394 Royal York Road, Etobicoke, Ontario, M8Y 2R3, Canada
3400 Richmond Road, Victoria, British Columbia, V8P 4P5, Canada
Indirect Support:
394 Royal York Road, Etobicoke, Ontario, M8Y 2R3, Canada
3400 Richmond Road, Victoria, British Columbia, V8P 4P5, Canada
2016
1906
60
1003
JK to 8
JK to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Progressive, Reggio Emilia
Progressive
6 to 8
Varies
Learning
Dedicated gifted school
Dedicated class; in-class adaptations
$9,132 to $19,250
$21,095 to $43,995
$57,595 to $75,360
No
Yes
0%
20%
None
K to 12
$0
$11,685
5
67
0%
26%
0%
0%
JK, SK, 1, 2, 3, 4, 5, 6
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades K - 12
No
No
information not available
information not available
Oak Learners is the very definition of a community-based, student-centered academic environment. Classes are small, personal, and lessons begin with the talents, interests, challenges and curiosities that the children bring with them into the room. An emphasis on the arts is used as entrée to the curriculum, underscoring a cross-curricular approach to instruction. Classroom spaces are bright, open, and adaptable to large group, small group, and tutorial-style learning. Founder Kelly Ferrell is rightly a draw, bringing a wealth of experience to the offering, as well as a proven track record as an educator, leader and entrepreneur. The faculty she’s attracted shares her enthusiasm for active, hands-on, inquiry-based learning. Still relatively young, Oak Learners has quickly established itself as a key offering within its catchment area.
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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"They work with children in small classes and create individualized plans for each child. I also receive regular updates about my son's strengths and areas that need to be worked on."
Asha Rampersad - Parent (Oct 16, 2018)
My 6 year old thrives at Oak Learners. He loves the staff who are attentive, responsive and makes l...
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"They have a knack for connecting with children and their challenges ... adjusting both the curriculum and the approach to fit each child's needs"
Jana Machan - Parent (Jun 13, 2019)
Our son loves the varied and fun activities at Oak Learners, which challenge him educationally while...
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" ... our two kids love Oak Learners"
Jasmine Bush - Parent (Jun 13, 2019)
For different reasons, our two kids love Oak Learners. The staff were very good at identifying skill...
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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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"Oak Learners inspires meaningful learning every day. Passionate teachers nurture children’s natural curiosity about their world with hands-on experiences. Students in Kindergarten through Grade Eight participate in an enriched interdisciplinary program, with a focus on Academic skills, the Arts & Outdoor Education. Academic excellence is enhanced with 30-50% of each school day being integrated with immersive outdoor learning, where academic subjects are explored and shared in an authentic way."
"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."
"Our unique approach at Oak Learners inspires creativity, fosters academic skill-building and builds confidence in our students every day. Students of all ages are constantly encouraged to interact with the natural environment: to seek and explore experiential learning opportunities and to ask questions about the world around them. Academic excellence is enhanced with 30-50% of each school day being integrated with immersive outdoor learning."
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"At Oak Learners, education does not follow a one-size-fits-all approach. We work as partners with families to ensure each child receives a personalized learning roapmap that supports and enriches their child(ren)'s individual learning style(s). We passionately believe that our small class sizes facilitate an attentive and adaptable learning environment that will continue to nurture our students with meaningful experiences."
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"Every school day is integrated with immersive outdoor learning, where academic subjects are explored and shared in an authentic way. Small classes help facilitate opportunities for our students to get outside every single day, rain or shine, to explore and enrich the academic curriculum in a meaningful way. The result is happier and healthier children, teachers, and families."
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"At Oak Learners, we believe every child can be successful when they belong to a supportive educational community and this is exactly what families who choose Oak Learners will discover. There are proven links between children's mental, emotional, physical and spiritual health with time spent outdoors in nature. Students at Oak Learners have gained increased focus, confidence, self-esteem and overall increased happiness and satisfaction with school."
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On behalf of the entire staff at Oak Learners, I want to welcome you and your family to our school this year. The global Covid-19 pandemic caused adversity and change. However, as a community, we have adapted by working together to support all the learners in our classrooms and, despite these circumstances, we have ensured that all students received the education and support they needed while remaining safe.
The 2022-2023 school year is no different, with a focus on equity, diversity, ingenuity, and inclusion. All the educators at Oak Learners will face the coming challenges and continue to adapt to create a caring and welcoming school environment.
Raising resilient and successful children certainly does take a village! I love working together with parents to support their child’s education; in a true partnership between the school and families. Communication between home and school is paramount to a child’s success and we strive to demonstrate this value on a daily basis.
At Oak Learners, we strive to create an engaging curriculum that is progressive, interdisciplinary, and most importantly student-driven. Not only are we an innovative not-for-profit learning centre, but we are also a team of leaders in the community, working to ensure all students are supported and cared for. I truly believe that every child has the capacity to excel and succeed and love school.
