Bishop Strachan School
The Bishop Strachan School
298 Lonsdale Road
Toronto, Ontario, M4V 1X2
Contact name:
Karen Powell

Phone number:
(416) 483-4325×
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Bishop Strachan School

The Bishop Strachan School

298 Lonsdale Road, Toronto, Ontario, M4V 1X2

School Type:
Academic,  Reggio Inspired
Grades (Gender):
JK to 12 (Girls)
$29,470 to $53,400 per year
Main Language:
Avg. Class Size:
18 to 20
Day: 825 (Gr. JK-12), Boarding: 75 (Gr. 7-12)

get more information Get more information

Contact Name:
Karen Powell

Phone Number:

School Address
298 Lonsdale Road, Toronto, Ontario, M4V 1X2

About this school:

With over 140 years of experience helping young women become leaders, BSS is among the premier girls' schools in North America. In academics, arts and athletics, BSS has an extraordinary faculty and state-of-the-art facilities to give students the resources that encourage her to be her very best. There are a wide range of AP courses available and a full co-curricular program. BSS is home to students from around the world. With the right education, girls who want to change the world become women who do.

More information on The Bishop Strachan School
The Bishop Strachan School is an academic, Reggio-inspired school in Toronto, Ontario, offering both day and boarding options. The school offers programs for grades JK to 12 with enrolment of 900 students. The Bishop Strachan School has an average class size of 18 to 20 students and has a tuition of $29,470 to $53,400 per year. Founded in 1867, this private school requires students to wear uniforms and the language of instruction is English.

Principal's Message expand


Ms. Deryn Lavell, Head of School

Since our founding as an all girls school in 1867, a time when there were very few options for women in education, BSS has developed a profound level of expertise in the particular learning needs of girls. That expertise has evolved over time through our own living laboratory of educating more than 50,000 girls over 145 years, as well as the continuing evidence emerging from science and brain research, advances in pedagogy, and our constant collaboration with peer educators. It is fascinating to see now that the natural learning styles of girls such as collaboration, real-world associations, creativity and curiosity, coincide perfectly with the 21st century learning skills all schools are currently pursuing. We’re ahead of the curve by at least a decade and pushing the boundaries of those frontiers that will set a new standard in program excellence. That’s our goal. Deryn Lavell Head of School

Admission expand


Application Deadlines:

Type Date
Day December 05, 2014
Boarding Rolling

To receive an admission package please contact:

Karen Powell
Request a package
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School Entry Points:

  • Entry Points (Day): Students Admitted
    JK Limited
    SK Limited
    K Limited
    1 Limited
    2 Limited
    3 Limited
    4 Limited
    5 Limited
    6 Limited
    7 Limited
    8 Limited
    9 Limited
    10 Limited
    11 Limited
    12 Limited
    12 Limited
    12 Limited
    12 Limited
  • Entry Points (Boarding): Students Admitted
    7 Limited
    8 Limited
    9 Limited
    10 Limited
    11 Limited
    12 Limited

Tuition & Financial Aidexpand



Type Tuition
Day Students $29,470 CDN
Boarding Students $53,400 CDN

Scholarships & awards:

  • Needs Scholarships for Admission (Gr 7-12)
       Amount: Varies
       Type: Need based
       Grade(s): 7 to 12
  • Grade 9 Merit Scholasrship The Edwards S. Rogers Family Scholarship
       Amount: $5,000
       Type: Merit based
       Grade(s): 9
  • Grade 3 Merit Scholarship
       Amount: $3,000
       Type: Merit based
       Grade(s): 3
  • Grade 7 BSS Foundation Merit Entrance Scholarship
       Amount: $4,250
       Type: Merit based
       Grade(s): 7
  • Grade 7 or 9 BSS Foundation Arts Entrance Scholarship
       Amount: $4,250
       Type: Merit based
       Grade(s): 0
  • Grade 9 Merit Entrance Scholarship
       Amount: $4,250
       Type: Merit based
       Grade(s): 9
  • Grade 9 21st Century Scholarship
       Amount: $20,000
       Type: Merit based
       Grade(s): 9

