7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, Canada
5,430.9 km
7,665.0 km
1944
1930
125
1202
5 to 12
K to 12
Coed
Boys
Day
Boarding, Day
English
English
Science and technology
Academic
Traditional
Traditional
12 to 18
18 to 22
In-class adaptations
$13,000 to $16,000
$33,300 to $34,300
$70,000 to $94,800
No
Yes
0%
8%
None
4 to 12
$0
$17,500
16
92
0%
7%
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
information not available
Rolling
Not available
Not available
Feb 01, 2019
Yes: grades 5 - 12
Yes: grades 1 - 12
No
Yes: grades 4 - 12
No
No
information not available
“In short, the school wants to shape not just the boys who attend, or even the local community, but the world we live in.”
“Teachers at St. George’s quote the common saying in academics: They aren’t teaching math; they’re teaching students. And the school doesn’t just say it—it is baked into St. George’s infrastructure.”
“The school’s approach to learning is holistic to ensure a well-rounded experience.”
Read The Our Kids Review of St. George's School
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportDriven by the mission of educating young men who become impactful leaders and community partners, St. George’s School maintains a strong and lively academic culture, enriched with experiential opportunities and a significant number of Advanced Placement (AP) courses. The school's motto, "Building fine young men. One boy at a time," reflects its dedication to individualized attention and holistic development. The school's environment integrates modern, eco-friendly facilities with a focus on natural light and fresh air ventilation. Co-curricular programs are diverse and mandatory, encouraging students to explore various interests, from sports to arts. The boarding program helps to maintain a close-knit community, with activities that leverage Vancouver's local amenities. Boarding students, alongside over a dozen house parents, participate in weekend activities and overnight trips, promoting a sense of extended family. St. George's School aims to shape confident, capable, and compassionate young men who are well-prepared to make meaningful contributions to the world.
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"One of my favourite aspects of St. George's is the community we have."
Matthew O'Leary - Student (Dec 18, 2024)
I love everything about St. George's School. As a lifer, which means I've been at Saints for all 12 ... View full review
"They truly create an environment where students feel supported academically, socially, and personally."
Timothy Trinh - Student (Jan 06, 2025)
My experience at St. George's School has been amazing, and I truly feel like I couldn't have asked f... View full review
"At St. George’s, the academic work feels well-balanced, challenging us without overwhelming us."
Ziming Wang - Student (Jan 06, 2025)
Joining St. George’s in Grade 7, I’ve had the privilege of experiencing the unique and supportiv... View full review
"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"Founded in 1930, St. George's School is a world-class boys school in Vancouver offering a Day Program for students in Grades KG–12 and a Boarding Program for students in Grades 8–12. With a strong emphasis in character development, the school is known for its breadth and depth of curriculum, with over 50 academic electives (25 APs), 40 athletic options, and 50 clubs. A dedicated guidance department ensures that each year, 100% of the graduates are accepted to universities around the world."
"We are a family oriented School. Small classes, individual attention."
"St. George’s School knows boys. For nearly 100 years, we have focused our efforts on building the best learning environment for boys to excel both academically and socially. This focus is evident in our teaching and learning approaches that recognize the different ways that boys learn, with emphasis on role models, active movement, and character development.
In addition, our reputation and history connects our students to a network of mentors and alumni throughout the city and the world that ensures a strong foundation of brotherhood and belonging.
Finally, thanks to our considerable resources in course options, athletic, and co-curricular experience, we provide an education that is uniquely tailored to each student and a commitment to future-readiness as a modern boys’ school."
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"At St. George’s School, we prioritize collective experiences. We foster a community enriched through shared adventures and discoveries. All students contribute to Arts Week, grade-wide Outdoor Education Trips, and are committed to co-curriculars extending beyond the traditional school day. Personalization requests, like missing parts of the school day, school calendar, or seeking exemptions from community-based activities aren't supported. Even our flagship Varsity sports operate for two out of three terms. This allows athletes time during the ‘off-season’ for self-discovery in new areas. Families enrolling at St. George’s School share a deep belief in the transformative power of collective experiences for boys."
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"The identity of St. George’s School has evolved through several key moments. All of them, however, are rooted in the school’s founding vision in 1930, and the core mission of character-based, all-boys education in the heart of Vancouver. In 1979, the Junior School campus, with its heritage architecture, was added. The school has provided boarding for Gr.8-12 since inception, and this expands the school's global reach and builds diverse perspectives and enriches student life. More recently, the development of a bold 10-year strategic plan and the construction of new state-of-the-art Senior School buildings represent a renewed commitment to innovation, accessibility, and future-readiness, which ensures the school evolves while remaining connected to its founding values."
