40 Forest Avenue, Mississauga, Ontario, L5G 1L1, Canada
1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
40 Forest Avenue, Mississauga, Ontario, L5G 1L1, Canada
1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
5,697.7 km
5,701.3 km
1982
1891
1500
540
JK to 12
JK to 12
Coed
Girls
Day
Day
English
English
Academic
Academic
Traditional
Progressive, Reggio Emilia
16 to 19
Varies
Dedicated gifted school
$19,740 to $28,310
$26,300 to $35,600
No
Yes
0%
9%
None
JK to 12
$0
$0
100
36
0%
0%
100%
74%
information not available
information not available
information not available
information not available
Rolling
Nov 05, 2024
Not available
Not available
Yes
Yes: grades JK - 12
No
No
information not available
“St. Mildred’s-Lightbourn School has grown and evolved into a place where girls can forge their unique educational paths in a caring, close-knit community.”
“At SMLS, every aspect of students’ experience – whether it’s math class, basketball practice, debate club or lunch in the dining hall – is carefully constructed to be part of their growth and learning.”
“The students and parents we spoke to, who were from diverse cultural backgrounds, said the school works hard to live up to its aspirations on equity, diversity,
and inclusion.”
Read The Our Kids Review of St. Mildred's-Lightbourn School
Mentor College and TEAM School are closely associated, something that brings unique strengths to both. They are overseen by a single administrative body, and they share some facilities, services, and extracurricular programs. The benefits are in a shared infrastructure and organizational efficiency. The facilities are modern and robust, as are student services and transportation. There is a robust, rich program of extra-curricular activity, something that, again, is a benefit of not only the school's size, but also the intra-school associations and programs. That said, the division of the campuses gives each—high school, intermediate, and primary—its own sense of propriety and identity. It's a unique model, one that gains both the benefits of a large student population, as well as those of smaller communities of students. In numbers, this is one of the largest schools in Canada, though the lived experience of the families that attend doesn't bear that out. Frequent and casual communication between parents and teachers, as well, underscores a personal, student and family-centered approach.
View full reportThe school has a long history, having been founded in Toronto 1891. After a move to Oakville, it later paired with a school guided by Ruth Lightbourn, a renowned teacher who founded a school almost by default—she began as a tutor for the children of John Guest, then headmaster of Appleby College, and her success was of the kind we associate with Nanny McPhee. She became the go-to tutor, and in time founded her own school. That and St. Mildred's formally joined in 1969, combining the traditions and the drive of both under one umbrella. More than anything, the intention is to provide girls with the skills, experience, and esteem that will carry over into academic and professional success. Ample opportunities are provided for students to discover their passions, wherever they may lie, as well as the encouragement to grow within those areas of interest.
View full report
"Students at Mentor are held to very high academic standards, often higher than those at other schools, in my experience."
Kibo Nagasaki - Alumnus (Jun 04, 2025)
During my time at Mentor College from 2021 to 2025, I came to realize that while the school has a re... View full review
information not available
"Mentor College provides a strong academic program for its students. A caring environment rich in personal attention has been established, and this positive atmosphere both allows and encourages students to think and reason for themselves. The school places emphasis on communication between the teacher, parent, and student. The homework book, monthly teacher phone call, and regular assessment ensure that this communication is clear and current. Located in Port Credit, Mississauga, the High School (Grades 9 to 12) and Intermediate (Grades 5 to 8) levels are housed at the Main Campus. An adjacent Primary Campus is home to the JK to Grade 4 students. The facilities include an indoor pool, artificial turf field, seasonal dome, multiple age and grade-appropriate gyms, science labs, and music rooms. Co-curricular trips to the school's Outdoor Education Centre in Muskoka enhance in-class learning in the upper grades. Extracurricular activities abound, and include learning opportunities in sports, music, drama and special-interest clubs."
"Since 1891, SMLS has been challenging young women to think expansively and engage fearlessly with a personalized, real-world learning experience that teaches them to see the future as a gift. Anchored in a nurturing community of exceptionally committed educators and supportive peers, SMLS is where girls in JK to Grade 12 go to create the best version of themselves. This is the place where the new, the unfamiliar, even the seemingly impossible, becomes "I got this.""
