189 Weldrick Road East, Richmond Hill, Ontario, L4C 0A6, Canada
1080 Lucas Avenue, Victoria, British Columbia, V8X 3P7, Canada
Indirect Support:
189 Weldrick Road East, Richmond Hill, Ontario, L4C 0A6, Canada
1080 Lucas Avenue, Victoria, British Columbia, V8X 3P7, Canada
1986
1908
600
285
Preschool to 8
JK to 12
Coed
Girls
Day
Day, Boarding
English, French
English
Science and technology
Academic
Traditional, Montessori
Traditional, International Baccalaureate
16 to 20
15 to 20
Learning, Developmental
In-class adaptations
In-class adaptations
$25,000 to $26,800
$17,200 to $32,200
$54,000 to $69,100
No
Yes
0%
0%
None
None
$0
$0
50
19
0%
21%
0%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Nov 17, 2020
Rolling
Not available
Rolling
Yes: grades Preschool - 8
Yes: grades Preschool - 12
No
No
information not available
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RHMS was established in 1986, and has grown considerably over the years to where it sits now with an annual student population of 600. That’s big in the world of private schooling, particularly given that the program only covers preschool through Grade 8. Size can be a strength, to be sure, and Richmond Hill is a prime example of that. The program is broad and deep, with extensive curricular and extracurricular offerings. The campus has been developed throughout the life of the school, and today is an example, in every way, of how good a facility school can be, both aesthetically and practically. Classroom appointments are up to date throughout, including in-class technology that incorporates a full range of instructional devices and applications. All resources are applied in sympathy with the core program of the school and the values that undergird it. And, despite the size of the student population as a whole, the segmentation of the primary and elementary programs, in consort with the low student to teacher ratios, the lived experience of the school is quite close-knit and personal. Over the past three decades plus RHMS has done a lot, and in all the right ways, and the school certainly lives up to its reputation.
View full report“It is something that belongs to the girls,” reads an editorial in the inaugural issue of the St. Margaret’s School Magazine, “their own particular property ... in which they can all share, and to which everyone may contribute.” That was in 1911, just a few years after the school was founded by three women who wanted to offer something, well, more—more support, better academics—and to allow girls to dream bigger dreams. While the editor was writing about the magazine—that’s what she’s referring to as the “property”—she could just as easily be writing about the school itself. Since the beginning, St. Margaret’s has been just that: a place where girls feel a sense of home, a place where they can share something of themselves and where their contributions are valued. While the school has grown over the years, including a move in 1970 to the current 22-acre property, that tradition has remained. St. Margaret’s was at the forefront of girls’ education when it was begun (in that first issue of the magazine there is a photograph of girls playing basketball, which would have been notable at the time) and it remains so today. It was the first all-girls STEM school in the country and a leader in that regard, as in 2019 when they hosted a STEM Leadership Conference, “Sustaining Our Future.” The campus is, frankly, gorgeous, sympathetic to the cultural and natural environment, and includes LEED certified facilities. Programs are challenging in all the right ways, inquiry-based, and instructors are keen to include lots of real-world experience, getting the learning out beyond the walls of the classroom. The accomplishments of the alumnae are a symbol of the strength of the school, and the list of notable graduates includes the full range of endeavour, from engineering, the sciences, to environmental activism and the arts.
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"an exceptionally welcoming environment"
Anthony Lanni - Parent (Jan 23, 2018)
The school has been an exceptionally welcoming environment for our family. Perhaps most importantly...
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"proud to be a part of the SMS community!"
Stephanie Neilson - Parent (Jan 23, 2018)
All 3 of our daughters very much enjoy St. Margaret's School (SMS) and are very proud to be a part o...
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"more of a home than simply a school"
Victoria Lee - Student (Jan 23, 2018)
St. Margaret’s School is more of a home than simply a school. With small class sizes teachers are ...
View full review
"Over more than three decades of service, we have educated thousands of children in our positive and progressive learning environment. Our methods empower children to form their own identity, and strive with ambition towards the goals that they choose. The foundation that our private school provides, gives children the tools to succeed at higher levels of education and beyond."
