177 Beverley Street, Toronto, Ontario, M5T 1Y7, Canada
3400 Richmond Road, Victoria, British Columbia, V8P 4P5, Canada
Indirect Support:
177 Beverley Street, Toronto, Ontario, M5T 1Y7, Canada
3400 Richmond Road, Victoria, British Columbia, V8P 4P5, Canada
1990
1906
120
1003
Preschool to 12
JK to 12
Coed
Coed
Day
Day, Boarding
English, French, Mandarin
English
Academic
Academic
Liberal Arts, Montessori
Progressive
10 to 15
Varies
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
Dedicated class; in-class adaptations
$15,800 to $18,960
$21,095 to $43,995
$57,595 to $75,360
No
Yes
0%
20%
None
K to 12
$0
$11,685
8
67
0%
26%
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Not available
Rolling
Not available
Rolling
Yes
Yes: grades K - 12
No
No
information not available
information not available
The total student population is perhaps on the larger side for Montessori schools in the area, though residing on two campuses. As such Cornerstone reflects the benefits of size, namely in a broader access to resources, while maintaining a very close-knit feel within the classroom. Families are drawn to the Christian values which provide a foundation for the program, and augment the interpersonal aspects of the Montessori method. The teaching methods and the educational philosophy follow those developed by Maria Montessori, and then grow out from there, giving the school its unique character. The program stretches from preschool through Grade 12, allowing students to learn and grow in a consistent environment. The goal is to graduate students who have a good sense of themselves, their place in the world and what they can bring to it, and prepared to provide empathetic leadership within their community. The school has grown into a reputation for providing exactly that, with consistent, caring faculty in a family-oriented setting. The program is challenging, and includes a rich language program, intended to support students in reach their full academic and social potentials.
View full reportThe academic atmosphere at St. Michaels is supportive and progressive, beginning with a Reggio Emilia program that sets a tone of curiosity and collaboration that is carried through the upper grades. The boarding program sets the foundation for the school, establishing a community of service, involvement, and excellence not only in students’ academic life, but in their social lives and physical health as well. The program of pastoral care is broad and robust, something that derives in part from the context that the boarding program provides. The motto of one of the two founding schools is retained today: “nothing is great unless it is good.” That’s telling. Care and support are considered to be as important as challenge and excellence, and students are encouraged to engage with the entire spectrum of curricular and extra-curricular programs. The ideal student is one able to thrive in a rich, challenging, diverse academic and social atmosphere.
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"School leadership is exemplary"
Bronwyn Tulloch - Parent (Apr 06, 2018)
Our daughter started at SMUS as a boarder in Grade 11. She moved from a very large public day school...
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"Our son loves SMUS. There is no single thing that makes him love it, but rather the combination of..."
Jonathan Barry - Parent (May 14, 2018)
Our son likes the quality of the students, the teachers and the professionalism of the school best. ...
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"...they aim to have each student actualize their inner potential".
Enoch Wuraola - Parent (Jul 10, 2018)
Both of my children have attended St. Michaels University School as boarders: my daughter from gr. 1...
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"A co-educational integrated Montessori school located in downtown Toronto, CMPS inspires students to exceed beyond their capabilities through our accelerated academics. Our foundational life skills approach and advanced curriculum strengthens our values based education that fosters leadership and faith-based character development. The enriched Music, French and Mandarin curriculum inspires critical thinking to unfold in a safe environment and challenges our students to explore unimaginable possibilities."
"Located in the city of Victoria, St. Michaels University School is a boarding and day school with a global reputation for academic excellence. Students from around the world are challenged by an extensive curriculum, including Canada’s most established Advanced Placement program with 25 courses and the AP Capstone Diploma. Intellectual stimulation combined with exceptional values-based athletics, arts and leadership programs make SMUS a school that inspires excellence in all students while preparing them for life."
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From all my enquiries, anecdotal, empirical, and statistical, SMUS is a world-class school built on the solid foundations of its extended community. At the heart of that community are the students, some drawn into boarding from a diverse range of cultures and others who are deeply rooted in Victoria and its environs. The students are inspired by a large, dedicated and highly qualified faculty who over the years have established a reputation for going beyond the call of duty to nurture individual interests and enthusiasm.
The school mission is to aim for the “excellence in all of us.” As anyone who aspires for the highest standards will know, this is no easy task. A starting point is that “you have to be good to be great” but an outstanding education requires a holistic view that provides opportunities for the development of the mind, body, and the soul to enable young people to ask the big questions and really find out who they are.
