1967 Bright Street, Rosseau, Ontario, P0C 1J0, Canada
1080 Lucas Avenue, Victoria, British Columbia, V8X 3P7, Canada
Indirect Support:
1967 Bright Street, Rosseau, Ontario, P0C 1J0, Canada
1080 Lucas Avenue, Victoria, British Columbia, V8X 3P7, Canada
1967
1908
135
285
7 to 12
JK to 12
Coed
Girls
Boarding, Day
Day, Boarding
English
English
Academic
Academic
Progressive
Traditional, International Baccalaureate
15 to 18
15 to 20
Learning, Developmental
In-class adaptations
In-class adaptations
$22,700 to $32,700
$17,200 to $32,200
$55,170 to $66,300
$54,000 to $69,100
Yes
Yes
10%
0%
6 to 12
None
$10,000
$0
23
19
67%
21%
85%
85%
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
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades 6 - 12
Yes: grades Preschool - 12
No
No
“It’s a small school in all the best ways: intimate, active, and personal. … In addition to mastering the core curriculum, students are asked to consider how they can serve their communities, and they are given ample opportunities to do just that.”
“ … there isn’t a sense of being pushed from class to class, discipline to discipline, whenever the bell rings. Instead, there is time offered to get into a task and stay with it. The dissection of a frog, for example, might take a whole afternoon. This is a school that believes in the value of taking time, that learning is an experience to be savoured.”
“It’s true that every school is unique, though that’s especially true here. In so many ways, it’s one of a kind, beginning with the integration of outdoor education into all aspects of student life.”
Read The Our Kids Review of Rosseau Lake College
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Throughout its life, Rosseau Lake has forged its own path, its own tradition, which itself is a primary draw for students and faculty alike. It’s true that every school is unique, though that’s especially true here. In so many ways, it’s one of a kind, beginning with the integration of outdoor education into all aspects of student life. The Seven Generations program, too, is a model for others to follow. And on it goes. The students come because they want an education, yes, but also because they are looking for more. They want to be engaged, to find a place within a community of kindred spirits. They intend to go on to post-secondary studies, though they also understand that school should never be only a stepping stone to some future accomplishment. The school rightly prides itself on graduating students who have a strong sense of identity as learners, are able to describe who they are, and analyze the experiences they’ve had. And while many schools will say those kinds of things, Rosseau Lake can actually point to them. In addition to earning a degree, students leave having spent the equivalent of two months on outtrips. They’ll have paddled canoes, tied knots, and, for many, travelled the world. Despite the small size of the school and its location beyond urban centres, they will also have learned alongside others from diverse communities around the world and down the street. As alumni invariably say, they will have also gained a profound sense of community, having experienced how important they can be to a group, just as they’ve been lifted by it. Both Graham Vogt and Cheryl Bissonette noted to us that Rosseau Lake may not be “the school for everyone,” but, in many ways, perhaps it should be.
“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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"This is my first year here and I can tell you for sure, there is nothing like it."
robi pardo - Student (Feb 08, 2018)
If you are looking for a school where teachers care about the students, and treat them like friends ...
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"an incredible outdoors, future forward, and inclusive school"
Christopher Gan - Student (Feb 08, 2018)
Rosseau Lake College is an incredible outdoors, future forward, and inclusive school. Personally I l...
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"Teachers were fantastic, engaging"
Barbara Barclay - Alumnus (Feb 09, 2018)
I attended RLC in the 90's, for grades 9-13 (OAC) and had a wonderful experience. The dorm experien...
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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 ...
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"Rosseau Lake College is an independent co-ed day and boarding school established in 1967 in the heart of Muskoka, Ontario, a region dotted with pristine lakes and areas of hardwood forest. The lakefront campus provides the basis for an innovative academic program that immerses your child in powerful experiential learning that’s impossible to gain in traditional classroom settings. Our intentionally small school environment ensures meaningful relationships and a deep engagement in curricular and co-curricular life."
"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."