"St. Margaret's School (SMS) is a girls-centred, International Baccalaureate (IB) Diploma Programme school. At SMS, we are focused on STEM-X education. We provide a personalized learning experience in an environment where students can be daring, gain confidence and discover their passions. Our student-directed programs equip students with the knowledge, attitudes, and courage to thrive in their studies, careers, and life. SMS is an independent day and boarding school located in Victoria, BC, Canada."
"Specialization is a key component of RHMS. One key area of specialization at RHMS is the STEM Program. It is a meaningful cross circular platform of Science, Technology, Engineering and Mathematics. This program encourages students to be creative, take risks, engage in hands-on learning and hone their problem-solving skills. This program also serves to help mentor our students for future careers in STEM fields."
"Since 1908, St. Margaret's has evolved to support the growth, learning and goals of young women. Programs inspire girls to develop confidence, express and pursue their ideas, ask questions in a safe environment, and expand their view of the world and their place in it. This exceptional day and boarding school community values each voice, each culture, and each personal journey. Students flourish where they feel valued and encouraged to become leaders."
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"Why choose RHMS? We provide a positive learning environment, we retain an outstanding staff, we cultivate active community leaders, we inspire a healthy lifestyle, we deliver an innovative curriculum and most of all we empower children."
"St. Margaret's challenges and overcomes gender biases of the traditional classroom by offering a welcoming, girl-centred culture of self-discovery and achievement. Girls are encouraged to see themselves as leaders.
Our STEM-X programs provide an enhanced curriculum and hands-on learning to serve multiple learning styles.
The natural setting is perfectly suited to indoor and outdoor experiential learning."
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"RHMS takes the standard curriculum and enriches and extends it. Our teachers research and carefully select the most effective text and resource materials that will enhance in class discussions and hands-on learning in every discipline. This way our RHMS student’s enjoy unique and exciting learning that will last a lifetime."
"When your classroom includes a 22-acre wooded campus the learning experiences becomes heightened and special. The temperate climate of Vancouver Island allows many year-round activities outdoors at nearby parks, lakes and the ocean.
Our campus is purpose-designed for experiential learning beyond campus walls, with classroom doors leading directly to nature trails, learning gardens and outdoor classroom spaces."
"One of our most important goals at RHMS is to foster the development of responsible global citizens. Simply put, we encourage our students to be good people. Starting with their immediate community and then going beyond. This goal begins with modeling examples of ways to do so and then working together with students on a variety of good will initiatives."
"SMS celebrates the common threads of friendship, growth and exploration that bind us together. We also honour our widely varied cultures, languages, and beliefs. While our name may begin with 'Saint' the school does not offer religious programming. We welcome many faiths, religions, cultural observations and personal identities.
Families comment on the friendly and collegiate atmosphere of our campus where students from Junior Kindergarten to Senior School often spend time together."
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Dear Friends,
Be it ever so beautiful. There’s no place like home. (L. Frank Baum)
Richmond Hill Montessori Private School is my second home; and a home-away-from-home for our students and teachers. Each morning when I arrive, I am reminded how fortunate I am to be here.
The spirit thriving within these hallways is powerful. It’s a testament to the school’s culture, developed over decades of passion, friendships and education. Students, faculty, and parents form this incredible community; a community that is caring, compassionate and supportive – an environment truly fostering the love of learning.
My own journey at RHMS began in the classroom, back in 2006. I have filled the shoes of many diverse positions, each with it an opportunity to learn about the school from another angle, and to understand the complexities of each role.
It humbles me to have a steady stream of former students and alumni, returning to share their great feats, and many adventures. Knowing the considerable victories they achieve each year not only motivates me, but reinforces the notion our school’s community is empowering young minds to find ambition and purpose in life.
Soon, my own children will be joining the RHMS community and walking its bustling, bright halls; they’ll witness all that RHMS has to offer, including innovative curriculum, cutting-edge resources, a variety of extra-curricular activities, enthusiastic peers, and a team of knowledgeable and supportive teachers. What a great joy it will be to watch my children grow, develop and find a sense of belonging here, like so many children before them have.
RHMS’ culture is organic; it is grown from within -- I want to thank our teachers and faculty. Your commitment to students’ well-being and your own professional development move me each day.
