment, our boys develop creative problem solving and critical thinking skills. In the Junior School, we require our students to take on the roles of Researcher, Designer, Developer and Presenter as they engage in interdisciplinary real world learning. We encourage thoughtful questioning, deep learning, the application of knowledge and meaningful reflection. In the Senior School, boys engage in a demanding curriculum that requires creative problem solving and refined inquiry skills. The students choose from a wide variety of thought-provoking courses, including Design Engineering, Advanced Placement courses and the AP Capstone, which offer an abundance of opportunities for enriched learning. Georgians are global-minded innovative thinkers who are able to build personal and collective knowledge while they engage in design, engineering, entrepreneurship collaboration and the arts. Built upon the values of integrity, community, spirituality and empathy, Georgian academics equip boys with the skills required to navigate and live balanced, purposeful and happy lives.

  • Approach:

  • Pedagogies and subject courses:

  • Mathematics Equal Balance

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.
      Learn about the different mathematics approaches  

    • What school 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
    • What school says: This information is not currently available.

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

    • What school says: This information is not currently available.

    • What school says: This information is not currently available.

    • Teaching approach: This information is not currently available.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

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

    • What school says: This information is not currently available.

    Social Studies
    • What school says: This information is not currently available.

    Humanities and Social Sciences
    • What school says: This information is not currently available.

    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  

    • What school says: This information is not currently available.

    • Languages Offered: • French • Latin • Spanish

    Fine Arts
    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • What school says: This information is not currently available.

    Computers and Technology
    • What school says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What school says: This information is not currently available.

    Sex and Health Education Ontario curriculum
    Topics covered in sex and health education: This information is not currently available.

    What school says: We are an open minded and progressive school that embraces the opportunities to discuss topics related to sex education as guided by the Ministry of Education. As an all boys school, we openly address issues that arise in society\'s ever changing sexual landscape.

    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.

    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.


    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.


    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.

    What school says: This information is not currently available.

    Curriculum Pace Standard-enriched

    • Standard-enriched
    • Accelerated
    • Student-paced

    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.

    Flexible pacing:

    Flexible pacing style = 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 school says about flexible pacing: This information is not currently available.

    Academic Culture Rigorous

    • Rigorous
    • Supportive

    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”.

    What school says: Our enriched programming exposes boys to a breadth of learning opportunities that deepen their understanding of themselves and the world around them. The inquiry process is at the heart of the learning in the Junior School. Our students take on the roles of researchers, designers, developers and presenters as they engage in hands-on and meaningful problem solving. In our Senior School, we offer numerous AP and enriched Pre-AP courses that provide students with the opportunity to engage in rigorous scholarly practice of core academic skills through collaboration, research, critical thinking and problem solving.

    Developmental Priorities Balanced, Intellectual

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    Secondary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    What school says: RSGC endeavours to develop the following special set of attributes. Our aspiration is that each RSGC boy: • Is inquisitive, creative and collaborative • Is resilient and able to adapt and thrive • Has moral character and spiritual strength • Is kind, polite and caring • Has a global mindset and community awareness • Takes initiative and honours his commitments • Values continuous learning • Gives back to his communities • Continues to be engaged in the Georgian community throughout his life.

    Special Needs Support Resource Assistance

    Resource Assistance

    Students remain in a regular classroom for the whole day, and periodically receive break-out support (individually or in small groups) within the classroom from a qualified special education teacher.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • What school says: At RSGC, we understand and appreciate that boys learn and develop differently across all ages and stages of development. We are committed to providing our students with support and guidance in the classroom through differentiated instruction. In addition, more personalized support is provided to students who have been identified with exceptional learning needs. Coaching sessions related to learning strategies and study skills are also available to all students.

    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy

    Gifted Learner Support In-class adaptations

    Dedicated gifted programs:

    Program = offered
    Full-time gifted program (parallel to rest of school)
    Part-time gifted program (pull-out; parallel to rest of class)

    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:
    Practice = 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 school says: This information is not currently available.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Class Sizes Not available

    This information is not currently available.


