1975 Renfrew Road, Shawnigan Lake, British Columbia, V0R 2W1, Canada
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
Indirect Support:
1975 Renfrew Road, Shawnigan Lake, British Columbia, V0R 2W1, Canada
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
1916
1993
540
300
8 to 12
1 to 8
Coed
Coed
Boarding, Day
Day
English
English
Academic
Academic
Traditional
Traditional
17
Varies
Learning
Dedicated gifted class
Dedicated gifted school
$35,500
$18,500
$64,500 to $90,000
Yes
No
30%
0%
8 to 12
None
$0
$0
108
38
81%
0%
60%
75%
8, 9, 10, 11, 12
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 8 - 12
Yes: grades 1 - 8
No
No
information not available
information not available
Shawnigan was founded in 1916 with just six students and cast in the mold of the leading English grammar schools. Its direct model was Westminster School, whose history stretches back to 1179. As such, it provides, aesthetically at least, a contrast to Brentwood, which neighbours the school. Both, as well as Brookes to the south, have some of the most stunning campuses that you could hope to find. The setting of Vancouver Island simply adds to the luster. The founders of Shawnigan Lake felt that all of those things—buildings, vistas, space—were important aspects of learning, and that a school’s setting should be inspiriting. And, certainly, it is. What the campus might lose in terms of warm and cuddly, it gains in a sense of tradition, organization, and consistency. The centennial celebration included school founder C. W. Lonsdale’s 1932 Packard convertible, adding a touch of the Great Gatsby. Still, there is a nice mix of modernity as well, perhaps most obviously in Genius Hour, a program developed by Wendy Milne, assistant head of academics. It’s a cross-grade, cross-curricular program in which students are challenged with creating their own project and seeing it through to completion. The only provisos are that each project involve collaboration, have a clear guiding question, and involve research. All of that—cross-curricular, cross-grade, hands-on, collaborative—are hallmarks of the Shawnigan approach. And, in Genius Hour and beyond, the results are impressive. The student who will do best is one who is a self-starter, operating at the top of his or her peer group, and able to dive in, making the most of the breadth of opportunity provided.
View full reportThe PACE program was developed with gifted students in mind, based in an understanding of what they share—overall ability—as well as what they don't, such as specific talents, interests, and curiosities. The term of art is differentiated programming, though it's a term that can easily lend itself to misunderstanding. It doesn't mean that different students proceed through the curricula at different rates or are each given separate tasks based on their individual abilities. Rather, within a differentiated program all students proceed at the same pace through the material, while instructors provide multiple entry points that address the needs of individual students within the class. The ideal student is one who has been identified as gifted, and who requires challenge in order to succeed in academic work.
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"he administration and teaching staff truly want all students to succeed to their highest potential."
Melanie Maresch - Parent (Mar 09, 2023)
Both of our kids love the culture and environment at PACE. They have many close friendships that hav...
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"It offers a challenging, yet well-balanced curriculum in every grade."
Yuliya M - Parent (Mar 13, 2023)
Our daughter's experience at the Academy for Gifted Children - P.A.C.E. has been rewarding. She has ...
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"The quality of teaching at PACE has always surpassed our expectations."
Raminder Juneja - Parent (Mar 22, 2023)
Both of our children have had wonderful experiences at PACE. The collaborative, supportive learning ...
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"Shawnigan Lake School is an independent co-educational boarding school on Canada’s beautiful West Coast. Beginning in Grade 8, our unique Shawnigan Journey purposefully guides students through a distinct, unparalleled and bold educational experience. Through empowering involvement in unique experiential, service, academic, fine art and athletic programs, Shawnigan graduates have the capacity, compassion and courage required to create exceptional lives for themselves and others."
"P.A.C.E. provides a differentiated curriculum built on greater depth and breadth of instruction. Our primary goal is to identify and enhance the abilities of our students, while simultaneously addressing their social and emotional needs. P.A.C.E. is based on the premise that gifted children require high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. A fully balanced program, including Arts and Athletics, complements this specialized academic program."