And of course, thank you to the RHMS parents, who have continued to provide ongoing commitment and support. We remain dedicated to upholding our promise to you, “To nurture each child’s distinct talents and ensure every child feels comfortable, challenged and confident they can achieve anything.” By working together, we can encourage students to accomplish incredible things.
For families interested in learning more about RHMS, I welcome and encourage you to visit and experience our programs first-hand. You too may find your home-away-from-home.
C. Ingravalle
Principal
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Traditional
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
At Richmond Hill Montessori Private School (RHMS), one of our directives is to bring the world into the classroom using a multitude of resources. The transformation of classroom into 'real world' requires not only physical resources such as textbooks, exercise books, maps, globes and an ongoing emphasis on incorporating technology into the classroom via everyday computer usage, presentations, smartboards, and other digital devices; it also requires very important abstract resources such as imagination, vision, and passion. These are all encouraged under the careful supervision of our nurturing staff. We believe that, together, these components are essential for a student's success in advancement of knowledge and development. RHMS is committed to remaining current and preparing its students to participate fully and effectively in today's society. That being said, it is our mission to ensure that the traditional core knowledge and the educational philosophy at the preschool and elementary levels has been, and will continue to be, consistent over time.
At St. Margaret’s School, we empower every girl to set her own course and shape her own future. We offer a rigorous STEM-focused curriculum: Science, Technology, Engineering and Math and represents an inquiry-based method of teaching and learning. Traditional separations between subject areas are bridged to forge deeper exploration and understanding of broad topics. In this inquiry-based model, valuable attributes of creativity and critical thinking are emphasized. As an international centre for girls’ learning and leadership, we offer rich resources and challenges to support each student's development as an individual, and a global-minded citizen. Academics at SMS are amplified by extensive experiential learning offerings spanning leadership, service, and wellness/athletics to build up confidence, perspective, and life skills. A spirit of life-long learning is shared between students, families, and faculty: our annual professional development and family workshop series shares the latest scholarship in brain development, teaching methods, and educational trends. Through this innovative approach our curriculum evolves and continues to be relevant as we engage our entire community in issues affecting girls today.
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 program is rigorous and demanding and includes learning basic mathematical principles and operations while developing problem-solving skills. Our students are given a solid foundation of core mathematical concepts to assist their understanding of more complex questions. Expectations for pencil and paper skills in mathematical operations are very high. Students are taught to describe what they are doing in mathematics and to explain why they are doing it. Students are able to identify the relationships between mathematical concepts and everyday situations and to make connections between mathematics and other subjects. Mathematics and numbers are used throughout our daily lives for financial planning, shopping, telling the time, driving, cooking, and so much more. Learning mathematics can often be a challenge for our logical and practical thinking; however, it is a necessary tool we cannot live without.
SMS strives to infuse students with confidence, enthusiasm, and a passion for mathematics. Through a rigorous program, students are provided a spectrum of opportunities to reach their full potential regardless of whether or not their career goals require high-level math for entry to university.
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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.
Language is a core subject that is practiced on a daily basis. For a child to grasp the concepts of science, history, or geography, they must first be well-versed in language. The Montessori reading and writing learning sequence is categorized in three coloured-coded levels: the Pink, Blue, & Green series of readers. Once a child masters a level they move on to the next series. The Pink series focuses primarily on a child learning phonetic sounds, building and reading three-letter words. The Blue series places emphasis on learning how to read and write consonant blends. The Green Series introduces more challenging words that contain silent vowels sounds and phonograms. The Pink, Blue, and Green series create a solid foundation in language and provide a natural flow of Montessori phonetic education.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
In personal, academic, and workplace situations, students need to write clearly and coherently with precision and style. While doing so, they must also accurately apply the conventions of language, grammar, spelling, and punctuation. Our extensive program gives students the tools to develop confidence in their writing skills.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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 is both a body of knowledge and an experimentation process within the natural world. Our Science program encompasses a set of principles and methods for investigating all aspects of the physical world. Theories and methods are constantly re-evaluated as new information becomes available. Students are taught to have a deep respect for the environment and are shown ways to act as environmental stewards. Our Science program allows students to learn of scientific accomplishments, past and present. In addition, students have the opportunity to experience scientific studies that inspire a sense of wonder and respect for life and the environment. Our students are guided through the scientific process of developing a hypothesis, followed by experimentation, evaluation, and reaching a conclusion.