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"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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"Rosseau Lake College was established in 1967, Canada’s Centennial. The founders were of course aware of that, and in a sense the creation of the school was a centennial project. In a letter announcing the appointment of R. H. Perry as headmaster the board wrote, “As Canada prepares to enter its second century, there is a pressing need to equip its future citizens socially, morally, and intellectually so that they may meet the challenges of ensuing decades with courage, intelligence and understanding.” The letter ends by saying that the school intends to “do its modest share to help young Canadians face the post-centennial years.” It’s important that the founders were thinking in that way—thinking to the future, and to the needs of the students in their ability to meet that future. Ever since, that kind of thinking has been what has guided the mission of the school."
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"For us, the ideal student is one who is willing to try something new, and to be open to new discoveries. The academic program at RLC seeks to maximize a sense of personal discovery. It’s the difference between spotting an owl on a trail walk and seeing it at the zoo: the bird is impressive in both scenarios, but the experience is vastly different. We want our students to see the owl, not because we show it to them, but because they discover it for themselves. That’s metaphorically true–discovery and experience is at the heart of our academic delivery. It's also literally true–there really are trails, and students really do see owls. At the end of the day, we believe that outdoor education is uniquely able to deliver that sense of discovery. We also feel it delivers the skills that post-secondary programs and employers are looking for: problem solving, decision making, critical thinking, teamwork, observation, synthesis, and communication."
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"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."
"We have a lot that distinguishes us, the most obvious being that we're on a 56-acre property on the edge of a pristine lake in Muskoka. The region is home to some of the original Ontario summer resorts, and a nearby are the Windermere and the JW Marriott The Rosseau Muskoka. Given the celebrities who have homes here, the New York Times has called Muskoka the “Malibu of the north,” (if thankfully quieter and more reserved than the Malibu of the south).
That said, our greatest distinction within independent schooling in Canada—and many would argue our greatest advantage—is scale. When people talk about small schools, they’re typically thinking of enrolments of a few hundred. Today at 130 students, we’re the smallest independent school in Canada. That’s intentional. Our students benefit from being visible and known to all staff, peers, mentors, and parent volunteers. They feel part of a community that wants to see them succeed. Because of that, we believe that small is beautiful."
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"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."
"I think one thing that families don't expect is that we're located in typical Muskoka village. Truly, the experience of the village of can be a pinch-me kind of moment. There’s a bakery, a post office; there’s a farmer’s market, people walking their dogs at dusk, children jumping off the municipal dock on a late spring day. The Rosseau General Store has been operating here since incorporation, and the creaking, worn wooden floors are a charming reminder of its age. (Celebrity sightings are common, too, particularly in the General Store, given the cottages in the area.) In history, and feel, and that sense of community and safety, the village of Rosseau is a unique and delightful aspect of where we are and who we are. True, the village isn't a factor in our academic program, but it's a very important aspect of the student experience. Ask alumni about their time at RLC, and you'll invariably hear about how wonderful it was to spend those years in a charming village by a lake in Muskoka."
"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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“We are all one drum and we need each other” – Richard Wagamese from One Drum
Our incredible natural setting along with our small, cohesive community establishes a sense of home, belonging and immersion. We truly live, learn, and explore through authentic relationships.
Nestled among the pines on a pristine 56-acre historic lakefront property in traditional Anishinaabeg territory, Rosseau Lake College offers a boarding and day school experience that is like no other in Canada.
Students at Rosseau Lake College develop transferable dispositions that transcend time and place by understanding who they are and what they can achieve.
Our Discovery Projects represent our student centric beliefs. Students are able to express themselves, explore their passions, and demonstrate their curiosity and intellectual skills.
The Seven Generations and Rosseau Roots foundations are integrated into all we do along with our amazing Outdoor Learning. Students are immersed into academic pursuits that are integrated, meaningful and incorporate values, curiosity, our natural setting and relationships.