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"Students who thrive at St.George’s School are those who embody our Core Values: Empathy, Humility, Integrity, Respect, Responsibility, and Resilience.
Boys who are a good match for the school are those who are collaborative and able to work effectively in teams. Creativity is highly valued, so students who are original thinkers and can adapt to various situations thrive in our environment. Additionally, we look for inquisitive minds — students who are curious and eager to explore knowledge deeply and critically. A sense of courage is also essential; we want students who are ready to take on challenges and approach obstacles with resilience and determination.
All things considered, a good fit for our school is a boy who is ready to make a positive impact and possesses the qualities of collaboration, creativity, curiosity, and courage."
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"One of the many strengths of St. George’s School lies in our breadth of program and the vast array of opportunities that we offer our students. For this reason, a family who is considering our school for a singular or very specific reason may not find what they are looking for. A student who is highly specialized in a sport or program that we do not offer may struggle to connect. We have high expectations of our students to try their best not only in their academics, but also in the larger School community. A successful student at St. George’s School is open to experiencing all that we have to offer, and who is willing to take risks, try new things, and explore. Students who participate and engage in our programming will also find a sense of belonging here quickly. Families who have expectations around routinely pulling their son away from the school day for commitments outside of St. George’s School may find that challenging."
"Our multicultural family oriented environment is appealing to most families"
"Families choose St. George’s School because of the school’s holistic commitment to excellence, which includes the academic, personal, and social domains. Parents are drawn to the individualized attention each boy receives, the strength of the school's character education, and the breadth of co-curricular options. The school’s long-standing reputation, global alumni network, and modern yet grounded approach to boys’ education further make it a compelling choice. Many families mention the strong sense of community, high levels of care from staff, and the school’s efforts to make boys feel seen, known, and valued. For boarding families, the urban location within Vancouver, alongside the warmth of the residential program, is a particular draw."
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"When people think of St. George’s School, they often think of boys in uniform. They might picture our castle school, and they are likely aware of the high standards we hold for all that we do, from admissions to academics.
As the only non-denominational all-boys independent school in Vancouver, in operation for nearly 100 years, the school has a reputation of tradition and prestige. It is known for its location on the westside of the city, near the picturesque forest of Pacific Spirit Park, and down the street from UBC. With this history and place in the city, we know that it also comes with some stereotypes: that the School is exclusive and impossible to get into. The reality is that St. George’s is striving to be a destination for students from all corners of Vancouver, with extensive Financial Assistance, and an admission process that is welcoming and inclusive. We hope for the next 100 years, Saints will continue to be known as the best destination for boys in Vancouver."
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"One underappreciated aspect of St. George’s School is the depth of its mentorship model. Going beyond formal advising and counselling, every student is deeply known by multiple educators across teaching, coaching, and co-curricular contexts. This level of relational care, combined with a culture that encourages openness, creates an environment where boys feel safe to be themselves, take risks, and thrive. While the school is often recognized for its academic and athletic excellence, it is this web of intentional relationships that most deeply supports boys through their formative years."
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"Families are often surprised by how warm, expressive, and emotionally mature the students are. In a single day, you might see boys in uniform playing rugby and then enthusiastically working on pottery or performing in a jazz band. The absence of gendered expectations allows boys to explore interests more freely and form deeper friendships. Another surprise is how tradition coexists with innovation: from Remembrance Day ceremonies in a historic chapel to hands-on projects in cutting-edge learning spaces. And despite the school’s reputation, many families are surprised by how welcoming and down-to-earth the community feels."
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"Recognizing the challenges that adolescents, are facing in a rapidly changing and complex society, St. George’s School is re-doubling its efforts to focus on values and character development — values such as resiliency and responsibility are more important now than ever before.
Ensuring that students have a wide range of activities to express themselves and build their identity has been a focus for the school for the past several years. Whether this has been through increasing the number of sports activities or the range of clubs, the school is determined to have the largest Co-Curricular program in the city.
Finally, the accessibility of the school continues to be a focus for the school, an example of this is the school’s commitment to providing expanded financial support. Now all entry grades, with the exception of Kindergarten, are eligible to apply for financial assistance."
