7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2371 Shawnigan Lake Road, Shawingan Lake, British Columbia, V8H 2H1, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2371 Shawnigan Lake Road, Shawingan Lake, British Columbia, V8H 2H1, Canada
5,430.9 km
7,701.5 km
1944
2019
125
235
5 to 12
4 to 12
Coed
Coed
Day
Boarding, Day
English
English
Science and technology
Nature-based
Traditional
Progressive, International Baccalaureate
12 to 18
15 to 20
In-class adaptations
In-class adaptations
$13,000 to $16,000
$13,175 to $37,850
$53,650 to $65,550
No
Yes
0%
5%
None
4 to 12
$0
$10,000
16
26
0%
36%
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
information not available
Rolling
Rolling
Not available
Rolling
Yes: grades 5 - 12
Yes: grades 4 - 12
No
No
No
No
information not available
information not available
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 reportSt. John’s Academy Shawnigan Lake is a small, globally minded IB World School where students learn in one of Canada’s most stunning natural settings. Combining rigorous IB academics with immersive outdoor and experiential learning, the school offers day and boarding options and a close-knit community where every student is known and supported. Small classes, internationally experienced teachers, and a values-driven culture help students build confidence, curiosity, and character. With strong arts and music programs, a vibrant boarding environment, and the option to graduate with both the IB Diploma and BC Dogwood Diploma, St. John’s Academy appeals to families looking for a nurturing, inclusive school that balances academic challenge with personal growth and nature-based learning.
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"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."
"St. John’s Academy is a close-knit, globally minded IB school where students are encouraged to explore, grow, and build confidence. We offer flexible graduation pathways, and blend academics with outdoor and hands-on learning. Surrounded by Vancouver Island’s natural beauty, students develop curiosity, resilience, and strong critical thinking skills. Our supportive community helps each learner find their path to become a good human with purpose."
"We are a family oriented School. Small classes, individual attention."
"At St. John’s Academy Shawnigan Lake, we are a small school with a big heart. Our entire community—staff, faculty, and families—is incredibly supportive, nurturing, and passionate about student success and well-being. We offer a personalized, holistic approach to international education through the IB Middle Years and Diploma Programmes, with the option to graduate with the BC Dogwood Diploma. Surrounded by nature, at the foot of a mountain on lakefront property, we bring the outdoors into our classrooms through experiential learning that connects academics with real-world application. We’re a close-knit, inclusive school where students are known, valued, and encouraged to be curious, courageous, and true to themselves. Best suited for globally minded students—local or international—we invest purposefully in what we do best: strong academics, outdoor and wellness education, the arts, and a vibrant boarding program. Our graduates leave with confidence, resilience, and the skills to lead"
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"At St. John’s Academy Shawnigan Lake, we prioritize personalized learning, global-mindedness, and a nurturing community—and we’ve made intentional tradeoffs to stay true to those values. We’ve chosen flexibility over rigid standardization, allowing teachers to adapt learning to meet each student’s needs. We invest in connection, nature, and well-being rather than competitive athletics or tech-heavy programs. While we value physical activity and digital tools, they are used purposefully, not as focal points. These choices mean our students are known, supported, and challenged to grow as whole individuals. Families who join us value a school where heart, purpose, and personal growth come before pressure, performance, or prestige."
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"St. John’s Academy Shawnigan Lake’s identity is shaped by a rich history of holistic education dating back to 1927, evolving from Strathcona Lodge Girls Boarding School to Maxwell International Baháʼí School and Dwight International School. Each phase emphasized personalized, values-driven learning in a close-knit, nature-filled setting. A recent milestone was our exclusive partnership with Pacific FC, blending elite football with IB academics. While ambitious, balancing competitive sport and the rigorous IB program proved difficult. The partnership’s end marked a turning point, allowing us to refocus on delivering a personalized IB experience that prioritizes academic excellence, wellness, creativity, and community. These key moments reflect our commitment to nurturing curious, courageous, and well-rounded learners prepared to thrive globally."
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"St. John’s Academy Shawnigan Lake is a great fit for students who are curious, open-minded, and eager to actively engage in their learning. We’re looking for students who value community, enjoy a quiet, nature-filled environment, and are excited to be part of a small school where everyone is known and supported. Our ideal students thrive in a diverse, international setting where local and global perspectives are shared daily. They appreciate the balance between academics, outdoor experiences, and personal growth. We welcome families who understand that success is not just measured by grades, but by character, connection, and a willingness to step outside one’s comfort zone. Students who prefer large, urban schools or a highly competitive environment may not find the pace or setting here the right fit."
