3100 The Boulevard, Montreal, Quebec, H3Y 1R9, Canada
3495 Simpson Street, Montreal, Quebec, H3G 2J7, CanadaIndirect Support:
3100 The Boulevard, Montreal, Quebec, H3Y 1R9, Canada
3495 Simpson Street, Montreal, Quebec, H3G 2J7, Canada
5,429.3 km
5,428.8 km
1930
1887
475
80
K to 12
7 to 11
Coed
Girls
Day, Homestay
Day
English, French
English
Academic
Academic
Progressive
Progressive
12 to 20
10 to 20
Learning, Developmental
In-class adaptations
In-class adaptations
$20,081 to $24,754
$26,640 to $34,400
Yes
Yes
0%
20%
None
7 to 11
$0
$0
37
16
0%
0%
0%
0%
K, 7
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Rolling
Rolling
Not available
Not available
Yes: grades K - 11
Yes: grades 7 - 11
No
No
Yes: grades 7 - 11
Yes: grades 7 - 11
information not available
information not available
St. George's was founded in 1930 by a group of parents who wanted something different for their children, namely an education that was less based in rote learning and more based in experience and respect for the individual learners. Then, as now, the students didn't wear uniforms, and lessons were learned experientially, through hands-on lived experience. Students take part in projects and programs with students throughout the school, not only their immediate age mates. Students are encouraged to follow the paths of their curiosity, and then given the latitude and the resources in order to do so. That said, there is a structure, too, and the academic program has, throughout the life of the school, proved itself through real, observable results.
View full reportTrafalgar was founded in 1871, and as many girls' schools from that time, the intention was very forward thinking: to provide opportunities for girls. There weren’t any universities yet admitting girls, yet, even so, Donald Ross, a businessman, gave a substantial piece of his estate to house the school. Other supporters of a like mind quickly followed. Times, happily, have changed, though a need to empower and inspire girls remains, something that Traf continues to do. The leadership of today’s school is notably consistent, as is the commitment to developing programs to meet the needs of today’s students. But the tradition is important too, and for many girls, the knowledge that they sit in the same space, conceptually, as so many young women before them, can itself be empowering and motivating. The ideal student is on able to thrive in a challenging, diverse learning environment, and preparing for post-secondary education.
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"A leader in progressive education since 1930, St. George's fosters a love of learning in each student. Our K-12, gender-inclusive school offers expert teachers, small class sizes, a bilingual elementary school, and a research-based experiential curriculum promoting student-centred learning within a rich and supportive academic environment. A St. George's education is rooted in the profound respect for the individual learner, their wellbeing, and a commitment to each student discovering their passion and purpose."
"Trafalgar School for Girls has been fostering independent girls for 140 years in an intimate learning environment where every individual is challenged to learn and grow. With an optimal student-teacher ratio and an average class size of 10-15 students, each student is seen and finds their voice. We offer focused developmental approaches for Middle and Senior school and offer a host of signature programs in leadership, health and well being, Mon Montréal and World School Forum and a post-secondary Prep Program."
"Since 1930, St. George’s School of Montreal has upheld the principle that experiential learning is the most effective way for children to gain and retain knowledge. For us, learning by doing is not a supplementary program but the core of our educational design. This philosophy shapes everything from our physical classroom environments to our daily curriculum, ensuring students are active participants rather than passive observers.
By maintaining small class sizes, our teachers can move beyond standardized instruction to understand exactly how each child thinks and where they encounter obstacles. Students are encouraged to build, investigate, and debate, treating mistakes as necessary steps toward learning."
"At Trafalgar, we create a space where girls feel empowered to be themselves. Confidence, compassion, and leadership are at the heart of everything we do. Our CoLab program with McGill University connects students to hands-on research and experiential learning. Through the World School International Forum, our students represent Canada on the global stage, learning from peers around the world and building leadership skills that extend beyond the classroom. Alongside a strong curriculum, students have access to a full range of sports, arts, and co-curricular opportunities in a supportive all-girls environment."
"We make intentional choices about how young people learn best. We build our curriculum around genuine understanding. Students go deep into ideas, wrestle with complexity, and develop the ability to think critically and transfer their learning to new situations. These are the skills that stay with them long after the classroom.
We invest equally in the academic and personal growth of every student. A child who feels safe, known, and connected learns better. Our students go on to top universities and lead meaningful lives, and we believe that happens because we take the whole child seriously from the very beginning.
Every young learner is taught as an individual. Our teachers take the time to understand how each student learns, where they need challenge, and where they need support. It asks a great deal of our faculty, and it asks families to trust a process that is personal and responsive. The reward is an education that genuinely fits the child in front of us."