Notable Alumniexpand

Alumnus Graduation Year Accomplishment
Beatrice Helen Worsley 1939 First female computer scientist in Canada. MIT and Cambridge grad.
Margaret Wente 1968 Popular columnist for The Globe and Mail. National Newspaper Award winner for column-writing.
Ann Southam 1955 Canadian composer and philanthropist. Member of the Order of Canada.
Valerie Pringle 1971 Canadian television host and journalist
Marjorie Pickthall 1901 Celebrated Canadian writer and poet
Emily Murphy 1886 Famous Canadian women's rights activist: member of "The Famous Five". The first female judge in the British Empire.
Lin Chi-ling 1992 Taiwanese model and actress. Official spokesperson for China Airlines and Longines.
Kai (Alessia De Gasperis Brigante) 2008 Singer and songwriter signed to Warner Music Canada, with her first EP expected to be released in 2015.
Laurie Holden 1987 Actress, producer, and human rights activist. Best known for her roles in "The X-Files", "Silent Hill", and "The Walking Dead", amongst others.
Marina Endicott 1976 Award winning novelist and short story writer. Won the Commonwealth Writers Prize and was shortlisted for the Giller Prize and the Governor General's Literary Award.
Margaret Campbell 1930 Liberal Member of Provincial Parliament (Ontario) for the St. George riding, (Toronto).
Thea Andrews 1991 Journalist and TV personality. Has been correspondent and host for ESPN, TSN, Entertainment Tonight, and other programs.

Stories & Testimonials expand


Space – The Final Frontier: High program standards drive need for a new Senior Schoolexpand

Dropping by BSS teacher Tim Somerville’s Grade 8 Science class might be a little confusing. What’s with all the art dangling from the ceiling?  Brightly coloured sculptural objects crowd the ceiling tiles drawing your eye up to see the numbers hanging below each one.  Intriguing.  But what’s this got to do with science?

The genesis of this project provides a perfect illustration of what BSS has accomplished by creating what Head of School Deryn Lavell calls, ‘a Culture of Powerful Learning’. Last year, Mr. Somerville was approaching the subject of cancer cells with his students, an uncomfortable but important topic to learn. With computer imagery, we now have an unprecedented look at the dimensions of cells and after happening upon some batik art, it occurred to Mr. Somerville that there is a natural intersection between that art form and the look of cells. He thought that perhaps using art to learn about the cells would be a way of making the topic more approachable for the girls.

 A collaboration with art teacher Ellen Wright brought the idea to life and in a continuation of the project this year, the girls used what they were learning in Art and Design to create three dimensional interpretations of cells. Hence the brightly coloured sculptures dangling from the ceiling. The numbers on each correspond to a poster where we can learn more detail about each cell that the girls researched. The project incorporated the scientific method of exploration and research, writing essays and detailed descriptions of the cells and their role in our bodies, and of course the sculptures. Teachers collaborating with each other, diverse subject areas being brought to bear on learning, girls using all parts of their minds to explore and create….that’s powerful learning, BSS-style.

“My goal is to have my students leave Grade 8 Science and really like science,” says Mr. Somerville. “By having the girls help define outcomes, the outside world comes into the School and it drives their passion.”

In a mid-year course evaluation designed to assess what, if anything, had an impact on their enthusiasm for science, approximately 70 per cent of the comments the girls made were about the cell project.  Some girls claimed that they had never been excited about science before but now their eyes were opened to the variety of career possibilities.

“When planning their curriculum, our teachers often choose contexts, topics, and big ideas that connect subjects and disciplines,” says Brendan Lea, BSS Vice Principal of Curriculum.  “This interdisciplinary approach allows for real-world experiences and problems to be explored. It is often open-ended with critical thinking at its heart, so - though they need to know the foundation of the subject - there's no one response expected from the students. These experiences are crucial for our students because they learn to see connections across subjects, to think critically and apply their knowledge to unfamiliar situations, in school and beyond.”

In this sense, the girls are being prepared for a complex world that increasingly relies as much on creativity as it does on knowledge.   As Mr. Lea points out, “Rarely is there one simple solution to the challenges of life.” 

One of the key elements to making this approach to learning possible is space.  Not the kind with stars and planets, but the kind you work and learn in.  At BSS, space can be a challenge and the lack of it can reduce the opportunity for this kind of collaboration.

Mr. Somerville observes, “You have so much space and so many hours. It sounds basic but that is the fact of it.”  And that’s why Art teacher Ms. Wright could only perform a ‘consulting’ role this year and the artwork for the cell sculptures had to take place in the Science room.  Their schedules could not be co-ordinated to enable a seamless workflow.

