4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, Canada
50 Maple Lane, Ottawa, Ontario, K1M 1G8, CanadaIndirect Support:
4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, Canada
50 Maple Lane, Ottawa, Ontario, K1M 1G8, Canada
7,665.0 km
5,525.9 km
1930
2007
1202
550
K to 12
Nursery/Toddler to 12
Boys
Coed
Boarding, Day
Day
English
English, French
Academic
Academic
Traditional
Progressive
18 to 22
12 to 15
Learning, Developmental
Dedicated class; in-class adaptations
$33,300 to $34,300
$13,000 to $21,000
$70,000 to $94,800
Yes
No
8%
0%
4 to 12
None
$17,500
$0
92
32
7%
0%
0%
90%
information not available
information not available
information not available
information not available
Not available
Rolling
Feb 01, 2019
Not available
Yes: grades 1 - 12
Yes: grades JK - 12
Yes: grades 4 - 12
No
“In short, the school wants to shape not just the boys who attend, or even the local community, but the world we live in.”
“Teachers at St. George’s quote the common saying in academics: They aren’t teaching math; they’re teaching students. And the school doesn’t just say it—it is baked into St. George’s infrastructure.”
“The school’s approach to learning is holistic to ensure a well-rounded experience.”
Read The Our Kids Review of St. George's School
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Driven by the mission of educating young men who become impactful leaders and community partners, St. George’s School maintains a strong and lively academic culture, enriched with experiential opportunities and a significant number of Advanced Placement (AP) courses. The school's motto, "Building fine young men. One boy at a time," reflects its dedication to individualized attention and holistic development. The school's environment integrates modern, eco-friendly facilities with a focus on natural light and fresh air ventilation. Co-curricular programs are diverse and mandatory, encouraging students to explore various interests, from sports to arts. The boarding program helps to maintain a close-knit community, with activities that leverage Vancouver's local amenities. Boarding students, alongside over a dozen house parents, participate in weekend activities and overnight trips, promoting a sense of extended family. St. George's School aims to shape confident, capable, and compassionate young men who are well-prepared to make meaningful contributions to the world.
View full reportSt-Laurent is still fairly young, having been founded in 2005, though it certainly hit the ground running. Today it rightly has a strong reputation for the strength of its academic programs and the vibrancy of the school community. The program stretches from the early years through high school, and that’s a draw for families who would like to have a consistent school experience. There are two locations, one dedicated to augmenting the early years program. Neither location is smack dab in the centre of town, with a residential neighbourhood offering a welcome buffer and heightening the sense of place. There are of course very many resources on offer in the capital region, and instruction, rightly, reaches out to make good use of them. Also a draw is an active approach to emotional and social development, as is the attention to physical education and interpersonal and environmental empathy. The school was formed through a partnership with parents, and a very porous interface between faculty and families remains a strength of the school today.
View full report
"One of my favourite aspects of St. George's is the community we have."
Matthew O'Leary - Student (Dec 18, 2024)
I love everything about St. George's School. As a lifer, which means I've been at Saints for all 12 ... View full review
"They truly create an environment where students feel supported academically, socially, and personally."
Timothy Trinh - Student (Jan 06, 2025)
My experience at St. George's School has been amazing, and I truly feel like I couldn't have asked f... View full review
"At St. George’s, the academic work feels well-balanced, challenging us without overwhelming us."
Ziming Wang - Student (Jan 06, 2025)
Joining St. George’s in Grade 7, I’ve had the privilege of experiencing the unique and supportiv... View full review
"he has done a 180, and we owe it to the school"
Eric Purdy - Parent (Feb 10, 2018)
My son loves his experience so much that he is first in the car every morning. He has done a 180 in ... View full review
"Founded in 1930, St. George's School is a world-class boys school in Vancouver offering a Day Program for students in Grades KG–12 and a Boarding Program for students in Grades 8–12. With a strong emphasis in character development, the school is known for its breadth and depth of curriculum, with over 50 academic electives (25 APs), 40 athletic options, and 50 clubs. A dedicated guidance department ensures that each year, 100% of the graduates are accepted to universities around the world."
"Centrally located in Ottawa, we have everything in place to help each student discover their unique path from daycare, JK-Gr. 12. Our teachers offer diversified approaches to learning, incorporating a universal design tailored to students’ individualized academic pathway. Our award-winning programs feature strong academics, project-based science program, speciality programs (art, tech, music, dance), daily physical education with weekly specialty lessons (gymnastics, archery, golf etc). Ministry Inspected."
"St. George’s School knows boys. For nearly 100 years, we have focused our efforts on building the best learning environment for boys to excel both academically and socially. This focus is evident in our teaching and learning approaches that recognize the different ways that boys learn, with emphasis on role models, active movement, and character development.