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"St. John’s Academy Shawnigan Lake may not be the right fit for families seeking extensive learning support or physical accessibility, as we do not currently offer education assistants, and our campus—built into a mountain—is not wheelchair accessible. Families looking for a bustling urban environment or a wide range of competitive sports teams may also find our quiet, nature-based setting too remote. We offer in-school athletics, with a stronger focus on arts, music, and outdoor education. Our science offerings include Chemistry and Physics, but not Biology. We are a small, inclusive community that values kindness, respect, and global citizenship—families who prioritize highly competitive, high-pressure environments may find our approach misaligned. We have a zero-tolerance policy for bullying and expect students to be open, respectful, and willing to engage with a diverse, international peer group."
"Our multicultural family oriented environment is appealing to most families"
"Families choose St. John’s Academy Shawnigan Lake for our personalized, caring approach in a peaceful, nature-immersed setting. They appreciate our small class sizes, close-knit community, and focus on developing the whole student—not just academically, but socially and emotionally. Many families are drawn to our IB programs paired with the flexibility of the BC Dogwood Diploma, allowing students to pursue global goals while still being supported locally. Parents value the safe, inclusive environment where their children are known and cared for, especially those seeking a quieter, less competitive atmosphere. Our international diversity, strong art and music programs, and emphasis on outdoor and experiential learning also set us apart. Families who choose us often say they were looking for a school where their child could truly belong, be challenged at the right level, and grow into a confident, respectful, and globally minded young adult."
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"St. John’s Academy Shawnigan Lake is seen as a small, welcoming school with a big heart and a global outlook. We’re known for our beautiful lakeside campus, surrounded by forest and mountain views, where learning goes beyond the classroom and into nature. People often describe us as a nurturing, community-focused school that offers personalized support and a strong sense of belonging. Our identity as an IB World School adds academic credibility, while our inclusive and international environment signals a commitment to global citizenship. Families and community members recognize that we value character, kindness, and connection just as much as academic success. While we may not be the most competitive or high-profile school in the region, we’re widely respected for offering a safe, engaging space where students are encouraged to grow into thoughtful, confident, and compassionate individuals."
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"One of the most underappreciated aspects of St. John’s Academy Shawnigan Lake is the incredible value we offer—educationally, personally, and financially. As one of the most affordable day and boarding schools on Vancouver Island, and possibly in all of BC, families often underestimate the quality of our IB programming, the depth of support we provide, and the richness of our environment. Our name is still growing globally, and as a newer school, we are often compared to more established institutions. However, what we offer—personalized education, a close-knit international community, and a stunning campus at the foot of a mountain and on lakefront property—is something truly unique. Families may see our location as remote, but that’s exactly what makes it so special. Our students learn in a setting that fosters focus, connection, and calm—things that can’t always be measured in rankings or reputation but are deeply felt every day on our campus."
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"Families are often surprised by just how strong and personal the relationships are within our school community. What may seem like a small, quiet campus at first glance reveals itself to be a vibrant, connected environment where students are truly known by their teachers, peers, and staff. They’re often amazed by how quickly their children feel a sense of belonging and confidence here. Our international families are also surprised to see how well local and international students mix—we don’t separate groups; we intentionally foster a global, inclusive culture. Another surprise is the depth of learning that happens outdoors—our students aren’t just walking through the forest, they’re applying science, reflecting in journals, building resilience, and learning from the land. Finally, many families expect a modest offering due to our affordability, but discover a world-class program supported by passionate educators, creative opportunities, and a deeply caring school culture."
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"We continue to invest in creating a vibrant, forward-thinking environment where students can thrive. Our new state-of-the-art fitness centre supports student wellness, and the addition of a kiln has expanded our already dynamic pottery and visual arts program. The campus itself continues to evolve, with flourishing gardens and old-growth apple and pear trees that reflect our deep connection to nature and hands-on learning. These enhancements reinforce our mission to offer a rich, well-rounded experience—nurturing students academically, creatively, and personally. We’re not just building a school—we’re growing a connected, inspired, and resilient community."
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"Over the next five years, St. John’s Academy Shawnigan Lake will grow thoughtfully, deepening our commitment to personalized IB education within a close-knit, nature-rich community. We plan to expand outdoor learning and enhance support for student wellness and creativity. Admissions is actively working to increase diversity in our boarding program and build partnerships with IB schools worldwide to offer students short- and long-term exchange opportunities. While maintaining our small-school feel, facility upgrades and sustainability initiatives will enrich campus life. Our vision is to strengthen the balance between rigorous academics, character development, and global connection—preparing students to become compassionate, thoughtful leaders in an interconnected world."
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.
St. John's Academy is a place where students are known, challenged, and supported every day.
We’re an independent IB World School for Grades 4–12, based on Vancouver Island between the forest, the lake, and Mt. Baldy. We offer the MYP and DP to local and international students who are curious, capable, and ready to grow.
Learning here is active and connected. We take students outside. We give them real work to do. We ask them to think for themselves and care about others. We want them to leave here ready to shape their own future and contribute to something bigger.
What makes this school special is the people. The staff, students, and families are committed, honest, and fully
engaged. We show up. We work together. We take responsibility for the kind of community we’re building.It's impossible to give you a full sense of our school on a screen, so we invite you to visit us in person to learn what makes us special.
