630 Westminster Avenue, Winnipeg, Manitoba, R3C 3S1, Canada
3233 The Boulevard, Westmount, Quebec, H3Y 1S4, Canada
1901
1915
550
390
Preschool to 12
K to 11
Girls
Girls
Day, Boarding
Day
English
English, French
Science and technology
Academic
Progressive, International Baccalaureate
Progressive
10 to 20
14 to 20
Learning, Behavioral
Learning, Developmental
Dedicated class; in-class adaptations
Dedicated class; in-class adaptations
$15,450 to $19,210
$26,200 to $29,380
$38,625 to $49,440
Yes
Yes
15%
15%
SK to 12
4 to 11
$8,333
$5,200
34
33
14%
0%
0%
50%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes
Yes: grades K - 11
No
No
No
No
information not available
information not available
Balmoral Hall is one of those schools that perhaps doesn’t command as significant a profile in the world of private education in Canada, but it should. Established in 1901, it’s seen a few changes along the way, including moves and name changes—it was founded as Havergal College, then later known as Rupert's Land College—as well as amalgamation with the Riverbend School. It’s long been an expression of the civic community, demonstrated by the endowments it’s received through the years. The current campus reflects that; the site was bequeathed to the school by Sir James Aitken, and Aitken house remains in use there today. More recently, through a significant capital campaign, the school opened Benidickson Centre for Arts & Design. Throughout its life, Balmoral Hall has offered a window onto a wider world, offering innovative programs, and developing its own set of best practices, all of which are in ample evidence today. The boarding program, too, offers an added layer to the student experience, both for day students and those living on site. Instruction is student-centred, hands-on, including a robust internship program to provide real-world experience tailored to students’ interests. Indeed, a primary goal is to allow girls to follow and capitalize on their interests, and the list of alumnae hints at that, given its breadth. Included is senator Patricia Bovey, journalist Ashleigh Banfield, and hockey player Taylor Woods (who, as a member of the Balmoral Hall Blazers, set a number of team records that still stand today). The arts are represented, too, most obviously in Loreena McKennitt and Chantal Kreviazuk, both of whom are alumnae. In so many ways, the school has been doing great work for more than a century.
View full reportThe name sounds generic, and, historically at least, it was. In 1915 Margaret Gascoigne began her school—there were just six students that year—in the study of her home. In 1922 the school moved to a permanent location on Seaforth where it remained for close to 40 years until it moved to its present one in 1960. (The whole story is told and illustrated in the aptly titled, No Ordinary School: The Study 1915-2015, published to mark the school’s centennial.)
In a sense, Gascoigne provided the same thing then that the school does now: a bilingual education for girls. Though, yes, that alone doesn’t present the half of it. Through the years The Study sought to chart its own path, while at the same time creating a path for the girls that attended. They weren’t being educated to be shrinking violets, but rather to find their voices and, to some extent, transcend the times and circumstances that they were living within. And, they did, with alumnae prominent in fields that run the breadth of Canadian life. That tradition of forthright leaders and students certainly remains today. Part of the charm of the school is that tradition, one that is apparent throughout the school. The school may be a century old, but the program remains at the cutting edge of education. The ideal student is one who can rise to the challenges that the school presents.
information not available
information not available
"We design experiences tailored to students’ interests, strengths, and goals. Technology, innovation, and entrepreneurship certificate programming includes drone flight training, robotics, interactive media, cybersecurity, venture development, and more. Nurturing resilience, inspiring creativity, and celebrating diversity, we are a nondenominational, independent day and boarding school from Junior Nursery to Grade 12. Our mission is to inspire girls’ imagination and the courage to excel, to reach, to lead, to care."
"The world needs great women. It starts at The Study. Founded in 1915 and one of Canada’s premier all-girls’ schools, The Study empowers each student, from Kindergarten to Grade 11, to reach her full potential, by fostering academic excellence in an innovative English and French environment grounded in tradition. Certificate of Eligibility for English Instruction is not required."
"It’s a fast-changing world, and for many girls the path ahead will take them into uncharted territory. Balmoral Hall School’s unlimited learning community fully prepares girls for that future by offering the most innovative educational experience. Every member of the community supports our girls on their individual learning journeys by contributing to their success. Every girl receives an education that is personalized to her strengths, interests, and passions."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Girls, you want a school that can help you realize your fullest potential. You want options. You want the freedom to pursue post-secondary plans that are uniquely yours. Parents, your daughter will one day take her place as a strong, confident woman in a world that wants to listen to her. You've helped her grow, and you've been amazed by her abilities.
You want the best, always. Alumnae and parents of graduates know that we are the best choice for girls' education. We want your best, too."