We are the only girls STEM-X school in Canada.
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
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.
The literature we provide students is very stimulating with a highly educational content. Accompanying the text is a multitude of reading comprehension exercises that require imagination, critical thinking, and attention to detail. Our students are encouraged to read independently and, in doing so, actively participate in a Reading Log program that expands on their reading choices. Students also write book reports to enhance their reading comprehension abilities. Exploration of literature allows for an extensive analysis of vocabulary. Building and elaborating on this new vocabulary provides students with a tool to research and discover all possibilities that the world has to offer.
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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
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
At RHMS, the Social Studies curriculum is designed to give our students a solid knowledge of geography; an appreciation of the past through the study of history, helping them develop an understanding of the present; and how to apply this knowledge to daily life. We view our multicultural RHMS family as the perfect starting point to take our students on a fascinating journey around the world to study different environments, languages, architecture, literature, music, art, and traditions. This helps them develop pride in all achievements and responsibility for the future. Our Social Studies curriculum is integrated at all levels and exposes our students to a variety of hands-on activities meant to broaden their experience with various topics presented at different levels.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
At the Intermediate (Grade Seven and Eight) level, RHMS introduces its students to the world of business and the economy. This provides an opportunity to explore technology; understand ethics, the community, and the environment; and how these rapidly changing issues relate to business today. It further explores the nature of the competitive global economy and investigates how individuals and societies can gain the information they need to make appropriate economic decisions. Students are introduced to macroeconomics and microeconomics; applying economic models and concepts to interpret economic information; assess the validity of statistics; and investigate marketplace dynamics. Students use economic inquiry and communication skills to analyse current economic issues, make informed judgements, and present their findings.
We believe in developing the whole student / whole girl and therefore offer an equal balance of perennialism and pragmatism in our humanities and social science program. We focus on teaching big ideas through critical thinking, and logic to support the inquiry-based learning approach here at SMS. We also provide hands-on, real-world learning opportunities through simulations, field trips, and expert guest speakers. In this way students can apply, create true meaning from, and connect more deeply to the content, with the goal of creating informed, curious, and active citizens.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French is a key component of our core curriculum. The ability to speak French in this global age provides a great advantage for students and is a key factor in academic success. Learning our country’s second official language will not only enhance a student’s overall skills in learning, but can also expand his/her career opportunities, promote understanding of different cultures, and create bilingual citizens of our children. Beginning in Preschool and continuing until Grade Eight, our students begin with simple words that eventually grow into complete and complex conversations. Our curriculum focuses on an intense study of grammar, creative writing, and conversations. Learning a second language at an early age is always a positive influence on a young student’s mind. We also believe it is important to learn about other cultures: how wonderful it is that within our own country we have another language to explore and research.
Our International English Language (IEL) program prepares students to graduate confident in the English language and to achieve success at universities and colleges in Canada, the US, and other parts of the world. Depending on their English ability, international students may begin the program in dedicated IEL classes or enter regular classes with additional support. Progress through the IEL Program is flexible and dependent on student achievement. Each student is provided with a level of support matching her individual needs and abilities, and each student advances through the program at her own pace. Classes are taught by experienced English Language teachers who teach every subject from an IEL perspective. This means the challenge of learning English does not impede success in other subjects. IEL classes are designed to help students adapt to a Canadian classroom and develop learning strategies that prepare them to succeed in the regular classroom.
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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Creative
These programs have an equal emphasis on receptive and creative learning.
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.
Through the study of art, students are taken on a journey of discovery, development, and a quest for creativity. Beginning with the basic principles of art theory and technique, we complement their newfound knowledge with the study of Art History. We believe, to appreciate an art piece, a student must experience the joy of creation. Painting, sculpting, and drawing provide an outlet for emotions to surface in a positive way. At RHMS, we provide a well-rounded education in fine arts. This provides students with a solid appreciation of the world around them, from the CN Tower to Monet’s creations at the AGO to the city’s landscape.