We believe in both passion – come with a spark of enthusiasm and it will be fanned into a blaze – and compassion – education is a shared experience and we all journey together. Indeed, the school’s commitment to service and leadership has a reach far beyond BC; it is truly international.
Learning should be fun, but it should also be appropriately challenging. Rigor instills resilience, which we are told will be increasingly important as the world becomes more competitive. This should also be the time for reflection; the chance to pause and think and dream.
SMUS students have achieved remarkable success in a broad range of professions. Many report that this is down to quiet inner confidence, the ability to think independently, and a commitment to civilized values.
By providing a vast range of competitive sports, clubs, and activities, we hope to provide something for everyone to find their niche.
We invite you to come and meet us at our beautiful sites on Richmond Road and Victoria Avenue, and to find out first-hand the blend of people, place, tradition and innovation that makes St. Michaels University School such a special place.
Progressive
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Not applicable
Cornerstone applies an eclectic approach to designing its curriculum in order to develop a blend of the liberal arts, traditional and Montessori principles. As our intent is to provide a holistic approach to nurturing the intellect, social, emotional, physical, spiritual and psychological development of our students, we feel that a combination of select elements from these various philosophies, enables us to maximize the learning experience at Cornerstone.
SMUS's curricular approach is a blend of traditional, which ensures success in provincial and AP exams, and progressive enhancements that allow students to dive deeper into topics and find their passions. This is achieved through inquiry-based learning, which speaks to learners' natural curiosity, and project-based learning that gives opportunities for them to express creativity across subject areas. Additionally SMUS is an innovator in experiential programs - ensuring students of all grades gain hands-on experiences outside the traditional curriculum, including outdoor education, leadership and service. SMUS is also a committed champion of personalized learning, shaping education around the needs and interests of each student.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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At all levels, SMUS follows the provincial curriculum but adds enrichment using real world examples, problem solving and project work. Where possible, SMUS connects mathematics to other subject areas. At the Junior School, there is a strong focus on building foundation skills and math fluency through the exploration of number concepts, patterns and relations, spatial sense, and statistics and probability. By Middle School, students are continuing to develop concepts and skills, while emphasizing real world applications of mathematical ideas. At the Senior School, skills and concepts are developed in several different ways - numerically, graphically, algebraically, and written. After the Grade 10 level, students can choose which stream of mathematics best suits their post-secondary needs. As well, we have three levels of Calculus available to students. This includes two levels of AP Calculus to again offer the best possible preparation for university.
There are no set texts but teachers make use of Maths Makes Sense, Quest 2000, McGraw-Hill and calculus texts from Stewart and Prentice-Hall. This is supplemented by iPads, laptops and other technological resources. Students can also enter mathematics competitions.
At the Junior School, there are no calculators except where they are part of a personalized learning program. In the Middle School, calculators are introduced as a tool. By Senior School, authorized graphic calculators are a part of the curriculum but there are several chapters without calculators.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Equal balance
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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Equal Balance
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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At the primary level, integrated learning - connecting science with language and mathematics - strengthens understanding of different concepts. By Grades 3-5, students learn lab procedures and the scientific process through an inquiry-based approach. In Middle School, many of the concepts and skills students learn are gained through "hands-on and minds-on" experiments and inquiries. Accordingly, Middle School Science classes take a variety of forms including: experiments, guided inquiries, student-designed investigations, mystery guests, field trips and field work. At the Senior School, the required science courses are more expository. Students interested in marine science can take an elective course. At the Grade 11 and 12 levels, students choose from several options and motivated students are offered the opportunity to enroll in advanced courses which prepare them for the Grade 12 Advanced Placement program.
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
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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The English department offers a variety of courses that address the interests and needs of the students. For capable students, we offer the chance to look at the traditional canon, where they study works ranging from the Anglo-Saxon Period to the 20th Century, which can lead to AP English Literature and Composition and AP English Language and Composition. These courses, particularly AP English Literature and Composition, are usually theme-based and seek to address a common question or subject, for example: literature of the road, literature of the absurd, indigenous literature and black humour. We also offer a course in creative writing, in which aspiring authors can receive guidance in writing their own poetry, short fiction and dramatic monologues, and meet visiting authors. In the years that this course has been running, SMUS students have won many provincial and national awards for their writing.
