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Heart of Steel gets a tune-up.
The pre-eminent All Girls English Catholic high school in Montreal, with 157 years of experience graduating young women of action with solid skills and tools for success. Its mission is to nurture the mind, body and spirit of each student in a supportive and caring environment. The Sacred Heart School of Montreal is part of a worldwide network of 148 schools across 30 countries, all of which share common goals, mission and philosophy.
— Visit school website The Sacred Heart School of Montreal was founded in 1861, and built around the principles that were at the core of the Society of the Sacred Heart, which was begun by Saint Madeleine Sophie Barat in 1800. Among those principles was to educate girls to take part in society beyond the home or the church. Barat sought to encourage girls to take a transformative role in their communities, something that, it perhaps goes without say, was a unique perspective for the time. Sacred Heart continues to follow that ideal, expressing it within modern curricular and extracurricular programing, including the integration of 21st century literacies and online tutoring. An international gaze, too, is used to inform the program, seen specifically in service trips and international exchanges. The school was unique when it was formed, and it remains at the cutting edge of education today.
Shawn O'Donnell, Head of School
The future at heart
Welcome, and thank you for expressing an interest in our school! We hope that you, like thousands of young women who have called Sacred Heart their school over the past 156 years, will also feel right at home here. Our student body, faculty, staff and administration work hard to make it a warm and caring environment while keeping our teacher-to-student ratio low. This is just one of the ways that we ensure personal, caring treatment of every Sacred Heart girl.
You don’t have to take my word for it: watch one of our videos, Sacred Heart Girls, to see testimonials from some of our students; visit us at any time by contacting Admissions to make an appointment or speak with our Admissions Coordinator, Stephanie or sign up to be a Student-for-a-Day anytime that is convenient for you, and experience the school first-hand.
When you visit our school be sure to ask about the laptop program introducing Chromebooks for every student and Google Apps for Education; our free online tutoring offered by GradeSlam; and our newly introduced French social sciences option for Secondary I students. You can also follow us on one of the school’s several social media feeds like Facebook, Instagram, or Twitter, to get a sense of the everyday life of the school and what it is to be a Sacred Heart girl!
Shawn O'Donnell
Head of School
If you want to learn more about Quebec education, check out our comprehensive guide.
What school says: .
Focus | Religious-based |
---|---|
Academic | Christian (Roman Catholic) |
If you want to learn more about faith-based education, check out our comprehensive guide.
If you want to learn more about Christian education, check out our comprehensive guide.
If you want to learn more about Catholic education, check out our comprehensive guide.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Learn about the different mathematics approaches
What school says: The overall objective of the Mathematics programme is to produce problem solvers, using mathematical reasoning and communication. At all levels the assessment of Mathematics is based on two competencies, these being Solves a Situational Problem and Mathematical Reasoning. The content of every course is divided into Algebra and Arithmetic, Geometry, and Probability and Statistics. The accelerated programme moves advanced Mathematics students through the secondary school curriculum in four years instead of five, allowing them to complete AP Calculus in Secondary V.
Textbooks and supplementary materials: This information is not currently available.
Calculator policy: This information is not currently available.
Teaching approach: Science plays an integral role in our daily lives, and is constantly changing and expanding. Our science programme grants students the opportunity to reach their full potential. Students are exposed to a range of topics in the fields of Biology, Chemistry, Physics and Earth Science. Constructivist and cooperative methods of learning are used in order to provide the best learning environment and to accommodate different learning styles. Students learn the value of rigorous intellectual inquiry, through both laboratory and theoretical work. They become aware of both the positive and negative effects of science on society, and of the relationships between science and other disciplines, with a focus on technology. This awareness will help them to become critical and self-assured thinkers and to make informed decisions on matters involving science.
Topics covered in curriculum:
Subject | = offered |
---|---|
Biology | |
Chemistry | |
Ecology | |
Geology | |
Meteorology | |
Physics | |
Physiology | |
Zoology |
Treatment of evolution:
Evolution as consensus theory | |
Evolution as one of many equally viable theories | |
Evolution is not taught |
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.