Starting from our youngest girls in Early Learning, arts education is a priority at all levels of the school, developing appreciation, skill, and creativity. The Arts Program at SMS offers outlets for self-expression and the development of creative interests. It also encourages appreciation for art and builds awareness of art in everyday life. There is an intimacy of knowledge that comes through the study of art; students learn how to observe, listen, and become more thoughtful and reflective. There are a variety of opportunities for performance throughout the year, both within the school and in the community including adjudicated festivals. Each year in the month of May, we celebrate the arts with Fine Arts Week, which involves days of back-to-back events including dramatic productions, an art show, and performances by the choir and band.
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.
Today’s child is more engaged with technology than ever before. Children intuitively and quickly learn to navigate electronic devices to surf the Internet, draw on a tablet, and create highly imaginative and complex structures in videogames, all with very little guidance. The objective of the RHMS Computer Studies Program is to have students become digital creators, not merely digital consumers. Our curriculum bridges the gap between students’ technological experiences and their understanding of how technology is made, and its functional use and purpose in the future.
SMS students are welcomed to on campus maker labs and coding camps as well as encouraged to participate in advanced competitions where they develop technology based solutions for real world problems.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our Physical Education program builds on the concepts learned at the preschool level by promoting self-confidence and reinforcing the benefit of physical fitness in maintaining good health. Our program fosters an environment where students can learn the skills, techniques, and rules of a broad range of sports such as ball hockey, badminton, volleyball, and basketball, among others. Our students build strength, endurance, flexibility, balance and co-ordination, and develop confidence, creative expression, freedom of movement, problem-solving skills, and the ability to work as a team to reach a common goal. Our two gymnasiums are well equipped with age-appropriate sports equipment and protective gear.
The benefits of an active and balanced lifestyle are well documented: students who are active on a daily basis are healthier and perform better academically than their inactive peers. Physical activity is essential to the overall health and wellness of our students and an integral part of each student’s learning experience. There is truly something for everyone and every level of ability: opportunities to compete, play on a team for fun or participate in recreational activities. SMS provides opportunities for daily physical activity through physical education, athletics teams, club sports, intramurals, house challenges and outdoor recreation.
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
The Montessori philosophy and method of teaching fosters a loving, independent environment tailored to the individual needs and development of each student. Our Montessori classrooms include students who are three, four, and five years of age, providing opportunities for learning, helping to create a sense of community where everyone contributes to and takes responsibility for the functioning and maintenance of the environment. The older children provide leadership and guidance, and act as models for the younger children; they benefit by helping the younger children, reinforcing skills and knowledge previously learned, and gain satisfaction and self-worth by helping others.
A recognized leader in early childhood education (ECE), our unique pre-school curriculum focuses on STEM learning through outdoor exploration, play, and the leading methods from a variety of ECE philosophies. We focus on nurturing a love of learning through positive experiences, developing social skills, and building up each girl’s self-confidence. All these experiences come to together to provide a solid foundation for elementary school. Developed by a winner of the Prime Minister’s Award for Excellence in Early Childhood Education, our program is led by experts holding advanced degrees in education and ECE. Youngsters enjoy a place where they are encouraged to learn and grow, often benefiting from relationships built with students from other grades.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Multi-age classrooms in our International Language program allow students to advance at their own pace to ensure student success in both English language and subject courses. Independent study is promoted through our Program of Distinction and dedicated time the weekly timetable to pursue inquiry-based projects and areas of passion.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
At RHMS, one of our directives is to bring the world into the classroom using a multitude of resources. The transformation of classroom into 'real world' requires not only physical resources such as textbooks, exercise books, maps, globes and an ongoing emphasis on incorporating technology into the classroom via everyday computer usage, presentations, smartboards, and other digital devices; it also requires important abstract resources such as imagination, vision, and passion. These are all encouraged under the careful supervision of our nurturing staff. We believe that, together, these components are essential for a student's success in advancement of knowledge and development.