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"It is an exciting time at St. George’s School. In the coming years, we are excited to continue evolving and enhancing our educational experience guided by our Mission of “Building Fine Young Men, One Boy At A Time”, and the goals outlined in our Strategic Plan.
We’re extending learning beyond our campus through bold partnerships in our city and beyond. These collaborations will offer students unique, hands-on learning experiences that connect them with the broader community and global issues.
Our focus on stewardship means we’ll foster a diverse and inclusive community, helping students appreciate different perspectives. We aim to lead in boys' education by promoting sustainability, innovation, belonging, and future-readiness.
Finally, our new state-of-the-art senior school buildings opening in 2024 will reflect our commitment to excellence. These modern spaces will provide an inspiring learning environment."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
Building Fine Young Men... One Boy at a Time.
I am really glad that you are taking the time to find out about our School. It’s a community we care deeply about and an environment we believe our boys thrive in.
I’d value the opportunity to share two foundational pillars of our School through which I believe you will have the best chance to understand the essence of Saints.
Firstly, I’d like to share our Mission; it’s our purpose, it’s what drives us. It is contained in two short phrases:
Building Fine Young Men... One Boy at a Time.
Building Fine Young Men... The first phrase reflects the truth that we are involved in future-facing work. We are passionately committed to the difficult but vital endeavour of nurturing, over time, a graduate who has the nuanced attributes to step into an increasingly complex world as a good man, a man ready, a man able to succeed excellently in his chosen arena, and a man who holds a foundational responsibility to contribute to and uphold his communities and his society. Our world desperately needs fine young men, and we are resolute in our desire to support each of our boys in his journey towards manhood.
One Boy at a Time. The second sentence reflects our understanding that each boy is wonderfully unique, that each boy holds a series of identities, histories, interests, strengths, fears, and hopes that are specific only to him. To allow each unique boy the very best chance to uncover his fullest potential requires him to first feel that he belongs and secondly to know that he is surrounded by trusted relationships with people who seek to understand and care for him. It is our belief that when a school community has relationships at its centre, a boy can find his personal confidence: confidence to try, fail, try again, and, over time, explore and develop into his own actualized version of a fine young man. It is tender work. There are infinite ways to be a boy, and we celebrate and support them all. All boys can find their path at St. George’s, where a beautifully diverse array of good men can grow. It is what our world urgently requires.
Take a closer look. Come and visit St. George’s School! We look forward to welcoming you to our community.
Best wishes,
David Young
Head of School
Sine Timore aut Favore (Without Fear or Favour)
Traditional
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
St. George's School is Canada’s World School For Boys: There is compelling research evidence to suggest boys and girls learn differently. We are a school that focuses on the specific needs of boys while ensuring that each of our students has a global mindset. St. George's School is Committed to Authentic Learning: Using approaches like Harkness and project-based-learning, our students are consistently shown how to apply learning in real life, problem-solving contexts as they seek authentic connections between their curricular and real world problems. Our Boarders Benefit from an Urban Boarding Program: Being a boarder at St. George’s does not mean being isolated. Our boarders, who come from 20+ countries worldwide, interact with over 750 local day-students while they enjoy all of what Vancouver has to offer — whether urban, cultural, or outdoor. Our Boys Lead from Within: Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
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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.
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The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
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Calculators and computers are permitted in all math classes.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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These programs have an equal emphasis on receptive and creative learning.
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This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
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Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
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Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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Standard-enriched
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.
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.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
At the Grade 10 Level, students choose our optional theme-based Majors called “cohort programs” that transcend multiple disciplines including: Science and Technology and Outdoor Education.
Rigorous
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”.
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”.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
Our mission is Building Fine Young Men. One Boy at a Time. At St. George's School, every student is encouraged to explore new opportunities and take on challenges in their learning. We are a community that inspires our students to grow in mind, heart, body, and spirit. With a wide variety of courses, clubs, arts, and athletic options, students find and pursue their passions.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
“Making a positive difference to your community.” That’s how we define leadership at St. George’s. Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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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.
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| Developmental | ||||
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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| Physical | ||||
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
5 - 11
4 - 12
1%
8%
$0
$17,500
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Feb 01, 2019
Yes: grades 5 - 12
Yes: grades 1 - 12
No
Yes: grades 4 - 12
No
Yes: grades 6 - 12
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
Application requirements varied by grade level. For specific details for each grade, please refer to www.stgeorges.bc.ca/admissions
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