"Mentor College offers a consistently high quality of education from JK through to university entrance. Students benefit from this continuity as they progress through the grades and transition from the Primary to Intermediate to High School Divisions."
"What differentiates SMLS from all the other schools are the fact that we are experts in personalization. We offer a large school experience with all of the same academic opportunities, athletics, co-curriculars and success, but with a tight-knit, small-school feel, where we’re all part of a community that cares and is connected to one another."
Information not available
"Our three priorities at SMLS are: 1) We are a school for girls, 2) We are forward-thinking and future-ready ready and 3) We are a dynamic community of three schools in one. Going “all in” on these three priorities means we may trade off on things like multiple buildings or large-scale facilities for different services or programming. The tradeoff, however, is seen in who holds the student leadership positions (in our case, it’s always the girls). The interactions between older and younger students are highly positive because no age group is isolated from the other; the result is a strong sense of mentorship, role modelling and community."
Information not available
"Our school was founded in 1891 by the Sisters of the Church and grew stronger through key moments like the establishment of The Lightbourn School in the 1920s and their merger in 1969, which brought together two leaders in girls’ education.
SMLS is one of the few schools in Canada that was founded by women for women (and at a time when women weren’t even allowed to vote). The women who founded SMLS wove the DNA of women “can” and “will” into the fabric of the school.
The school became independent with a permanent Board of Governors in 1986, opening the door for growth. A major capital campaign completed in 2011 transformed the campus with new facilities that support modern, personalized learning.
In 2024, the school adopted a set of three key strategic priorities that guide both the daily work and the long-term planning of the school, allowing SMLS to be aligned in both purpose and action."
Information not available
"SMLS suits girls who are curious, motivated, and eager to explore both academics and co-curricular activities. Students who thrive here appreciate a supportive and inclusive community, enjoy trying new things, and want to develop their leadership skills. The school works well for those who value a personalized learning experience, like working collaboratively, and can balance high expectations with strong support. Girls ready to challenge themselves and contribute to a lively community will find SMLS a great fit."
Information not available
"Families looking for a very traditional, lecture-focused academic environment or who expect a wide variety of specialized facilities may find that SMLS doesn’t meet those needs. The school’s personalized, inquiry-based approach might not suit students who prefer a strict structure or little involvement outside academics. Also, those uncomfortable with an all-girls setting or uninterested in leadership and co-curricular participation may not get the full benefit of the SMLS experience. The school is best for families who value community, diversity, and the development of the whole student."
"At Mentor, we pride ourselves on providing clear and consistent communication. The regularly-scheduled phone call by the child's homeroom teacher (beginning with an introductory call in early September) provides parents with steady, clear, two-way communication. The homework book is another key component that begins in JK and continues to Grade 12. Evaluations take place throughout the entire school year and every student receives a detailed, formal progress report three times per year."
"Families seek out an SMLS experience for the opportunities the school provides their daughters. As an all-girls school that prioritizes both academic excellence and personal wellbeing, parents know that their daughters are developing in a safe, nurturing environment - one where students get to know themselves and take risks in a safe, comfortable way.
Families who have been at SMLS comment time and again about the warmth and strong sense of community that exists across the school."
Information not available
"SMLS is recognized as a leader in girls’ education, known for its caring community, academic strength, and innovative programs. The school’s reputation rests on seeing young women build confidence and preparing students well for university and beyond. It balances progressiveness with tradition, earning respect for its inclusive culture, strong alumnae network, and for nurturing well-rounded, compassionate leaders. Families and alumnae often highlight the school’s warmth and strong sense of belonging as a key strength of SMLS."
"We believe that the Mentor extracurricular program offers a club or team for just about every interest. There are clubs, teams, and special events at Mentor that have been running for decades. Many of these groups were initiated by a student or staff member's passion and knowledge in a specific area. Most clubs, teams, and events are grade/division-specific and schoolwide events like the Culture Show and the charity Fashion Show bring together students of all ages."