I am proud to welcome you to our 7th school year and look forward to working with the entire school community once again!
~Kelly Farrell
Kelly is an OCT certified teacher and has worked in classrooms and alternative learning environments since 1996 and as a certified teacher since 2004, working with students from Kindergarten through Grade 12. Kelly has a passion for empowering students to develop confidence through building on their strengths to support their difficulties, particularly those with learning exceptionalities, including Learning Differences, ASD, social-emotional needs, and anxiety. Kelly subscribes to the tenants of Montessori, Reggio-Emilia and Constructivist methods of teaching and is always looking for ways to bring these strategies into the 21st Century through technology and environmental education.
Throughout her teaching career, Kelly has been teaching, leading, and connecting students and staff with a global community of educators leading the way in 21st century personalized learning. In 2014, Kelly was awarded “Project of the Year” at the Water Docs @School Film Festival for her Inquiry-Based Learning project, “Kids Against Road Salt“. This project has been used to train new teachers on the benefits and processes behind inquiry-based learning. Kelly’s teaching was also featured in Owl Magazine on the “Cool School” page in 2014 for a unique publishing project undertaken by her Grade 7/8 class that year.
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
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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).
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Oak Learners offers progressive, interdisciplinary, inquiry-based programming in a student-driven, teacher-facilitated, alternative learning environment. Each learner goes through a cyclical process of identifying their unique strengths, needs, goals, and interests. Each day at Oak Learners brings new learning opportunities through an integrated and immersive approach to elementary education. Ontario Curriculum content and skill achievement guidelines are covered and enriched through a holistic approach to learning in a project-based inquiry model, leading to a much deeper and richer learning experience for the students.
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics instruction at Oak Learners takes a very hands-on approach, using manipulatives as well as leveled workbooks to provide an enriched approach to learning Math.
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.
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.
Students are immersed in literacy opportunities through our "Integrated Literacy" programming as well as receiving a multi-sensory approach to learning English phonetics as well as leveled reading activities to build confidence and scaffold literacy skills.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
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.
At Oak Learners, we approach Literacy through an Integrated approach, which means that Reading and Writing skills are taught within other subject areas, such as Science or Social Studies. Children develop strong literacy habits and communication skills through meaningful experiences with text.
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Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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 in the Elementary Years is all about understanding and respecting the world around us. At Oak Learners, we explore our neighbourhood daily and use the students' own questions and observations to form units of study.
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At Oak Learners, we approach Literacy through an Integrated approach, which means that Reading and Writing skills are taught within other subject areas, such as Science or Social Studies. Children develop strong literacy habits and communication skills through meaningful experiences with text.
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 Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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.
Social Studies becomes part of everyday conversation at Oak Learners. Students and teachers may discuss community, family or school related topics and through inquiry, students learn about how they see themselves as part of the larger community.
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Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
At Oak Learners, we believe that Humanities Education plays a very important role in providing young leaders with 21st Century learning, problem-solving, collaboration and critical thinking skills. The more students can observe, explore, question and design the world around themselves, the more they have the opportunity to construct true understanding of new concepts.
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
We offer enrichment opportunities for students interested in learning new languages through technology and guest-teachers. These decisions are made through consultation with parents and teachers.
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.
These programs have an equal emphasis on receptive and creative learning.
We believe that Arts Education plays a very important role in educating young learners. We make sure to integrate Art, Music, Drama and Dance throughout our days, throughout every subject area. The Arts is what brings learning to life and provides a context for deep emotional and social learning.
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Technology integration is personalized for each learner. We offer a BYOD (Bring Your Own Device) option for students and encourage the learning of typing and internet navigation skills as an integral part of our 21st Century Curriculum.
Information not available
Web design
Robotics
Computer science
Outdoor Education is at the core of everything we do at Oak Learners and facilitates a robust Physical Education experience that incorporates everything from hiking and sports to yoga and fitness.
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
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.
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 program follows a skill-based curriculum through a cross-curricular and arts-based approach with a unique focus on outdoor education. Spending time in our community and in nature provides our students with unique opportunities to engage in a meaningful way with their environment and their peers.
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 pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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”.
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.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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
All learning programs are personalized at Oak Learners. We work in a close proximity with parents when planning for appropriate learning goals and strategies for their children.
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
0%
0%
JK, SK, 1, 2, 3, 4, 5, 6
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades K - 12
No
No
No
No
No
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.
The admission process is personalized, just like most aspects of our programming. Your journey at Oak Learners begins with a personalized tour and meeting with our Director. If it is determined through this interview that Oak Learners may be an appropriate fit for your child, we will then book a trial-day where your child will spend the day as part of our classroom. Following the trial day, there will be a second in-person meeting to determine next steps and registration.
The success of every student plays a role in the admission process. Decisions may be made on several factors, including (but not limited to), student-teacher ratio, academic needs, classroom make-up and social needs.
Please visit the Admissions pages on the SMUS website for more information.