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Welcome to Shawnigan! Our responsibility as staff here at Shawnigan is to support and inspire our students – with our values-based education at the heart of our teaching – so that they can achieve their potential and live fulfilling lives.
Shawnigan Lake School’s mission and values are inseparable from the fact that we are first and foremost a co-educational boarding school; a welcoming community whose aim it is to prepare our young men and women equally for independent and inspiring futures through the means of a well-balanced, holistic education.
Five hundred students, representing over thirty nations, come together each year to live and study in this unparalleled setting on the edge of Shawnigan Lake, Vancouver Island. We encourage all students to develop an understanding of and commitment to the people, the place and the heritage of Canada, British Columbia and Shawnigan. At the same time, we challenge ourselves each year to be relevant, purposeful and of service in a changing and increasingly global world.
The conversations, connections, sense of community, and friendships forged through these shared experiences are, I believe, part of the magic of our School.
I look forward to meeting you.
My journey at P.A.C.E. began in 1999 and in 2019 I was delighted to assume the role of Director/Principal. The most rewarding part of my job is interacting with the students. They are fun loving, witty and demonstrate an intellectual curiosity that is any educator's dream. The energy level in the building is very high, the questioning by the students is incessant, and there are a lot of laughs. The skills for succeeding at P.A.C.E., whether in the role of teacher or student, are the same: a love of learning, high motivation, an excellent work ethic and a sense of humour. I am so fortunate to be surrounded by excellent teachers and a strong administrative staff: Liana, the Assistant to the Director; our Vice Principals, Caroline Corbit and Joanne Abela; and our Administrative Assistant, Irina. Every September we look forward to yet another passionate and exciting year for all.
Traditional
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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.
Not applicable
Shawnigan Lake School provides a learning community that fosters personal excellence for each and every student. In a School dedicated to a rigorous academic program, we blend the best from traditional education with the contemporary skills of 21st century learning. With our Learning Centre specialists, Advisor program and low teacher-to-student ratio, we ensure that every student is challenged and supported. The Shawnigan classroom is a respectful place, where students develop confidence by engaging, by creating and by taking intellectual risks.
P.A.C.E. is a magnet school for students who have been identified as intellectually gifted by means of a psycho-educational assessment. The curriculum is differentiated through various methodologies and strategies i.e. compacting, identifying learning styles, creative problem solving, acceleration, inquiry-based learning, addressing the critical thinking skills, sophisticated field studies, greater depth and breadth of instruction, etc. in order to meet the special needs and characteristics of gifted kids. Our courses reflect high powered learning experiences for our gifted learners, including pre-AP courses offered in grade 8. To address the needs of the whole child, wonderful Fine Arts, Athletic, and Co-Instructional Programs complement our strong academic program. There is something truly special about being surrounded by people passionate about everything they do.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
P.A.C.E. is a blend of old and new, allowing for the mastery of basic skills while creating exciting new initiatives in how to learn mathematics. It's not all about numerical operations but the understanding of mathematical concepts and the application of mathematics to real world experiences.
A number of different textbooks are used at the high school level. But, most importantly, we create Resources Booklets for our students which allows us to draw from many different sources.
To foster the development of mental math students in grades 1-6 do not use calculators. Starting in grade 7 calculators are used for basic computational skills. Graphing calculators are taught and used in grades 8- 12, but only scientific calculators (without graphing capabilities) are used for evaluations.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Children entering in to grade 1 are reading at various levels; from one or two sentences with pictures, to chapter books. Therefore, often there are 2 or 3 reading groups each with different reading assignments. Typically, by January, all of the children have reached a comparable level in their reading fluency but not necessarily in their reading comprehension. By the end of grade one all of the children are reading the same novels.
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.
Our children love to write, and we begin to introduce analytical writing as well as creative writing in grade one; the sophistication of which increases as writing assignments are introduced into writing categories: poetry, short stories, essays, and dialogues/monologues.
