660 Brownsey Avenue, Duncan, British Columbia, V9L 1C2, Canada
40 Forest Avenue, Mississauga, Ontario, L5G 1L1, Canada
660 Brownsey Avenue, Duncan, British Columbia, V9L 1C2, Canada
40 Forest Avenue, Mississauga, Ontario, L5G 1L1, Canada
1921
1982
553
1500
Preschool to 12
JK to 12
Coed
Coed
Boarding, Homestay, Day
Day
English
English
Academic
Academic
Progressive
Traditional
16 to 22
16 to 19
$17,500 to $25,680
$15,965 to $23,200
$62,880 to $79,230
Yes
No
25%
0%
SK to 12
None
$3,000
$0
35
100
16%
0%
80%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades Preschool - 12
Yes
No
No
information not available
information not available
Vancouver Island has an embarrassment of riches when it comes to beautiful, excellent schools, and certainly Queen Margaret’s is one of them. It was founded in 1921 by Norah Creina Denny and Dorothy Rachel Geoghegan, who dedicated themselves to providing what was, for the time, something unique: a robust educational experience for all, including women “capable of realizing ourselves as complete individuals.” Certainly, that’s what they did, and it’s a tradition that the school maintains today. The riding program is distinguishing, as is the strength of the academic programs. A strategic plan begun in 2014, to complete at the school’s centenary, will reaffirm the commitment of the founders to excellence as well as their commitment to adapting to the changing needs of students.
View full reportMentor 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.
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" ... outstanding on all levels ... "
Mary Furneaux - Parent (Feb 05, 2018)
At Queen Margret's my child has grown to appreciate the diversity of the students. Being a preschool...
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"Located in the scenic Cowichan Valley, Queen Margaret’s School is an all-gender school with over 100 years of providing an exceptional education that builds confidence, character and compassion. Students develop and grow through a vibrant curriculum that focuses on experiential learning, innovative thinking and environmental stewardship. We proudly offer Canada's only on-campus Equestrian Program. Be curious. Be kind. Be brave. Be you."
"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."
"Our unique educational model guides students to academic and personal excellence while developing the confidence to express their ideas and engage actively in their learning. We use our 30-acre campus and our local communities to serve as living classrooms where "learning by doing" encourages students to apply their knowledge to complex, real-world challenges."
"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."
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"Along with our strong academic and well-rounded programming, families choose QMS because of our welcoming community. From the moment families step onto campus, meet staff/teachers, interact with current students and speak with our families, the feeling of warmth and caring permeates all aspects of campus life."
"At Mentor, we pride ourselves on providing clear and consistent communication. The monthly 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."
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"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."
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"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. Macdonald to the principals - were at one time teachers in a Mentor classroom."
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‘Fit’ is everything when choosing a school for your children or when selecting a place into which you want to pour your skills, character and energies. Here at QMS, we pride ourselves on a strong sense of community where everyone is an individual and meaningful relationships are the order of the day. Most people crave a sense of belonging and value connection so a school that works very hard to develop a meaningful culture can indeed be a place where strong attachments are formed.
I encourage you to explore our programmes and approaches to learning both inside and outside of the classroom. If you take that step and visit us here on campus, you will feel the sense of community for yourself. As we approach our 100th birthday, we are proud of our Founders’ vision, yet, we are excited about the future with all of the opportunities that it presents.
QMS is vibrant and ready to keep developing these “young trailblazers” who will take the lessons learned here out into the world to great effect. That’s the joy and it all just seems to be a good ‘fit’ for so many people.
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.
Traditional
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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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Students flourish in small classes where everyone has the opportunity to share ideas. QMS is the ideal size to reflect Canada’s many cultures while remaining an intimate community. We are large enough to offer an extensive educational program, yet small enough to ensure that each student is known and respected as an individual. As a university-preparatory school, academic rigor and personal excellence are our aims. Innovative and unique programs are offered to all students and support is provided to those students who need extra time to help build their confidence, self-esteem, knowledge and skills. We have developed a school culture where students can feel proud of their successes.
Academic
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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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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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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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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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
Queen Margaret’s School offers exemplary curricular and co-curricular athletic and club programs that provide students with the opportunity for physical as well as academic development. The athletic program in the Junior School includes every student. There are many opportunities for involvement in sports. Building a strong athletic program, developing physically fit and motivated students and building team pride is a process that takes many years. Specific skill development must be sequential and must begin early. Therefore, we expect Intermediate students to participate on a team or in a sport at least twice each year. We also offer structured and unstructured opportunities for our primary students to get involved in athletics and team sports. In Senior School, physical education classes for all students combined with an integrated Outdoor Education program develop physical fitness and skills while enhancing sportsmanship and strengthening student self-esteem.
Academic
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
Queen Margaret’s Early Childhood Education programs are designed for three and four year-old children. We offer nurturing and play-based programs enriched with a wide variety of age appropriate activities that promote social, physical, intellectual, creative, and emotional development.
All-day JK & SK.
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.
Differentiated instruction based on student learning needs.
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Supportive
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 “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.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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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
SK - 12
25%
0%
$3,000
$0
80%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades Preschool - 12
Yes
No
No
No
No
No
Yes
No
No
No
No
Our admissions process is very personalized. Members of our team look forward to meeting prospective families to determine if QMS is suited to them. We are looking for students who would benefit from our academic program, small enriched classes and specialist teachers. Student applications are assessed individually, taking into consideration past performance, teacher recommendations and students’ extra curricular interests.
Please visit our Admissions page at qms.bc.ca/admissions/ for our current admissions criteria and fees.