Learn about the different literature approaches
What school says: The English Language Arts programme promotes the love of learning by encouraging students to deepen their appreciation of literature and their understanding of language encountered in media texts. Students engage in open and respectful discussion of a wide range of ideas, including major ethical and moral dilemmas faced by humankind. The choice of literature and the topics of discussion and debate encourage intellectual development and a habit of reflection.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Learn about the different humanities and social sciences approaches
What school says: The mission of the Social Sciences Department is to foster a thoughtful understanding of the context, infrastructures, ideas, and forces that shape the modern world. Through a multi-disciplinary programme that comprises geography, economics, history, politics and citizenship, students learn about people and places, their power and potential, in the past and present. Our aim is to prepare students for further study and citizenship by combining scholarly insight and practical application. This will enable students to acquire a refined sense of ethical purpose and a heightened appreciation of humanity and its institutions.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Learn about the different foreign languages approaches
What school says: The globalization of our modern world has made ease of communication and general cultural awareness increasingly important. A knowledge of languages gives students not only the ability to communicate orally and in writing, but also the opportunity to discover and explore the world’s cultural diversity, whether through literature or the print and electronic media, or through interaction and exchange with individuals in their immediate community and around the world.
Languages Offered: • French • Spanish • ESL
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.
Learn about the different fine arts approaches
Program offers:
Subject | = offered |
---|---|
Acting | |
Dance | |
Drama/Theatre | |
Graphic Design | |
Music | |
Visual Arts |
Visual studio philosophy:
Expressive | |
Disciplined |
What school says: The Arts are an integral part of our society and our life experiences and are therefore an essential part of a well-rounded education. They open the door to artistic sensitivity, creativity, and the exploration of a student’s talents and interests. They further develop leadership skills, self-confidence,creative thinking and approaches to problem solving as well as provide the means to explore various mediums of personal and artistic expression. Each discipline combines theoretical understanding with a variety of practical applications in both individual and group settings. Historical, cultural and individual perspectives place the arts within a broader context; and students learn to analyze the role of the arts in the past and present and to recognize their power as both a catalyst for, and a recorder of, social change.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Learn about the different computers and technology approaches
What school says: With the introduction of Chromebooks for all students. technology has become fully integrated into our daily curriculum. Indeed, each student starts the day by reading the \'Daily News\' which appears as the homepage when first opening up their Chromebook.\n\nEach class also has a \'Google Classroom\', a virtual classroom, which teachers can use to place learning material, evaluations or otherwise engage with the students in discussion and classwork. A majority of work is now handed out, worked upon and returned to the teacher in a digital format.\n\nUsing the collaborative tools available through the use of the Google for Education program, students can work in groups, share notes and work on the same document even when at home or in different classrooms.\n\nTechnology is used to keep students engaged in various ways.
Program covers:
Subject | = offered |
---|---|
Computer science | |
Robotics | |
Web design |
What school says: In addition to giving students the opportunity to increase their level of physical fitness and raise their awareness of healthy lifestyle choices, the physical education programme fosters values that are an integral part of a Sacred Heart education: teamwork, sportsmanship, leadership, respect for themselves and for others, and a spirit of community.
Approach to teaching religious and secular curricula
Approach to teaching religion
What school says: The courses in Ethics and Religious Culture at The Sacred Heart School of Montreal are oriented to the Catholic tradition of the school while respecting the multicultural and religious diversity of our school community. The overall objective of the Religion Department is to help each student develop the awareness and skills to respond with compassion and wisdom to the people and situations that they will encounter in their lives.
What school says: This information is not currently available.
Approach: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.
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.
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.
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: The school provides a rigorous education that incorporates all forms of critical thinking and inspires a life-long love of learning.The curriculum develops aesthetic values and the creative use of the imagination.The faculty utilizes a variety of teaching strategies that recognize the individual needs of every student.Members of the school community model and teach ethical and respectful use of all learning resources, both written and electronic.
What school says: At The Sacred Heart School of Montreal, our mission is to nurture the mind, body and spirit of each student in a supportive and caring environment.
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.