Information not available
Information not available
Information not available
"Balmoral Hall School's signature Capstone education model in Middle & Senior School is reflective of our vision, mission, and values and allows us to provide a personalized program that is rigorous, relevant, and research-based. Capstone programming empowers our students to be prepared for their future academic and professional pursuits. Students are involved in authentic, meaningful learning with continuous formative assessment and relevant, timely feedback."
Information not available
"At Balmoral Hall School, our goal is not simply to teach an enriched curriculum. Our programs are designed to build confidence, competence, and what experts call "connectedness," which refers to being a meaningful part of something other than oneself. We help girls build well-balanced foundations for personal and professional success in a fast-changing world."
Information not available
Information not available
Information not available
Information not available
Information not available
Welcome to The Study! I hope you will soon discover our dynamic and outward looking school committed to our mission of supporting the development of young women as leaders, as innovators and life-long learners. It is in that powerful mission that The Study continually moves forward with great enthusiasm, always aware of the link between our success and the formidable culture of pride that has existed in The Study community for over 100 years.
Our enriched curriculum coupled with an exceptional bilingual learning environment and a positive atmosphere of mental, physical and emotional balance, nurtures each girl's capacity to be academically successful and well rounded.
The breadth and depth of The Study's curriculum, along with its goal to inspire intellectual curiosity and exploration, is the hallmark of the school experience for each of our students. At The Study, every girl benefits from the care and guidance of teachers who are dedicated to fostering a love of learning, each and every day.
The world needs great women, and girls can count on a great start at The Study.
Progressive
Information not available
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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
Our teachers understand how girls learn. They are dedicated to bringing out the best in each girl, by encouraging her strengths and providing support in areas that are more difficult for her. While our programs are demanding and our expectations high, the atmosphere is co-operative and supportive. It is an environment in which every girl feels free to believe in herself, to speak out and take academic risks.
The Study’s bilingual programme begins in Kindergarten. Students have two homeroom teachers and spend approximately half the day in English and the other half in French. The goal is to establish fluency and accuracy in both languages by offering mother tongue programmes in both English and French. The curriculum is organized into themes and subjects are interrelated through learning activities with a central focus of interest. Learning situations are process-oriented with the intention of encouraging the children to explore, experiment, solve problems and absorb new ideas and concepts. Computer technology is widely integrated at all levels through the use of class sets of laptops and/or iPads. In the Senior School, students follow an enriched programme of studies. At each grade level, students take enriched French language courses and are offered at least two other subjects in French. A compulsory third language option (Mandarin or Spanish) is also a curriculum requirement for grades 7 and 8. Each student is provided with her own laptop to take advantage of technological resources to enrich her learning.
Not applicable
Not applicable
Information not available
Information not available
No
Not applicable
Not applicable
Information not available
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
Not applicable
Not applicable
Not applicable
Information not available
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
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
Information not available
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
Information not available
Not applicable
These programs have an equal emphasis on receptive and creative learning.
Not applicable
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Not applicable
Information not available
Information not available
Web design
Robotics
Computer science
Information not available
Information not available
Play-based
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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.
We promote a balanced program that guides girls to develop not only socially, but also in other areas of learning, encompassing academic, emotional, physical, and cultural needs. In our warm, welcoming facility, we encourage the development of the whole child with a child-centred experience based on inquiry and experiential learning. Nestled in the heart of Winnipeg, our secure campus on the banks of the Assiniboine River features a landscaped, natural playground, a life-sized playhouse, and hundreds of mature trees that provide natural shade in the summer.
Accelerated
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Information not available
Rigorous
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 “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”.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We want people everywhere to feel a deep sense of trust in Balmoral Hall School because of the values we inspire in our community. Parents trust us to personalize the educational experience of each girl, to care for each girl, to challenge her to grow, to build a supportive community around her, and, most importantly, to prepare her for the future. It's a fast-changing world, and for many girls the path ahead will take them into uncharted territory. Balmoral Hall School's unlimited learning community fully prepares girls for that future by offering the most innovative educational experience. Every member of our community supports BH girls on their individual learning journeys by contributing to their success.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
---|---|---|---|---|
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.
| ||||
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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
The school's Centre for Learning and Wellness (CFLW) employs two resource specialists, a counselling specialist and three ASL teachers. Individual learning needs are discussed at the time of admissions with consultation provided by CFLW specialists.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
SK - 12
4 - 11
15%
15%
$8,333
$5,200
0%
50%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes
Yes: grades K - 11
No
No
No
No
No
No
Yes
Yes: grades K - 11
No
Yes
No
No
Students at Balmoral Hall School benefit from a learning environment that is designed entirely with girls in mind. Whether she’s an artist or an athlete, a budding scientist or a future lawyer, we take the time not only to engage but also to encourage growth. From her very first day until she collects her diploma, she will experience a world of opportunity and be challenged to accomplish things she may not have dreamed possible.
The Study wants to meet girls who want to become great women.
4 Steps to APPLY to The Study