"Families are often surprised and impressed by the fact that we have leadership opportunities for every student, starting even in the Junior School and as early as Grade 1.There are ways for every student, whether they’re an introvert or an extravert, whether they have many interests or just one passion - whether they’re an athlete, an artist, an academic or still working on finding themselves - every student has an opportunity to lead."
"Families are pleased when they discover how long Mentor College has been in existence. For over 40 years, Mentor has had a steady presence in Mississauga - preparing generations of students for success in university and in life. Parents are also reassured by the fact that all of the members of our leadership team - from director Mr. Panchal to the principals - were at one time teachers in a Mentor classroom."
"SMLS is an Anglican-based that welcomes students from every faith, fostering diversity, equity, inclusion and belonging within our
school community. Our weekly chapels celebrate both our Anglican roots and world religions and cultures so that everyone in our community may develop an understanding of the diversity in the world around us."
Information not available
"In recent years, SMLS has completed a major campus renewal, adding new classrooms, a dining hall, a senior library, and flexible learning spaces to support personalized and innovative teaching. A new library and collaborative learning space will open in September 2025.
Over the years, the school has expanded its Signature Programs, introduced advanced technology such as virtual reality in the classroom, and enhanced wellness efforts through programs like THRIVE and “Wellness Wednesdays.” Staff professional development and a renewed focus on equity, diversity, and inclusion have enhanced the student experience. These steps reflect SMLS’s commitment to providing a forward-looking, transformative education for every girl."
Information not available
"Over the next five years, SMLS will grow its students’ success with a goal to exceed grade-level expectations based on provincial and national benchmarks. We also have a plan to see 100% of our students engaged in co-curricular programming.
New and updated facilities will be added to our campus over the next few years, beginning with a new library renovation and expansion that will opened in September 2025, a new STEM Commons area and an elaborate Master Campus plan, which is currently in development, is set to roll out in the next few years.
We also continue to invest in our Faculty and Staff by growing our professional development opportunities, conducting regular employee engagement surveys, and ensuring SMLS continues to be recognized as thought leaders in education, and particularly girls’ education."
Hello and thank you for taking the time to visit the Mentor College page at the Our Kids website. I am sure you will like what you see when you read about our school. Mentor College has been offering excellence in education since the school's founding in 1982. With our high standard of academics, extensive extracurricular programme, and superb teaching staff, we are able to prepare students for success in post-secondary education and beyond! If you would like to know more about the school, I kindly invite you to our next open house. Please click on the "Events" link for the next open house date. If you cannot make it on that day, one of our principals will be more than happy to meet with you and your child on a more convenient date.
Thank you for your interest in St. Mildred’s-Lightbourn School.
We are a school for girls. This means we work to deliver exceptional academics and growth opportunities each and every day in an environment intentionally designed for girls.
We are forward-thinking and future-ready. Our approach to education, the functioning of our school and our future planning is all centered around building the mindsets, knowledge, skills and experiences to ensure our school and our community are well positioned to adapt and thrive in a rapidly changing world.
We are also a dynamic community of three schools. With students from JK all the way to Grade 12, plus an active alumnae network of more than 3500 accomplished women around the world, we curate a meaningful journey of learning and connection for our students. By its very nature our community supports mentorship, empowerment, inspiration and empathy.
Whether girls join us at age 4, age 11, or age 14, we are preparing them to be curious, creative, collaborative, and confident, young women. Through our family-like community, rich Signature Programs, varied co-curricular activities, expert staff, and holistic approach to girls’ education and wellbeing, we intentionally create a learning environment where every student thrives - an environment where each student is encouraged and challenged to be their best selves. This care and attention to developing the whole person allows students to build their confidence, and their passions, and achieve excellence in whatever path they choose.
School years are a journey of discovery, and it’s at SMLS where a joy of learning, inner strength, and empowered women emerge.
I hope that you capture some of the essence of this special school by visiting the pages on our website before coming to see us in person at one of our Open Houses.