    What school says:

    This information is not currently available.

    • Sports OfferedCompetitiveRecreational
      Cross-country skiing
      Downhill skiing
      Ice Hockey
      Martial Arts
      Track & Field
    • Clubs Offered
      Chess Club
      Community Service
      Computer Club
      Debate Club
      Drama Club
      Environmental Club
      Jazz Ensemble
      Musical theatre/Opera
      Outdoor Club
      Outdoor Education
      Robotics club
      School newspaper
      Science Club
      Student Council

    Tuition & Financial Aid


    What school says: In addition to tuition, there is an annual activity fee of $1,700. There is also a non-refundable registration fee of $7,500 (2016/17 fee) required upon acceptance for new students in addition to the tuition and activity fees.

    Need-based financial aid

    Grade range that need-based aid is offered: 3 to 12
    Percentage of grade-eligible students receiving financial aid0%
    Average aid package size$0
    Percentage of total enrollment on financial aid0%
    Total aid available$0

    Application Deadline:
    Rolling deadline

    More information:

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications
    Royal St. George's College is committed to attracting exceptional boys who have much to offer in terms of their academic ability, their character and their extra-curricular involvement. As a result, needs-based financial aid is available to all boys applying to Grades 7-12. Eligibility is assessed through a third-party organization, Apple Financial Service. Please feel free to contact Tom Stevens, Director of Admissions, with any questions. The deadline to apply for financial assistance is December 31, 2016.

    Merit based Scholarships

    Royal St. George's College
    Amount: $0
    Deadline: Rolling
    Eligibility Details: Students grade 9 to 12—Scholarships based on report cards and SSAT results. Tax credit of approximately $2,500 offered for school's religious affiliation.
    For more details, visit: www.rsgc.on.ca/index.cfm?pagepath=Admissions&id=1241


    Total enrollment 426
    Average enrollment per grade43
    Average class size18
    Gender (grades)Gr. 3 to Gr. 12 (Boys)
    Boarding offeredNo

    Student distribution: This information is not currently available.



    Admissions Assessments:

    Assessment = requiredGrades
    Interview3 - 12
    SSAT (out of province)
    Entrance Exam(s)3 - 12
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    December 02, 2016

    What Royal St. George's College says:
    1. Visit the school.
    2. Complete an application form – available online.
    3. Submit the candidate’s year-end report cards from the two previous years, as well as any current year report cards.
    4. Submit a copy of the applicant’s birth certificate or passport.
    5. Submit any educational or psychological assessments.
    6. Pay the $150 non-refundable application fee.
    7. Join us at RSGC to tour the school, meet students/parents and interview with a member of the admissions team.
    8. Write an entrance test.


    Acceptance Rate:


    Type of student Royal St. George's College is looking for: This information is not currently available.

    Student Entry Points

    Student Type3456789101112
    Day Acceptance
    (Acceptance rate)
    12 - 14 (50%)4 - 6 (40%)5 - 8 (33%)2 - 3 (20%)22 - 34 (35%)2 - 3 (20%)20 - 30 (25%)2 - 3 (20%)2 - 3 (20%)0

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size68
    *Canadian "Big 6" placements45
    **Ivy+ placements20

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    Schools our students are admitted to (last 4 years): Queen's, Dalhousie, University of Toronto, Western, McGill, St. FX, Emerson, McMaster, Guelph, Denison, St. Andrew's, Wilfred Laurier, Berkley
    Schools our students attend (last 4 years): Queen's, Dalhousie, University of Toronto, Western, McGill, St. FX, Emerson, McMaster, Guelph, Denison, St. Andrew's, Wilfred Laurier, Berkley, Brown

    Notable Alumni

    Alumnus Graduation Year Accomplishment
    Michael  Lambert 2004 Olympic snowboarder
    Andrew Bennett 1991 Ambassador for Religious Freedom
    Campbell  Harvey 1977 Economist
    David  Hewlett 1987 Actor
    Eli Langer 1986 Artist
    Vincenzo Natali 1987 Director
    Mark Wilkins 2002 Race car driver

    Stories & Testimonials



    RSGC’s peer tutors might not get a lot of recognition, but the work they do is invaluable to strengthening the school community.