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.
A variety of methodologies work best with our students. It is very important for our students to be exposed to the expert, to work effectively with their peers, and to creatively design their own scientific experiments.
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At each grade we attempt to use a theme to guide our text choice, giving teachers freedom to choose literature they are passionate about. We do not mandate specific texts to be taught at each grade level to allow for this freedom. We see the great value in modeling the study of at least one class novel in order that we can demonstrate the process for analysis of a text, yet we also see the value in letting students choose their own independent novels for study in order to help foster a love for reading. We strive to help students make connections between texts and their life experiences. We work with students to synthesize their learning, their understanding of a broader theme, their study of a wide range of texts and their life experiences. We invite students to look at how stories (influence ideas, events, change a collective identity.
Literature comes alive through multiple interpretations and rich performance tasks that include choral speaking, debates, trials, videos, music and drama.
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
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.
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Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information. It is through these theme based assignments that our younger students learn to hone their research skills - both through written report and oral presentation.
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.
Information not available
Through our life skills course, civics, history, law, philosophy and classical civilization students develop their critical thinking skills through discussion, debate and analytical essay writing. Students enjoy discussing BIG IDEAS while respecting the opinions of their peers in a safe and open learning environment. Application to real life experiences remains an important aspect of any social science or humanities course.
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The skill to function in more than one's native tongue will broaden intellectual and cultural horizons. To this end, the Department of Modern Languages offers courses in four languages: French, Spanish, Mandarin and German. We also offer French Immersion classes, and students completing this program may qualify for the Français Langue 12 credit. Our students have the opportunity to begin their study and to progress through to Advanced Placement level in all four languages. In French, many of our students take the internationally recognized DELF exams from levels A1 to B2. The classes all emphasize the communicative approach in all four language skills and provide opportunities for differentiated learning and individualized attention. A Japanese language tutor, also a native speaker, is available on Saturday mornings. Above all, however, it is the interaction and connection between teacher and student that is the biggest key to success in this subject area.
The acquisition of French as a second language includes the concrete sequential mode of learning as well as interactive group work. Our French Language program addresses the four components: Listening Comprehension, Reading Comprehension, Written and Oral Expression. Students study French cultural and language heritage as well as the constructs of formal grammar.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Students engage in making art come alive using a collaborative approach to learning. Taking risks, emoting and developing the aesthetic sensibilities create the ultimate performance in both drama and music.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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All students use personally owned devices to enhance learning experiences and opportunities in various disciplines throughout the regular school day. Robotics plays a very large role in our technology program and the instruction of coding begins in grade four.
Web design
Robotics
Computer science
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The development of a healthy mind and body is critical to success.
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.
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Accelerated
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.
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).
Information not available
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”.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Addressing the needs of gifted children through a well balanced education that attends to the cognitive as well as social emotional needs of the children allows for us to groom good people who will be productive citizens in society.
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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
P.A.C.E. is able to provide limited accommodations for students with learning disabilities i.e. extra time on tests and exams.
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
8 - 12
30%
0%
$0
$0
60%
75%
8, 9, 10, 11, 12
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 8 - 12
Yes: grades 1 - 8
No
No
No
No
Yes: grades 8 - 12
No
No
No
No
No
The first critierion for P.A.C.E. is that the student is identified as intellectual gifted. We are looking for bright individuals who are passionate about learning and are productive citizens within the school.
-$260 application fee
-Photo of applicant
-Copy of valid passport
- Academic reference form filled out by Math teacher
- Academic reference form filled out by English teacher
- Copy of mid-year report from current grade when available
- Copy of final report card from last school year
- TOEFL or IELTS-test (submitted only by international applicants)
All students are required to have a psycho-educational assessment (WISC V). If the student scores in the 95th percentile or higher in verbal reasoning and visual perception, on paper, that child would qualify for P.A.C.E. The next step would be to have a meeting with the family and for the student to visit for the day. Feedback regarding the child's visit is provided.