Support Type | = offered |
---|---|
Learning strategy and study counselling; habit formation | |
Extra support and minor accommodations for children experiencing subclinical difficulties |
Special needs | Accomodations Formal adjustments are made to the delivery of lessons to help mitigate the learning difficulty or exceptionality. The underlying content and expectations remain unchanged with accommodations, however. (Example: allowing a student to write tests in a quieter room). | Modifications The underlying content and expectations are modified and/or simplified for the sake of the student. (Examples: allowing student to use a calculator on a test when other students can’t; allowing students to bring word-banks or “cheat sheets” into certain tests, etc) | Remediation Research-based therapeutic measures that target and ameliorate the underlying weakness. |
---|---|---|---|
ADHD (moderate to severe) | |||
Learning disabilities | |||
Dyslexia (Language-Based Learning Disability) | |||
Auditory Processing Disorder (APD) | |||
Dyscalculia | |||
Dysgraphia | |||
Language Processing Disorder | |||
Nonverbal Learning Disorders (NLD) | |||
Visual Perceptual/Visual Motor Deficit | |||
Developmental | |||
Autism | |||
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) | |||
Physical | |||
Multiple sclerosis | |||
Cerebral palsy | |||
Muscular dystrophy | |||
Spina Bifida | |||
Dyspraxia (Developmental Coordination Disorder) | |||
Blindness | |||
Deafness | |||
Cystic Fibrosis | |||
Multiple physical |
Support Type | = offered |
---|---|
Social skills programs | |
Occupational therapy | |
Psychotherapy | |
Speech-language therapy |
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: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)
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.
In grade 11, The Sacred Heart School of Montreal students perform an average of 2 hours of homework per night.
Nightly Homework7 | 8 | 9 | 10 | 11 | |
---|---|---|---|---|---|
school | 60 mins | 60 mins | 90 mins | 120 mins | 120 mins |
Site Average | 53 mins | 58 mins | 70 mins | 81 mins | 96 mins |
How assessments are delivered across the grades:
Lettered or numbered grades | 7 to 11 |
Prose (narrative)-based feedback | 7 to 11 |
Academic achievement reporting | 7 to 11 |
Parent-teacher meetings | 7 to 11 |
Sports Offered | Competitive | Recreational |
---|---|---|
Badminton | ||
Baseball | ||
Basketball | ||
Football | ||
Golf | ||
Ice Hockey | ||
Lacrosse | ||
Rowing | ||
Rugby | ||
Running | ||
Soccer | ||
Softball | ||
Swimming | ||
Tennis | ||
Track & Field | ||
Volleyball |
Clubs Offered |
---|
Art Club |
Band |
Choir |
Community Service |
Dance Club |
Debate Club |
Drama Club |
Jazz Ensemble |
Math Club |
Online Magazine |
Photography |
Poetry/Literature club |
Robotics club |
School newspaper |
Student Council |
Yearbook |
Yoga |
7 | 8 | 9 | 10 | 11 | |
Day (Domestic) | $13,764 | ||||
Day (International) | $33,492 | ||||
Boarding (International) | $49,492 |
Grade range that need-based aid is offered: | 7 to 11 |
Percentage of grade-eligible students receiving financial aid | 25% |
Average aid package size | $5,500 |
Percentage of total enrollment on financial aid | 25% |
Total aid available | $300,000 |
Application Deadline:
Rolling deadline
More information:
http://www.sacredheart.qc.ca/scholarships-bursaries/
Application Details:
This school works with FAST. for processing financial applications
There is no minimum income amount to apply for a bursary, as each family is assessed on an individual basis. To be eligible for assistance, students must complete the admissions process and be enrolled for the next school year.
The Margaret Johnson Scholarship Amount: $0 | Other Deadline: Rolling |
Eligibility Details: Students grade 7— All new students accepted into grade seven are eligible to apply for this scholarship. The Scholarship Committee will select the finalists from the completed applications. | |
For more details, visit: www.sacredheart.qc.ca/scholarships-bursaries/ | |
The RSCJ Scholarship Amount: $0 | Other Deadline: Rolling |
Eligibility Details: Students grade 7— All new students accepted into grade seven are eligible to apply for this scholarship. The Scholarship Committee will select the finalists from the completed applications. | |
For more details, visit: www.sacredheart.qc.ca/scholarships-bursaries/ | |
Head of School Scholarship Amount: $0 | Other Deadline: Rolling |
Eligibility Details: Students grade 7— All new students accepted into grade seven are eligible to apply for this scholarship. The Scholarship Committee will select the finalists from the completed applications. | |
For more details, visit: www.sacredheart.qc.ca/scholarships-bursaries/ | |
Alumnae Scholarship Amount: $0 | Other Deadline: Rolling |
Eligibility Details: Students grade 7— Students accepted into grade seven who share a family connection with a Sacred Heart alumna are eligible to apply for this scholarship. The Scholarship Committee will select the finalists from the completed applications. | |
For more details, visit: www.sacredheart.qc.ca/scholarships-bursaries/ | |
Total enrollment | 230 |
Average enrollment per grade | 46 |
Average class size | 14 to 18 |
Gender (grades) | Gr. 7 to Gr. 11 (Girls) |
Boarding offered | Gr. 7 - 11 |
% in boarding (total enrollment) | N/A |
If you want to learn more about boarding schools, check out our comprehensive guide.