Basic yes, but in a school environment, space makes all the difference. On a recent visit to San Diego’s High Tech High (HTH), learning through real-world problem-solving and making connections among ideas, is being applied to a student body of over 5,000. BSS has been working with HTH for many years. It is a unique and highly effective charter school co-founded by two visionaries, Larry Rosenstock and Rob Riordan. All students are admitted through a blind lottery, meaning that every learning level and style, and every socio-economic and cultural background are represented. Making a program work for that kind of diversity is the real test of its effectiveness and, with 98% of its students heading off to college, many the first in their families to do so, no one could argue with its success.

According to Mr. Rosenstock, who presides over twelve schools across two campuses, with plans for acquiring yet another significant property, space is an essential partner in their program. One look around the original HTH building, a re-imagined naval base the size of an airplane hangar, one is struck by the thoughtful attention to design as a manifestation of the program philosophy. While not chic, it’s a building that seems to live and breathe - its décor the work of the students’ artistic expression, its soul the students themselves.  

BSS has made enormous strides in the evolution of its program over the past few years and the momentum is strong.  But an essential piece of the puzzle is still missing. Space in the Senior School, built in 1910, was designed for putting students into rows, facing blackboards and enclosed within walls – the very antithesis of our current program, if not its enemy.  BSS has been doing creative work-arounds thanks to the ingenuity of teachers and administrative staff who perform miracles with scheduling and space configurations to ensure high-quality learning.  But the limits have been reached.

That’s why Ms Lavell and the BSS Board of Governors are addressing this key piece of the puzzle with an exciting campus renewal plan that will blow open the walls, raise the roof and give girls the kind of environment that will support, and dramatically enhance, their learning. 

“We have this beautiful heritage building that houses our beloved Chapel and stands as an architectural gem in Toronto,” says Ms. Lavell.  “No one would or even could alter that in any significant way and we will always take great care to maintain the building and use it well. But learning and teaching have undergone a veritable revolution since that building was designed and we have to address that. Our plan calls for the addition of a new structure facing Warren Road that will enable us to design, from the ground up, the ideal learning environment for the 21st century.”

The new building will quite literally be able to make walls appear and disappear as best suits the activities; the ceilings will soar and light, transparency, and visible learning will be the focus. The environment will be respected for both aesthetics and sustainability. Most crucially, the girls using art to learn about science, or who are building projection devices in Design and Technology, can work together using centrally located tools and materials, with teachers who can be more readily available across subject areas. And the projects themselves can be seen by all, inspiring new ideas and areas of inquiry.

“If we can move out of the traditional classroom and get our students doing more authentic projects, the ideas will snowball from there,” says Mr. Somerville. With the plans in place for the new learning spaces, BSS is preparing for a storm of creativity, innovation and learning that will set our current and future students up for outstanding success.


Planning for Learning and Living: Cities and Schools as Integrated Spacesexpand

At BSS, we talk a lot about the intersection of arts and science, of knowledge and imagination. And it got us thinking. What does Chief Planner for the City of Toronto and BSS parent Jennifer Keesmaat think about the concept of intersections? “It’s an extremely powerful word! The future of urban planning embraces complexity by recognizing a whole variety of intersections between health, mobility, environment, food and social justice. We create more resilient communities when we mix and join people, uses and values.”

The same is true for education: a robust learning environment is one that joins together several disciplines, lenses and interests within its community. “Oversimplified planning,” says Ms. Keesmaat, “isolates and separates space into single uses. This approach belongs to the past, not the future.” Like cities, schools today need to find ways to create connected and generative spaces.

Grade 8 BSS students know what it’s like to explore rich connections. During a recent School project that united issues of social justice with urban planning, the girls headed out onto the streets of Toronto with two intents. The first was to learn about organizations that offer supports for social issues such as hunger, LGBT rights, mental health, youth homelessness, new immigrants and environmental sustainability. The second was to study the urban setting to assess whether it was serving the needs of the organization.

This authentic, real-world learning experience drew on Science, Social Studies, Math, Media and English. “The girls were interested in the social issues presented in the novel The Hunger Games,” explains Grade 8 teacher Vanessa Vanclief. “As their teachers, we asked them, what organizations can you visit in the city to explore these issues in greater detail? And what creative solutions can you offer to address them?”