Rosseau Lake College is unparalleled in our natural environment and small school size. We truly are connected to each other, our land, and our values. We have without a doubt an extraordinary school and experience that is a privilege to experience.
When students graduate from RLC they have developed the skills, knowledge, and confidence to take on any challenge. They are ready for anything.
“Being immersed in our majestic, close knit campus is an incredible privilege. We are unique, proud, and joyful. Students develop character, personal expression and meaningful relationships with the land, self and others. Learning transcends time and place so students develop an everlasting sense of belonging and an understanding of who they are and what they can achieve.”
– Dave Krocker, Head of School
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Traditional
International Baccalaureate
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.
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.
Rosseau Lake College is a preparatory school that challenges and empowers each student individually through the rigours and adventures of a highly academic program; one that is intentionally rooted in the vast opportunities of nature and our incredible geographical setting. Our teachers are relentless in the maintenance of our kind, caring and supportive personalized learning community while continuously innovating practices and approaches that make us a leading outdoor-education, environmental, indigenous-knowledge-based and experiential school. Students graduate from Rosseau Lake College with a strong sense of self according to each of our six Rosseau Roots, and the knowledge and skills that will allow them to truly thrive in the next phase of life. Our mission is to connect students’ lives to the natural world, enriching their education, health, wellbeing and personal development with a focus on cross-curricular project based learning, diverse learning strategies, and building skills and competencies for the future. Nature is present in every aspect of the school’s operations and is central to, and deeply embedded in, the school’s culture.
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.
At the forefront of all subject areas in our Academic Program is building a love of subject through "real world" applications and experiences. At Rosseau Lake College we also work to explore the relevance and meaning of topics through the adventure of the outdoors and our natural, geographical setting. All of this is balanced by challenging and supporting our students with only the highest level of curriculum as offered through the Ontario Ministry of Education. Mathematics at Rosseau Lake College maintains an overall balanced approach of intentionally building a foundation of skills and knowledge while helping students to discover creative applications.
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.
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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.
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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.
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.
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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
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.
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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.
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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.
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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
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.
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.
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.
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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
Rosseau Lake College offers an active outdoors education program which makes great use of our 56 acre campus with over 3000 feet of shoreline on beautiful Lake Rosseau in Muskoka, Ontario, Canada. Climbing, paddling, hiking, camping, and outdoor pursuits and skills are developed in each grade (7 - 12).
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
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.
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
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.
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 “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”.
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
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. | ||||
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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
Learning Success Program - This is an educational support service providing assistance and added support to students identified a learning disability (LD). The coordinator of the Learning Success Program oversees and implements each student's Individual Education Plan (IEP), promotes self-advocacy, works individually with students, and liaises with teachers, mentors, parents and administration.
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.
Student Services Lead at Rosseau Lake College would review each student file individually and would discuss with the parents if an educational assessment is required. Educational assessments can be arranged and are an added cost. We would assess each applicant based on educational reports and assessments, a personal interview and entrance test. If we feel a student could experience academic success with recommended accommodations, we would consider an offer of acceptance into the school. WE DO NOT OFFER A MODIFIED PROGRAM.
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.
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
6 - 12
10%
0%
$10,000
$0
85%
85%
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
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades 6 - 12
Yes: grades Preschool - 12
No
No
No
No
No
Yes: grades K - 12
Yes: grades 6 - 12
Yes: grades 2 - 12
No
No
Rosseau Lake College is looking for students who are well-rounded individuals and those who demonstrate excellence in academics, leadership, service, extracurricular involvement.. and those who love being in the outdoors.
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.
Step 1. The Paperwork
Application Form, Teacher Reference Form, Academic Records from previous two years, and a non-refundable application fee of $200 CDN for Canadian students / $330 CDN for International students.
Step 2. The Interview
Once the paperwork is received and evaluated we schedule an interview. This can be done via video conference (zoom).
Step 3. The Entrance Test
Every applicant must complete an entrance test. The test is used to assess the student's fluency in math, their English comprehension and writing ability.
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.