"Rather than tradeoffs, Trafalgar’s approach reflects intentional choices. Our size allows us to create close connections between students and teachers while still offering a full range of programs, sports, and co-curricular opportunities found at much larger schools. This focused environment fosters a strong community where every student is known, supported, and encouraged to thrive academically, socially, and personally."
"Founded in 1930 with six principles that were radical for their time. At a moment when most schools operated on compliance, memorization, and uniformity, our founders argued that children learn differently from one another, that learning comes from doing, that classrooms should be freed from unnatural restraints, and that the health and wellbeing of the child must always come first. These were not popular ideas in 1930. They are considered best practices today.
That founding clarity has given the school an unusual kind of continuity. Across nearly a century, leadership has changed, the city has changed, and education has changed. The core commitments have not. When St. George's expanded to K-12, became co-ed, and developed its bilingual elementary program, each of those decisions was an expression of the same founding values, not a departure from them."
"Founded in 1887, Trafalgar is Montreal’s oldest English private school for girls. A pivotal moment came when we became the first school to send female graduates to McGill University, cementing our tradition of academic excellence and leadership. Over the years, programs like CoLab and World School have reinforced our commitment to innovation, global perspective, and preparing young women to engage confidently with the world around them."
"St. George's School of Montreal tends to be a wonderful fit for young people who are curious and a little restless. Kids who ask why. Kids who want to make things, try things, and figure things out for themselves. Kids who have a lot going on inside them and need a school that will take the time to understand who they are.
It is also a strong fit for families who want their child to develop confidence, character, and a genuine love of learning alongside strong academics which prepares them for university and beyond. Families who value the relationship between teacher and student as much as the curriculum itself.
Students who thrive here are willing to engage, take risks, and be part of a community. St. George's is a participatory school. The more a student puts in, the more they get back."
"A Trafalgar student is curious, resilient, and excited to take on leadership opportunities. She thrives in an all-girls environment where her voice is heard, enjoys exploring a wide range of interests—from arts to STEAM—and actively participates in co-curricular activities and community initiatives. She is motivated to learn and eager to make a positive impact in her community and beyond."
"Families who get the most from St. George's are those who value a deep relationship between teacher and student, who see wellbeing and academic excellence as connected, and who trust that a personalized, progressive education is the strongest foundation a child can have.
We are honest with every family we meet. We ask questions, we listen carefully, and we take the time to understand what each child needs. That conversation is the beginning of everything at St. George's, because the right fit matters, for the family and for the child."
"Trafalgar might not be the best fit for students who prefer a co-ed environment or who are looking for a very large school setting. Families who cannot fully embrace our community-focused culture or our values of curiosity, resilience, and leadership may also find that our school is not the right fit."
"Many families tell us they felt the difference the moment they walked through our doors. They saw children who were engaged and confident. They met teachers who could speak in depth about each student as an individual.
What seals the decision, more often than not, is simpler than any program or credential. Families choose St. George's because it feels like the right place for their child. And at a school individualized learning, that feeling is exactly right."
"Families choose Trafalgar because of our all-girls environment, which gives students the confidence to grow, explore, and express themselves. They value our strong academics, innovative programs like CoLab, and opportunities to engage globally through World School. Our history and legacy in advancing girls’ education, combined with a vibrant student culture and inclusive community, create a learning experience that develops leadership, personal growth, and social responsibility."
"St. George's School of Montreal carries a reputation for being progressive, warm, and deeply community-oriented. People know it has been around since 1930. They associate it with a certain kind of education that takes the whole child seriously across every stage of their development. Families in the community describe it as a place where their child was seen as an indivudal, where teachers went the extra mile, and where belonging was never in question.
That continuity from K-12 matters. Families are not just choosing a school for next year. They are choosing a community their child will grow up in, and a place that will know their child from the very beginning to the very end of their school years."
"Trafalgar is seen as a historic, prestigious school dedicated to girls’ education. We are known for fostering confident, compassionate leaders through strong academics, innovative programs, and a supportive all-girls environment. Our community spirit, focus on leadership, and commitment to global learning enhance our reputation."
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"Our emphasis on wellness and social-emotional learning often goes unnoticed. The Healthy Minds program teaches empathy, resilience, and self-awareness, giving students the tools to navigate life confidently. While academics and history often get attention, this focus on personal growth is central to who we are."
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"Families are often surprised by how modern and dynamic Trafalgar is. Our STEAM labs, creative spaces, and hands-on learning opportunities show that we are forward-thinking while honoring our history. Our downtown Montreal location also gives students easy access to cultural and educational experiences that enrich learning beyond the classroom."