Armed with both their growing insight into social problems and aerial maps of the neighbourhoods they visited, the girls made notes on transportation, housing, parks, safety, resources and land use. The next day, six city planners visited BSS and offered the girls a challenge: how would you redesign the city to meet the needs of those served by the organization you visited?

Ms. Keesmaat spoke to the girls directly and emphasized a holistic approach to their task. “I talked to them about the importance of creating complete communities and encouraged them to view areas of the city as habitats. Are they habitats that flourish? Are they inclusive? Are they diverse? Do they offer choice? We need to ask these questions to understand the health and viability of our city.”

In attempting to answer those questions, “we were asking the girls to collect data and use it to change the world,” says Grade 8 Math teacher Ruth McArthur. “We want them to know that they have a voice. They easily recognize their roles as students and friends and sisters and daughters, but do they also know that they can be taken seriously as members of the community?”

They do now. The girls reflected on their experiences, analyzed their data and made some recommendations for improvement to city planners. Four of their ideas received a personal and positive response from the City of Toronto for being both creative and feasible. “In a few years,” laughs Ms. Keesmaat, “I think BSS might be graduating a cohort of city planners!”

Ms. Keesmaat’s appreciation of intersections doesn’t begin and end in the city planning office. As the parent of a Grade 8 student, she recognizes Middle School as an important transitional moment in a girl’s life. “It is a special time of its own, valid in and of itself. It’s not just being ‘on the way’ to somewhere else. It’s a creative and emergent time. And the School values this life stage deeply. BSS is amazing that way.”

To support the creativity and development of all students, exceptional schools offer inspired teachers, innovative curriculum and integrated physical spaces. “Great planning breaks down traditional boundaries. It helps us to live in new ways and make better choices,” says Ms. Keesmaat.  So, too, great learning environments.


The Connections Withinexpand

We are all creatures of habit. My mornings at BSS start more or less the same way: I park my car, fumble for my swipe card, shuffle past the Phys Ed office and then debate the merits of taking the stairs rather than the elevator to the English Office. I hang up my coat and head down the hallway, greeting the same students who are at their lockers at the same time every morning. The path between my office and my classroom is lined with lockers belonging to the Middle School girls. Other than the few students I have coached in Cross-Country, I don’t know many of them by name, but we greet each other each morning as if I did. And that is one of the things that amazes me about this place -- the kinds of connections that happen within these walls seem improbable, given its size and the breakneck pace at which we tend to operate. But they happen, and they happen often, and in a meaningful way. Strong bonds between students and teachers help build a sense of community and, perhaps even more significantly, they fulfill a need within the students that is fundamental to their success here: when the girls feel they have an adult “on their side,” they thrive.

My own experience as a student was at York House School –- a small, all-girls’ school in Vancouver. From Grade 7  to 12 we numbered only three hundred. We were a tightly knit crew and we were very close with the faculty. My French teacher would bring us up to her cabin each summer (how times have changed) and my Chemistry teacher held his famous Saturday Chemistry classes to help us cram for the dreaded Provincial Exams, which were worth a whopping forty per cent of our year’s final mark. We really felt like the adults in the building knew us and cared about us. We were a relatively small and stable student population, making this type of relationship with the staff easy and natural.

So when I began working at BSS, a school more than twice the size of my alma matter, it struck me as remarkable that the students would make these same kinds of bonds with their teachers. Yet again and again, I see students keeping in touch with teachers long after graduation, some even inviting staff to their weddings. Each December Old Girls crawl the hallway, seeking out their favourite teachers, attending Chapel, and watching the Nativity. They come to the musical and Harvest Games, all in an effort to reconnect with their friends and the teachers who helped make their experience at BSS a positive one. Last spring, I attended a production of Cats and was browsing through the program. One of the cast members, an Old Girl, mentioned the BSS Dance Program in her notes. She graduated years ago. That speaks volumes.

This culture of connection moves from being a nice perk about our School, to being an absolutely crucial element to the girls’ education –- they cannot grow without it.

When I navigate my way through the halls, it is wonderful to start the day knowing that I am in the company of faculty and students who will become allies during their years at BSS and remain so long after graduation day.