Josh Hart,
Head of School
Progressive
International Baccalaureate
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.
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.
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.
At St. John’s Academy Shawnigan Lake, the Seawolf symbolizes the spirit that shapes our community—curiosity in learning, strength in connection, and courage in leadership. Rooted in Indigenous legend and West Coast symbolism, the Seawolf reflects balance, adaptability, and respect for both land and sea. Our curriculum embodies this spirit. Through the International Baccalaureate framework and our outdoor learning pathways, students develop resilience, global awareness, and a strong sense of purpose. We blend academic excellence with hands-on, experiential learning so students not only understand the world but actively engage with it. Guided by our values of Courage, Integrity, and Caring, “The Seawolf Way” defines our approach: • The Explorer – experiential and holistic learning • The Leader – excellence and innovation • The Pack – community and wellbeing Every student belongs to the Seawolf Pack—a supportive, inclusive environment where relationships matter and every learner is known, challenged, and encouraged. Our mottos capture our identity: Curious by nature. Empowered to act. Stronger together
Traditional Math
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.
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.
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
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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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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
Our flexible pacing allows students to progress according to their individual strengths and readiness. With small class sizes and personalized support, learners may advance in areas of strength or receive additional guidance where needed, ensuring both challenge and balance within the IB framework and our enriched academic program.
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.
At St. John’s Academy Shawnigan Lake, our academic culture is rigorous, challenging students to reach their full potential through high expectations, personal responsibility, and meaningful engagement. As an IB school, we encourage students to think critically, inquire deeply, and approach learning with curiosity and purpose. Rigour, however, is paired with strong support. Every student is known, guided, and encouraged through individualized attention, advisory structures, and a caring learning environment. We value effort, reflection, and growth just as much as achievement, ensuring students build both confidence and competence. Our goal is for every learner to be inspired, stretched, and supported — prepared not only for university, but for thoughtful, courageous leadership in the world.
"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.
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."
At St. John’s Academy Shawnigan Lake, we aim to develop well-rounded, thoughtful, and capable young people who thrive academically while growing as balanced individuals. Our philosophy emphasizes the whole child: intellectual curiosity, emotional resilience, physical wellbeing, and positive social engagement. Through the IB framework and our Seawolf values of Courage, Integrity, and Caring, students learn to think critically, act compassionately, and contribute meaningfully to their communities. We challenge them to explore ideas, understand multiple perspectives, and engage with the world confidently and ethically. Our goal is to shape learners who are inquisitive, grounded, adaptable, and ready to lead with purpose—young people who know themselves, care for others, and approach life with curiosity and courage.
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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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%
5%
$0
$10,000
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 5 - 12
Yes: grades 4 - 12
No
No
No
No
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
We seek students who are curious, engaged, and willing to challenge themselves academically and personally. Successful applicants demonstrate a growth mindset, a strong work ethic, and a genuine desire to learn—not just for grades, but for understanding. Because we are an IB school, we value students who ask questions, think critically, and approach learning with openness and initiative. We also look for young people who contribute positively to their community: respectful, compassionate, collaborative, and willing to support others. Adaptability, resilience, and integrity are key traits for success at St. John’s Academy Shawnigan Lake. Students who thrive here are those who embrace new experiences, take responsibility for their learning, and are ready to grow into thoughtful, confident, and caring leaders.
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 Steps:
1. Submit your application through Open Apply
2. Pay the $300 application fee.
3. After the application is complete the following items must be uploaded to their online checklist: documents to upload, must be translated, and of good quality, in PDF or Jpg format:
4. English Assessment: for any newcomers to Canada and/or international applicants, whose first language is not English, will be required to take our Vital English Assessment, or provide one of the following supplementary English assessments:
5. Parent(s) Legal guardian(s) Proof of Citizenship & Residence:
If you cannot produce at least one utility bill, you will be required to produce a minimum of three current, supplemental documents, with a parents’/legal guardians’ name showing the residential (service) address.
Supplemental Documents accepted:
6. Interview and/or assessment:
7. Admissions Decision:
Following the interview and/or assessment, the Admissions Department will email that parent(s)/legal guardian(s) within two (2) weeks, with one of the following admissions decisions: Offer of enrollment, Wait-pool, or Declined.
Offer of Enrollment: to confirm a student’s enrollment, families will have 2 weeks from the offer letter sent, in order to pay feeds outlined in the invoice sent with offer.
Wait-pool: Student who are placed in our wait-pool are due to lack of available space in the grade applied to. Our admissions department will reach out to the applicant if space should become available from the wait-pool offer sent to the end of August.
If no space becomes available, then our Admissions team will reach out in September to ask if the family would like the application to be held over for potential enrollment the following year.
Declined: Our Admissions team will outline reasoning for declining an applicant. It may not be that the student is ready to join our school, and in those instances, those that are declined are invited to apply for the following admissions year.
8. Student Enrolment:
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