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"We continue to enhance programs that combine academics, leadership, and real-world learning. The CoLab program offers students hands-on research opportunities, and the Healthy Minds program provides workshops and resources for social-emotional growth. Trafalgar’s participation in the World School International Forum connects students globally, helping them develop empathy, diplomacy, and leadership skills while representing Canada on the world stage."
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"In the next five years, Trafalgar will expand opportunities within CoLab and World School, giving students more chances to engage in research, global learning, and collaborative projects. The Healthy Minds program will continue to grow, supporting students’ social-emotional development. Our focus remains on combining academic excellence with leadership, wellness, and global awareness—preparing young women to thrive at school, in their communities, and on the world stage."
Every school aspires to provide the knowledge and skills that are required to transform their students into accomplished and confident adults. To a great extent, this transformation is accomplished by the timely and caring interventions of their teachers.
At St. George’s, we believe that our programs provide appropriate challenges and engagement, even as students begin their first years of learning. To fulfill this promise, we offer differentiated approaches and programs in all core disciplines. As our students mature and gain confidence, our curriculum offers additional challenges through enriched, accelerated, and ‘Advanced Placement’ classes. Students are offered a rich assortment of options so that they may experience new and exciting domains of development in areas such as Marine Biology, Engineering, Psychology and Media, as well as the opportunity to pursue co-curricular options such as Biomimicry, Jazz Band, Glee, Stage Crew, Robotics and Debating.
At St. George’s, we believe that education is best served by establishing a deep and authentic relationship with each student, as a confirmation of our unwavering belief in each child’s unique passions and aspirations. We see our role as enablers, unleashing the amazing talents that lie within each child. To provide a fertile terrain for personal and academic growth, this process requires trust and validation from peers and adults.
We believe that teaching is an intuitive art that is further enhanced through our greater understanding of each learner’s character, and the development of their self-awareness, their empathy for others, their perseverance and their sense of optimism- all of which provide the foundation for an enriching life. At St. George’s, we measure our success by the degree of our students’ aspirations to lead a fulfilled life.
We believe that education is a real-time experience and that it happens best through real-life inquiries and projects where each student becomes an agent for change, both locally and amongst extended communities, and where the exploration of one’s true self becomes a profound and rewarding process. We also believe that as our students discover themselves, and as they explore the world around them, their ability to make sense, to create, to self-regulate and to become solid life-long learners and transformation leaders will naturally follow.
Based on the child-centered approach of John Dewey, St. George’s School of Montreal was founded in 1930 by an enlightened group of progressive parents and educators from Sir George Williams (Concordia) and McGill Universities. Our commitment to the individual growth and development of each child continues to the present day. We are always pleased to welcome prospective parents who wish to learn more as to how our unique, time-tested approach supports each child on a personal and academic level.
Trafalgar has always been forward-thinking about the education of women. I am proud to join such a vibrant community that values authentic engagement, intellectual curiosity and integrity.
At its core, Trafalgar truly understands that girls must be engaged in the world around them, embrace their challenges, and be proud of who they are and what they are accomplishing!
Years of research confirm that girls education leads to girls’ achievement. Studies suggest that girls who attend single-sex schools benefit in lasting ways as learners and as individuals. They experience
(National Coalition of Girls’ Schools)
Being a girls’ school is a clear advantage for Trafalgar - but the truth is, parents and girls choose Trafalgar because of how we provide a phenomenal educational experience for girls. First and foremost, our people are outstanding; through their combined qualifications, commitment and abilities, our teachers understand education, engagement and what makes for an exceptional learning environment, in and outside the classroom. Trafalgar’s long-standing history of innovation ensures that creativity, risk taking and the sharing of ideas is engrained in our culture. Part of that culture is experienced through our location. “Place” is important and being part of the downtown core, ensures that our campus is shared with our urban partners, providing our girls and faculty the resources and opportunities to engage in a pluralistic ethos. Together, the people and the place create a sense of purpose for our girls and our community. A purpose based on strong principles of generosity, kindness, humour and commitment!
We live in an interdependent world, and the manner in which our people, place and purpose act together at Trafalgar, provide for our girls’ social and intellectual growth within a safe, supportive setting so that they can explore their own beliefs and take risks that speak to those beliefs. Trafalgar nurtures global citizens. As our students learn to understand themselves, they grow to become women who are able to recognize the worth of every individual and value of the diversity of human culture, they aspire to an empathetic understanding of others while actively seeking community engagement.
I am honoured to be part of this community, The Traf Family, as I believe that it offers a vision of girls’ education that is unique and founded on authentic engagement and growth.