For over 100 years, SMS has built an international reputation of high academic achievement, but that is only part of our story. Our extensive learning support program, guidance, experiential programs, and ability to tailor to individual learning needs helps each girl reaches her potential. Successful graduation and admission to university is actually a very short term goal for our students. By embedding in our students a an appetite for life-long learning, a love of service, philanthropy, healthy habits, and strong values we ensure each girl has the skills to succeed in her studies, career, and in life.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
When we talk to parents there’s a common thread to their hopes and dreams for their daughter: more important than marks, they want their daughters to be happy and confident in being themselves. A balanced approach is the only way to build strong girls: head, heart, spirit, and body. Our students are academically strong, creative, and critical thinkers; emotionally intelligent and confident individuals, capable of leading both themselves and others; socially aware and active citizens, motivated to change their community for the better; strong and active individuals, in tune with the joys of movement, sport, and wellness.
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Our Learning Support team engages learners at the extremes of the learning spectrum, providing additional help in a skill or subject where a student is struggling, or creating enriched opportunities for exceptional students. The goal is to provide the support and challenges needed by each student individually so that they may experience success at their own level.
Information not available
Our Learning Support team is dedicated to providing the necessary support and challenges needed by each SMS student. We work closely with all prospective families during the admissions process to ensure they are choosing a school or program able to provide the right support for their child's learning needs, including students with learning disabilities.
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RecreationalRec. |
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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
0%
0%
$0
$0
0%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Nov 17, 2020
Rolling
Not available
Rolling
Yes: grades Preschool - 8
Yes: grades Preschool - 12
No
No
No
No
Yes: grades 1 - 8
Yes: grades K - 12
Yes: grades 5 - 8
Yes: grades 2 - 12
No
No
A St. Margaret’s student is open, honest, and accountable, treating all people with dignity and respect. encouraged to relentlessly pursue my goals and actively participate to achieve great results. genuine, generous, and caring in my relationships and service to others. a leader through words, actions, thoughts, and peer support understood and has freedom to be creative and discover strengths and abilities. eager to take on challenges, learn from mistakes, and do what’s right in the face of adversity. aware of the interconnectedness of the world and understands her voice and actions have an impact on environment and community. Our Core Values: Courage, Connection, Care, Curiosity, Challenge Our Motto: Servite In Caritate ~ Service with Love St. Margaret’s is a global school where girls are nurtured and inspired to become life-long learners. Girls here are challenged to achieve their full potential and contribute to society in a meaningful way. We embrace our motto “Service with Love” in both individual pursuits and shared responsibilities. Our Vision: Confident Girls. Inspiring Leaders. Creating a Thriving World. This is a school where girls who want to change the world become women who do. Our committed staff, beautiful campus, and innovative curriculum create a nurturing environment that challenges students to achieve their leadership potential. Our Mission: St. Margaret’s is a caring, inclusive community where students are challenged to pursue personal and academic excellence, use their voice, and enact change. St Margaret’s School values diversity and inspires excellence of mind and strength of spirit. Students here are challenged to take responsibility for their own learning experience, to develop individual worth, academic excellence, personal wellness, connection with nature and service to their local and global community.
We understand that choosing the right school not only for your child but for your entire family is an important decision and one that requires a great deal of care and research. We would like to therefore give you the opportunity to learn more about our school, through a personal orientation visit. During the orientation you will view our facility, see our classrooms and be given sufficient time to ask all of the questions necessary to assist you in this very big decision. You will also be provided with information pertaining to program availability, curriculum, policies and guidelines, school fees and hours, as well as all application registration documentation, including a step by step, concise outline, of the complete registration process.
To book your orientation visit please contact us at 905-508-2228.
We thank you again for the interest you have shown in Richmond Hill Montessori Private School and we look forward to meeting with you in the near future.
COMPLETE ONLINE APPLICATION
After applying online (https://www.stmarg.ca/admissions) please provide the school with all supporting documents as well as your application fee (CAD $250) – your application is not complete until the School receives these items.
SUPPORTING DOCUMENTS
Applications are not complete until the School receives:
PLACEMENT ASSESSMENT: TESTING AND INTERVIEW
The placement assessment is used to determine a student’s strengths, weaknesses and readiness to begin classes at SMS. We understand that this can be an intimidating process for students and their parents and do all we can to make the process comfortable and informal.