Monica Hodgson is an English teacher at BSS. The View From Here is an essay series of personal insights on girls’ learning from members of the BSS community


Experience BSS Summer Academyexpand

BSS Summer Academy is Toronto’s finest academic summer program. During July and August, students from all over Ontario and beyond come on campus for a wide range of Grade 9 to 12 Credit Courses and Skills and Enrichment Programs. As BSS transforms into a co-educational environment, students enjoy an engaging, fun and rich learning experience at one of Canada’s oldest and most respected independent schools. To learn more visit: bss.on.ca/summeracademy ...

Middle School Diaries: Grade Expectationsexpand

We wanted to see what Middle School is like – from the students’ perspectives – so we caught up with three girls to help paint a picture of life in the middle of BSS – and what comes next.

GRADE 7: Starting out strong

 Kitty Yin may be new to BSS – this is her first year at the school – but she’s got a lot to compare it to. In fact, you’d have to call Kitty something of a school expert: her family has traveled around a lot and BSS is her ninth school. Actually, it’s more than just a school, it’s her home: the studious 12-year-old is one of BSS’s boarders, alongside about 80 other students from around the world.

So what about the middle school program stands out to the seasoned student? “I really like how at BSS there is a lot of opportunity to try new things.” (So far, the highlights have included cross-country skiing and swimming.) And it’s not just that she has the chance to try something once: Kitty feels that her diverse interests are encouraged and nurtured. “I love to draw – I’m quite involved in art, but I also love to read and do math. And I like that I don’t have to choose between all the things I enjoy.” She’s also grateful that middle school gives the students an opportunity to prepare for the challenges that lie ahead. “It’s nice to have the time to adjust before starting high school. Before, I wasn’t ready, but now I have the chance to learn.” 

Grade 7 has been keeping her busy, but she’s quite clearly engaged by it too. She talks gleefully about the books she’s reading for English (“I find them very deep and inspiring,” she says), her projects about 3D design technology and the nature of structures, and learning about international migration and settlement in social studies.

One project that Kitty found especially meaningful was her research on the Filles du Roi for social studies. “These girls were sent over from France to New France to marry the early settlers,” she explains. “Many of these women were orphans, and some were only 14 years old.” Kitty chose this topic because she connected to it: 14 is close to her age, and she’s also moved a great distance at a young age.

Born in China, Kitty moved with her family to PEI when she was 8 and now boards with other worldly girls at BSS. Studying the Filles du Roi, Kitty realized not only how far she’s moved, but also how far women – and society – has come.

Kitty boards with many girls whose journeys have taken them just as far from where they started; girls from Japan, Jamaica, Hong Kong and Russia, Mexico and elsewhere. She loves boarding. “Every minute, you’re surrounded by people from around the world,” she says. She’s also fond of another boarder: a friendly cat called Pebbles.

And even though she’s only been at the school for a couple of months, Kitty is already putting down roots and making plans. And, appropriate for a girl named Kitty who’s a little in love with a cat: she’s planning on becoming a vet.

Even now, not even though Grade 7, Kitty already feels that she has grown during her time in middle school. “I’m a lot more independent because I’ve been living without my parents. I’ve learned a lot of time management and how to deal with life by myself.”



Lauren Adolphe started at BSS in junior kindergarten a decade ago. Now in Grade 8,

Lauren is a girl of many passions. She loves math, plays a mean game of badminton and is an internationally competitive Irish Dancer.

She has an uncommon ability to articulate the exact nature of her interests. Math, which she’s quite passionate about, appeals to her not only for its practicality, but also because she enjoys the class discussions about different ways of finding solutions to problems. She really enjoys how the middle and senior schools work together on house events because she finds it very rewarding to interact with girls in different age groups.  She’s looking forward to Senior School because she’s eager for more leadership opportunities and a greater course selection.

She’s actually already decided which courses she wants to take next year. Among them: Latin, because it will help her move toward becoming either a doctor or lawyer. She’s having difficulty deciding, she tells me. Medicine appeals to her because she finds science fascinating; her inspiration for the law is an aunt, who she looks up to as a role model. 

Her future plans may be big, but her middle school memories are no less meaningful. Middle school is a time when many ideas started to jump out of the textbook. Lauren describes, fascinated, how one 8th Grade math class brought geometry into three dimensions. “We went on a walk in downtown Toronto for Math Trail, observing how geometric shapes and other mathematical concepts were a part of the shapes of buildings all around us. The teachers led us, but it was up to us to recognize the different concepts in action. This made math come alive for me. It demonstrated to me the practical side of math and how it is an integral part of our everyday life. It was amazing to see it in reality, and not just in the workbook.”