Mrs. Catherine Hant
Head of School
Progressive
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims 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. They 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. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
SMLS is a dynamic learning environment designed to address the unique needs of girls from preschool to graduation. Our programs focus on the intellectual, social, emotional, physical, and spiritual development of girls, and are designed to develop our students to become courageous girls who challenge and change the world.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Mathematics Programme is designed to provide students with a thorough understanding of applied mathematics, with each grade level building progressively on the skills and concepts developed in previous courses. Students are assessed through a variety of traditional methods, including tests and quizzes, as well as projects, observations, conversations, and our Mastery Programme, which encourages deeper understanding and skill development. Our goal is to support students in achieving their highest potential and preparing them for the rigours of university-level study. In addition, we offer Advanced Placement courses in AP Calculus (AB and BC) and AP Statistics. Students are also introduced to relevant technologies that enhance mathematical learning and problem-solving, while emphasizing the importance of strong foundational skills and independent thinking rather than reliance on technology alone.
Information not available
Information not available
Scientific calculators are introduced in high school and are required for most mathematics courses, except MPM1D. Approved models for Mentor College courses include CASIO fx-991MS Plus and SHARP EL-520XBWH. Programmable or advanced-feature calculators will not be permitted on evaluations. Graphing calculators are provided by the school during specific units.
Information not available
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
In the Primary Division, we introduce phonics to students Junior Kindergarten with Jolly Phonics - a kinesthetic, movement-based program that associates a sound with an action.
Information not available
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.
Information not available
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.
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.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Not applicable
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Not applicable
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Not applicable
Information not available
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Information not available
Information not available
Not applicable
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
Not applicable
Mentor College uses more of a Grammar-Translation Method for teaching French. This approach focuses on students' ability to read and interpret passages in the target language, as well as their ability to translate from one language into the other. Memorization of grammatical rules and native-language equivalents of the target language vocabulary are highly emphasized through highly structured class work that often involves worksheets, quizzes, and tests, which primarily focus on reading and writing skills.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
In the Primary Division, Visual Arts is taught by homeroom teachers, while a specialist Music teacher works with students from Junior Kindergarten to Grade 4. The year culminates in a whole school production that integrates theatre, music, and visual arts. In the Intermediate Division, the Grade 5 and 6 Guitar Music Program develops musical literacy, performance skills, and creativity. Students learn notation, rhythm, melody, and foundational guitar techniques while building confidence through individual and group performance. The program supports Ontario Arts curriculum expectations in creating, responding, and exploring cultural contexts. In High School, the Creative Arts Department offers a dynamic program in Music, Visual Arts, and Media Arts, including graphic design, photography, and film. Students further engage through theatre productions, concerts, exhibitions, and festivals, showcasing their talents and creative growth.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Not applicable
Computers and technology play an important role in our curriculum, particularly in communication, research, presentations, collaboration, and data analysis. Students regularly use digital platforms, productivity software, online resources, and learning management systems to complete assignments and communicate with teachers. In business, economics, and accounting courses, technology is also used for spreadsheets, financial analysis, presentations, and research activities that reflect real-world applications.
Information not available
Web design
Robotics
Computer science
Information not available
Reggio Emilia
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
At SMLS, we use best practices from the philosophies of the Ontario 'Play Based' program, Reggio Emilia, inquiry based learning and direct teaching. We take this approach because we believe that providing a balanced program allows for the development of curiosity and the joy of learning in every child. Our process of instruction educates children in the fundamentals needed to go on to a successful academic career in the primary, junior, middle and senior programs. Our goal is to develop within students the core skills of a lifelong learner.
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.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
We are rigorous in our academic culture, while at the same time supportive of girls of different learning styles.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
0%
9%
$0
$0
100%
74%
Rolling
Nov 05, 2024
Not available
Not available
Yes
Yes: grades JK - 12
No
No
No
No
Yes
Yes
No
No
No
No
Students applying to SMLS should be prepared to participate in an enriched academic program that balances fundamental skill development with inquiry-based learning. SMLS offers a wide range of co-curricular opportunities and we encourage students to participate widely. Students who are most successful at SMLS are bright and engaged learners who are keen to get involved.
Please see our website: https://www.smls.on.ca/admissions
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