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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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SMUS offers a comprehensive language program. Beginning in Kindergarten, students learn French through story, theatre and music to put the language into context. In Middle School, students take French and Mandarin. In Senior School, students can continue their learning in French, Spanish and Mandarin. Languages help develop confidence, and students are often asked to put their skills into practice through public speaking.
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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Starting in Kindergarten, SMUS students are introduced to a variety of fine arts, including music, choir, strings, drama and visual art. In Middle School, students delve deeper into pursuits in visual art, choir and either band or strings. In Senior School, students have addition opportunities to broaden their skills with courses in subjects such as creative writing, drama and Advanced Placement Studio Art. Beyond the classroom, students hone skills through performances at professional theatre venues. In Junior School, the Grade 5 classes have an annual large performance - either an opera or a musical. In Middle School, students participate in a biennial musical production. In Senior School, students can participate in the annual musical program. There are opportunities for strings, band and choral performances throughout the year. Students also have access to a range of extracurricular art opportunities, such as jazz band, choral ensembles and student Art Councils.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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It is clear from the most cutting-edge brain research, that exercise during the school day is critically important to support optimum brain function in our students. At SMUS, our physical education program is focused on using exercise to help students learn. Our philosophy articulates it best: SMUS Physical Education Program aims to maximize students’ physical, emotional and academic well-being through exercise, while developing the knowledge, skills and attitude necessary to support a healthy, active life. Our PE classes are high-energy, supportive environments inspired by a team approach and engaging modern workouts. Students learn how to maintain a healthy lifestyle, while cultivating character through a variety of team and individual experiences, as well as different skill acquisition activities.
Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Our kindergarten programme at Cornerstone is a blend of the traditional and liberal arts approach that integrates aspects of the Montessori philosophy to provide child based inquiry learning, multi aged groupings and a systematic and logical progressive way of learning so that the child is educated holistically by addressing the academic, emotional, physical, spiritual, psychological and social levels of his/her development. it is very much a balanced approach.
The SMUS Kindergarten program is an inquiry and play-based progam inspired by the Reggio-Emilia philosophy. At SMUS, the child is a collaborator at the centre of their learning with teachers and parents acting as partners and guides. SMUS cultivates a joyful learning experience, fostering curiousity and a love of exploration, which includes the use of nature and the environment as a third teacher. Children benefit from small class sizes, two teachers to every classroom, and additional, specialist teachers in music, PE, library, French and art.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
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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”.
We expect our students to perform to the best of their ability with the hopes of being inspired to go beyond their own expectations as a result of the academic stimulation in the classroom setting.
SMUS's academic culture is more supportive until grade 10. After which, students prepare for exams and university entrance, and the culture naturally becomes more rigorous.
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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.
Our goals is to develop and nurture students who will develop an attitude for life long learnng while realizing the need to foster a strong faith based foundation upon which to establish positive life skills and the ability to make wise choices throughout life.
SMUS provides opportunities and feedback that supports students in becoming self-aware, both in terms of what they value and the role they can play in the world. Equally, the program positions students to be curious about those different from themselves, so that they learn to openly listen in a way that builds understanding of other perspectives. Finally, SMUS offers the reflective and technical tools to help students navigate those differences in a way that enhances the lives of all involved.
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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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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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. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We assess each need individually to see we can do to provide the support they need to be successful students. If we are unable to do so, then we do our best to help them locate the best school for their child.
If we discover that a student develops learning difficulties while enrolled at Cornerstone, we will do our best to provide whatever support we can to help that student manage his/her learning challenge. We would also work with the parent so explore possible formal assessments to determine the next step and to also determine if we can continue to support the student in an effective and productive manner.
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
K - 12
0%
20%
$0
$11,685
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Not available
Rolling
Not available
Rolling
Yes
Yes: grades K - 12
No
No
No
No
Yes
Yes: grades 1 - 12
No
Yes: grades 1 - 12
No
Yes
The profile of a SMUS student is that they are curious, passionate and ambitious. This means more than just academic success - it means challenging yourself in all areas. As a student here, you will be expected to engage in arts, athletics, leadership and volunteering. You will need to be open to new experiences, to meeting people from different walks of life, and to taking on leadership responsibilities. Admissions staff are looking for students that fit this profile and who will bring their passion and energy to the benefit of all in the school community.
Please visit the Admissions pages on the SMUS website for more information.