 Lauren also sees the middle school as an important transitional period. “The middle school provides all students with a small school feel within a large school because it has its own teachers, advisors and curriculum.  I now feel confident that I am well prepared to transition into the senior school.”

And she’s not afraid of balancing her dance training with the demands of senior school next year. “I have developed really good time management skills,” she says, sounding much older than her 13 years. With 10 local competitions and international events that have taken her to Nashville, Ottawa and Disneyworld, Irish dance certainly keeps her feet busy, but she’s not letting that slow down her school plans.


GRADE 9: The next step

 Simone Marsden started BSS in Grade 7, and she hit the ground running, getting active in academics, volunteering and athletics. Despite the fact that many of her new classmates had known each other for years, Simone says she felt at home at BSS right away. Part of the reason? Middle school teachers are really connected to the students, she says. “They really care about what you’re thinking, and we got a lot of one-on-one time with them.” So even though she found the coursework challenging – “BSS operates at a much higher level academically than other schools,” she says – it wasn’t long before she felt completely absorbed in her classes.

Another reason why the transition was easy: “We have a lot of fun,” she says. “The athletic program is amazing. We have a rock-climbing wall at school. You go to birthday parties for that, and we do it in school!”

But to hear Simone talk about her experience in both middle school and senior school, it’s clear that the environment at BSS has really allowed her to thrive. She’s curious, confident and has an incredible range of interest, which she’s been able to cultivate.  So instead of starting Senior School by feeling intimidated or afraid, she’s excited. Here’s a shortlist of what Simone is excited about: making it to the OSSA swimming competition, getting further into biology and chemistry, and participating in interdisciplinary performance arts, because she really loves to dance.

 She can already see how the threads of her interests are coming together. In Grade 8, she was encouraged to choose a topic for investigative research class that she really connected with. She chose to combine her interest in environmentalism, science, animals and social issues and did a presentation about whale hunting. She examined the issue in different cultures, looked at how governments reacted to it, and researched the ecological effects. “I’ve always been an environmental person,” she says, “But it really opened my eyes.” She hopes to pursue her love for animals and interest in science as a veterinarian.

For Simone, her biggest middle school epiphany came in a Grade 7 geography class. “We were learning about how the earth was formed, and Miss Rogers was teaching us about Pangaea and plate tectonics. A lot of us had never heard of that before. To demonstrate it, we all peeled oranges in class, and tried to put the peels back together again. It really brought it to life, we could all picture how the countries, all the provinces, all came together as one big island,” she says. “It really made me think of things differently, and see the world in a whole new way. You can learn about ideas every day in school, and I realized that it was possible to learn things that were completely new and different than what I usually think about the world.“

To Simone, middle school was a place where she could enjoy these moments while getting ready to take the leap into senior school. “It gives you an in between place, so you don’t feel overwhelmed,” she says.

She says that the middle school really helped her grow as a person. “I know that I have the study habits to take on anything, and I’m not scared of challenges.”

And while she’s busy looking forward, she’s also spending a lot of time helping the girls behind her. She’s reading to girls in the junior school twice a week, and really enjoys tutoring and mentoring the younger girls. It’s all part of giving back to the community that she feels so connected to.




Ms. Simand was recognized among Canada's teachers for outstanding teaching achievements on October 3, 2012 when the Prime Minister'™s Office awarded her with the National Award of Teaching Excellence.

The Bishop Strachan School is proud to announce that Grade 6 teacher Harriet Simand was selected as a recipient of the 2011-2012 Prime Minister's Award for Teaching Excellence. The award honours Ms. Simand as one of the top 15 teachers across Canada for her outstanding efforts in helping students excel and build a successful future. In 2010/11 she was awarded the Prime Minister's Award for Teaching Excellence on a regional level.

A teacher at BSS for four years with a background as a human rights litigator, Ms. Simand teaches her students to look for passion and to make things happen. Her students don't just complete projects, but think critically and get invested in them. As students are encouraged to develop their own plans to make a difference, they discover as they learn and impart their knowledge to each other.