Student distribution:
7 | 8 | 9 | 10 | 11 | |
---|---|---|---|---|---|
Day Enrollment | 52 | 34 | 32 | 35 | 51 |
Boarding Enrollment |
Admissions Assessments:
Assessment | = required | Grades |
---|---|---|
Interview | 7 - 11 | |
SSAT | ||
SSAT (out of province) | ||
Entrance Exam(s) | 7 - 11 | |
Entrance Essay | 7 - 11 | |
Entrance Essay | ||
Application Fee |
Application Deadlines:
Day students:
Rolling
Boarding students:
Rolling
We look forward to welcoming you and your daughter to the Sacred Heart community. We accept applications all year long but it is always good to apply early.
Acceptance Rate:
Type of student The Sacred Heart School of Montreal is looking for: The Sacred Heart School of Montreal is for girls seeking an education that combines academic excellence and timeless values. Sacred Heart has more than 156 years of experience graduating young women of action with solid skills and tools for success. Rich in cultural, religious and socio-economic diversity, Sacred Heart students have the courage and confidence to take their place in an ever-changing world. The goal of a Sacred Heart education is to help each student to develop her intellectual and personal gifts and talents to the fullest.
Student Entry Points
Student Type | 7 | 8 | 9 | 10 | 11 |
---|---|---|---|---|---|
Day Acceptance (Acceptance rate) | 0 | 0 | 0 | 0 | 0 |
Homestay Acceptance (Acceptance rate) | 0 | 0 | 0 | 0 | 0 |
Boarding Acceptance (Acceptance rate) | 0 | 0 | 0 | 0 | 0 |
Alumnus | Graduation Year | Accomplishment |
---|---|---|
Therese Forget Casgrain | 1914 | Suffragist; Senator; first female political party leader in Canada; Officer of the Order of Canada; commemorated with a Canada Post stamp in 1985 and on the $50 bill in 2004. |
Angela Onesi | 1985 | Partner at Fasken Martineau LLP |
Jennifer Finnigan | 1996 | Three-time Daytime Emmy Award winning actress, best known for her role as Bridget Forrester in the American soap opera The Bold and the Beautiful. |
Antonia Maioni | 1979 | Associate Professor Department of Political Science, Institute for Health and Social Policy, McGill University; President of the Canadian Federation for the Humanities and Social Sciences |
Alumni Highlights
Thanks to the generosity of donors, I was provided with a wonderful education...
- Julie Mayne '93
...What the School did to help educate my three girls is something I will always remember!
-Thomas Burpee, parent '81, '82, & '85
...Outstanding School: Teachers-Students-Administration & Parents all pulling in the same Direction. A Very Special Place.
-Stephen Sartori, parent '16
...…. I told my daughter I would be at her school for ‘Teacher Appreciation Lunch’, the least I can do to give back! Her response, “I love my school! My teachers care and they really want me to succeed! And, my friends, we all have each other’s back. It’s like a little family!” Happy daughter, happy Mama!
-Rebecca Douros, parent '16
...May 18, 2017 - Bald and Beautiful Heroes!
On May 29th, Sec V student, Olivia Iorio will be shaving her head for cancer, at the school, in honour of... ...
February 23, 2017 - Sacred Heart Raises Additional $1 Million Toward its Capital Campaign
At their recent Winter Gala The Sacred Heart School of Montreal announced they raised an additional $1 million toward their Capital Campaign ...
September 20, 2016 - Sacred Heart First School to Provide Unlimited 24/7 Tutoring
The Sacred Heart School of Montreal becomes the first among private schools in the city to offer this unlimited, online tutoring service. ...
Other Highlights:
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