Katherine Nikidis
Principal
Progressive
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
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At St. George’s, we ask our students to actively engage in the process of self-discovery and challenge themselves in order to grow emotionally, socially and cognitively. Through the use of reflective learning techniques, students learn to connect the abstract through meaningful field trips and real-life experiences which engage students beyond the classroom and curriculum. At St. George’s, we practice and champion responsive teaching in an environment that provides students with the opportunity to safely and confidently develop their own voice and respect a diversity of ideas and opinions.
The core curriculum at all levels consists of English, French, mathematics, social studies, arts (art, music and or drama) and physical education. Science and Technology is compulsory in Grade 7 through 11 . Trafalgar also encourages the use of information technology in all disciplines at all levels.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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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
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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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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In Kindergarten at St. George’s, we foster a love of learning within each child. We deliver a purposeful and enriched curriculum through both structured and organic learning opportunities. Hands-on, experiential learning engages our students, and we have fun along the way, ensuring our students have a positive, joyful experience. The children are exposed to both play-based and academic programs in order to prepare them for the social, emotional and academic expectations of elementary school.
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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.
Within the High School curriculum, French, mathematics, and science are streamed to allow for students to work to experience challenge. In-class work supports heterogeneous and ability groupings as well as some independent study depending on the goals to be achieved.
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Supportive
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 “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.
St. George’s offers engaging programs with a strong emphasis on identifying challenging goals for each student. We understand that every child develops at their own pace and therefore emphasis is placed on becoming confident and resilient. St. George’s community is diverse and respects each individual as having an infinite potential for growth.
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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."
Trafalgar's mission is to provide a balanced, superior education in an atmosphere that enables each girl to reach her full potential as a confident young woman capable of meeting life's challenges and responsibilities.
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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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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St. George’s believes that learning difficulties are part of the many challenges that students may face as they mature and grow.
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CompetitiveComp. |
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
7 - 11
0%
20%
$0
$0
0%
0%
K, 7
Rolling
Rolling
Not available
Not available
Yes: grades K - 11
Yes: grades 7 - 11
No
No
No
No
Yes: grades 7 - 11
Yes: grades 7 - 11
Yes: grades 2 - 11
Yes: grades 7 - 11
No
No
No
No
HOW TO APPLY FOR KINDERGARTEN:
Step 1: Submit an application package no later than Friday, October 28, 2016.
The following must accompany the application form as part of a completed application package:
Step 2: Once the Admissions Office has received your application package, your family will be contacted to schedule a Family Interview. These interviews typically take place in late fall/early winter.
Step 3: Following the Family Interview, the Admissions office will confirm a Readiness visit for your child. These visits typically take place in early December.
Step 4: Families are generally notified of the Admission Committee’s recommendation by mid-December.
HOW TO APPLY FOR GRADES 1 THROUGH 6:
Step 1: Submit an application package no later than Friday, February 3, 2017.
The following must accompany the application form as part of a completed application package:
Step 2: Shortly following the receipt of your application package, the Admissions Office will contact your family to schedule a Family Interview meeting. This visit will include a Student Assessment.
Step 3: Families are generally notified of the Admission Committee’s recommendation two weeks following completion of the entire application process.
HOW TO APPLY FOR GRADE 7:
Step 1: Submit an application package no later than Monday, October 3, 2016.
The following must accompany the application form as part of a completed application package:
Step 2: Grade 7 Applicants are required to complete the Common Admission Test (CAT). You can register for this CAT athttp://registrationbl.qc.ca/. Download these helpful tips and pointers for writing these tests.
Step 3: Once the Admissions Office has received your application package, your family will be contacted to schedule a Family Interview. These visits typically take place in late September / early October.
Step 4: St. George's follows the QAIS best practice admission guidelines and will begin notifying families of the Admissions Committee recommendations by November 4, 2016.
HOW TO APPLY FOR GRADES 8 THOUGH 11:
Step 1: Submit an application package no later than Friday, February 3, 2017.
The following must accompany the application form as part of a completed application package:
Step 2: Grade 8-11 applicants are required to complete an Entrance Exam. You can register for this exam athttp://tests.registrationbl.qc.ca. Download these Admission Test Tips and Pointers.
Step 3: The Admissions Office will contact your family to schedule a Family Interview meeting.
Step 4: Families are generally notified of the Admission Committee’s recommendation two weeks following the completion of the entire application process.
Access to English language education in the province of Quebec is governed by the provision of the Charter of the French Language (Bills 101 and 104). Basically, English schools receiving provincial grants can only admit students who have a government-issued Certificate of Eligibility for English Language Education. As Trafalgar receives partial government funding, all students require an eligibility certificate to attend our school.
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