"We couldn't be more pleased to have Harriet receive this award," says Head of School Deryn Lavell. "She exemplifies our culture of powerful learning and it's gratifying to see excellence in education valued and acknowledged in this country."

Ms. Simand's outstanding achievements in the classroom include:

  • Inspiring her students to advocate for a ban on plastic bags throughout the City of Toronto. The Ban the Bag Brigade made it to a presentation in front of the city council and received a congratulatory letter from Mayor David Miller. More information on the project can be found at: www.Banthebagbrigade.wikispaces.com
  • Ms. Simand and her Grade 6 class spearheaded a Robotics initiative, where BSS girls applied their learnings in programming robots to invent the iSnoopy, a mechanical "œsensing"nose that can help predict the onset of an epileptic seizure. In a discipline that is typically dominated by boys, BSS made it to the provincial finals and won an award for the most innovative solution at the Lego League Robotics Championships, won two major awards and advanced to the provincial finals.
  • Ms. Simand initiated a mathematics program with her Grade 6 class that involves the use of both reality and technology-based lessons. Ms. Simard produces "Mia the Math Mutt" videos which provide her students their own personal web-based video tutorial reinforcing the in-class lessons.

"I am thrilled to receive the Prime Minister's Award of Teaching Excellence," says Ms. Simand. "The credit should really go to the enthusiastic and creative children I get to work with every day, who make teaching so much fun."


In the News expand


October 8, 2014 - The latest news from BSS

BSS is full of great stories that bring to life progressive girls’ education. We invite you to explore our "News" section on our website. ...

September 15, 2014 - COME TALK TO US!

Come talk to us about girls' education. About finding one's voice. About creativity, collaboration and compassion. ...


Visionary Building Committee sets standards and heights high. ...

Curriculum & Programs expand

Curriculum & Programs

    Specialty Academics

  • AP courses
  • Community service
  • Duke of Edinburgh's Award
  • Exchange programs
  • Mentorship Program
  • Study Abroad
  • Summer studies
  • University counseling

    School Support

  • After-school program
  • Before-school program
  • Full-day kindergarten
  • Lunch program
  • Private/Individual lessons
  • Tutoring

    Special Needs

  • Learning study assistance


  • 3-D Design
  • Acting
  • Ballet
  • Band
  • Choral Music
  • Choreography
  • Dance
  • Directing
  • Drawing
  • Film & video
  • Graphic design
  • Music history
  • Music theory
  • Orchestra
  • Painting
  • Photography
  • Production
  • Set design
  • Theatre design
  • Voice/Vocal/Singing

    Humanities and Social Sciences

  • Asian history
  • Canadian history
  • Classical history
  • Creative writing
  • Debate
  • Ethics
  • European history
  • Literature
  • Public speaking
  • Religious studies
  • World religions


  • Chinese-Mandarin
  • French
  • Italian
  • Latin
  • Spanish

    Mathematics, Natural Sciences, and Computers

  • Algebra
  • Biology
  • Calculus
  • Chemistry
  • Computer programming
  • Computer science
  • Physics
  • Robotics
  • Statistics

    Academic / Social Clubs

  • Community Service
  • Computer Club
  • Debate Club
  • Environmental Club
  • Math Club
  • Online Magazine
  • Robotics club
  • School newspaper
  • Science Club
  • Student Council
  • Yearbook


  • Art Club
  • Band
  • Choir
  • Dance
  • Drama Club
  • Photography


  • Badminton
  • Baseball
  • Basketball
  • Camping/Canoeing
  • Cross-country skiing
  • Downhill skiing
  • Field Hockey
  • Golf
  • Gymnastics
  • Ice Hockey
  • Outdoor Club
  • Outdoor Education
  • Running
  • Ski/Snowboard club
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track & Field
  • Volleyball

    Moral Development

  • Leadership
  • Social justice
  • Whole Child

    Admissions & Finances

  • Bursaries
  • Entrance exams
  • Financial aid
  • Interview required
  • Scholarships
  • SSAT required (Out of province)

Associations expand

  • Canadian Accredited Independent Schools (CAIS) Associations
  • The Association of Boarding Schools (TABS) Associations
  • The Conference of Independent Schools of Ontario (CIS) Associations

Social Feeds expand

Get more info

Contact Name
Karen Powell

Phone Number:
click to view number

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