    The Peer Tutoring club, which is now in its third year, began with a pilot program in 2013-14, led by then-prefect Shawn Wu ‘14. The idea for such a program came out of discussions at Camp Arowhon around doing something meaningful for the RSGC community. The program has now grown to include 20 peer tutors, and 22 tutees in both the Junior and Senior Schools.

    The program is flexible and designed to meet the needs of the participating students. In the Junior School, students meet with their peer tutors once a week for one hour in the library. Tutors are avail- able for the whole term, but many end up forming longer-lasting relationships with their tutees. In the Senior School, the tutor-tutee relationship is less structured and more flexible. Tutoring sessions may be for one day or several weeks, and might focus on one or multiple subjects. Boys are responsible for setting up the meetings. Some Senior students even tutor more than one peer at a time, depending on their schedules and the students’ needs. Faculty members work as a team to recruit tutors and identify students who could benefit from tutoring.

    The program also provides training for the peer tutors, and opportunities to learn about themselvesand their own learning styles. Sessions cover topics like “Education 101,” learning styles, how to open up dialogue with your tutee, and more. Tutors also have the opportunity to engage in classroom observations, and many report that they gain valuable insight into their own teachers’ methods and strategies in the classroom.

    “The tutors really learn so much, and they’re able to share their experiences and learn from each other,” says Laura McPhedran, Senior School learning strategist and Peer Tutoring program coordinator. In addition to the training sessions, tutors keep a weekly log documenting their successes and challenges, and meet with the program coordinator approximately once a month to reflect, ask questions, and get feedback.

    What makes the peer tutoring model so effective? “The relational piece is the most important part of the program,” says Laura. “Research shows that peer-based relational learning is a very effective learning method for boys. If students know they are liked and respected, they will be more open to learning.”

    For Robert K, a Grade 11 student who has been involved with the program since its inception, these relationships are the most rewarding aspect of being a tutor. “It’s really nice to be able to meet and ge to know all these young Georgians. I’m still tutoring a Grade 5 boy, and I met his entire grade. I’m friendly with them at this point, and they recognize me when they see me on campus. I remember when I was in [the Junior School], I looked up to the senior boys, and I’m glad I can be that guy you see across the tarmac and connect with.”

    Peer tutor and Grade 10 student Jeremy R feels similarly: “When I was in the Junior School, I looked up to the older boys a lot. I thought it would be really great to be a role model and have an opportunity to form relationships with the younger boys at school. It’s been very positive to have those relationships.” According to Jeremy, his sessions with his Junior tutee are “both academic and social.” Each tutoring session enables his tutee to work through his homework, ask questions, and get support. But the tutors learn just as much – if not more – than the peers they are tutoring. “I’ve learned about [my tutee’s] learning style and how kids learn in general,” says Jeremy. “The reflective process helped me to learn about myself and my own strengths, too. I learned that I like helping people, being encouraging and supportive, and not giving up.” Feeling connected to his community is a major motivation for Jeremy to continue as a tutor next year.

    Robert also plans to continue tutoring, as well as pursue a position as a camp counselor this summer. He says that his experience as a tutor has taught him more than any other leadership experience. Moreover, tutoring has helped him gain insight into his own learning style and has inspired him to work hard on his studies. “I think I’ve learned to be a better student through tutoring. My work ethic has improved by seeing these students, as young as Grade 3, be so willing to commit the time to catching up and excelling.”


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