In addition, our reputation and history connects our students to a network of mentors and alumni throughout the city and the world that ensures a strong foundation of brotherhood and belonging.
Finally, thanks to our considerable resources in course options, athletic, and co-curricular experience, we provide an education that is uniquely tailored to each student and a commitment to future-readiness as a modern boys’ school."
"Our diversified approach fosters creativity, integrates French and English language, encourages physical fitness, as well as provides for a curriculum that balances academics with the application of real-world learning. Students are set up for success as they follow their pathway from Elementary to Junior High and then to High School, enabling them to move forward to the University or College of their choice."
"At St. George’s School, we prioritize collective experiences. We foster a community enriched through shared adventures and discoveries. All students contribute to Arts Week, grade-wide Outdoor Education Trips, and are committed to co-curriculars extending beyond the traditional school day. Personalization requests, like missing parts of the school day, school calendar, or seeking exemptions from community-based activities aren't supported. Even our flagship Varsity sports operate for two out of three terms. This allows athletes time during the ‘off-season’ for self-discovery in new areas. Families enrolling at St. George’s School share a deep belief in the transformative power of collective experiences for boys."
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"The identity of St. George’s School has evolved through several key moments. All of them, however, are rooted in the school’s founding vision in 1930, and the core mission of character-based, all-boys education in the heart of Vancouver. In 1979, the Junior School campus, with its heritage architecture, was added. The school has provided boarding for Gr.8-12 since inception, and this expands the school's global reach and builds diverse perspectives and enriches student life. More recently, the development of a bold 10-year strategic plan and the construction of new state-of-the-art Senior School buildings represent a renewed commitment to innovation, accessibility, and future-readiness, which ensures the school evolves while remaining connected to its founding values."
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"Students who thrive at St.George’s School are those who embody our Core Values: Empathy, Humility, Integrity, Respect, Responsibility, and Resilience.
Boys who are a good match for the school are those who are collaborative and able to work effectively in teams. Creativity is highly valued, so students who are original thinkers and can adapt to various situations thrive in our environment. Additionally, we look for inquisitive minds — students who are curious and eager to explore knowledge deeply and critically. A sense of courage is also essential; we want students who are ready to take on challenges and approach obstacles with resilience and determination.
All things considered, a good fit for our school is a boy who is ready to make a positive impact and possesses the qualities of collaboration, creativity, curiosity, and courage."
"Students who thrive in small-group learning, where teachers tailor education and students feel supported.
Those who are curious across disciplines – from science and languages to arts and athletics.
Learners who appreciate an environment with strong exposure to both English and French.
Individuals who seek a balanced education that values physical, emotional, and environmental development alongside academics.
Families who want a welcoming community, where all students feel happy and safe."
"One of the many strengths of St. George’s School lies in our breadth of program and the vast array of opportunities that we offer our students. For this reason, a family who is considering our school for a singular or very specific reason may not find what they are looking for. A student who is highly specialized in a sport or program that we do not offer may struggle to connect. We have high expectations of our students to try their best not only in their academics, but also in the larger School community. A successful student at St. George’s School is open to experiencing all that we have to offer, and who is willing to take risks, try new things, and explore. Students who participate and engage in our programming will also find a sense of belonging here quickly. Families who have expectations around routinely pulling their son away from the school day for commitments outside of St. George’s School may find that challenging."
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"Families choose St. George’s School because of the school’s holistic commitment to excellence, which includes the academic, personal, and social domains. Parents are drawn to the individualized attention each boy receives, the strength of the school's character education, and the breadth of co-curricular options. The school’s long-standing reputation, global alumni network, and modern yet grounded approach to boys’ education further make it a compelling choice. Many families mention the strong sense of community, high levels of care from staff, and the school’s efforts to make boys feel seen, known, and valued. For boarding families, the urban location within Vancouver, alongside the warmth of the residential program, is a particular draw."
"St-Laurent Academy is continually identifying, developing and implementing the best approaches to learning. Our focus on each child’s profile and needs, allows us to ensure student success in all areas of development, from Junior Kindergarten to High School. Our campus is equipped with a range of facilities which include the latest technology for all ages."
"When people think of St. George’s School, they often think of boys in uniform. They might picture our castle school, and they are likely aware of the high standards we hold for all that we do, from admissions to academics.
As the only non-denominational all-boys independent school in Vancouver, in operation for nearly 100 years, the school has a reputation of tradition and prestige. It is known for its location on the westside of the city, near the picturesque forest of Pacific Spirit Park, and down the street from UBC. With this history and place in the city, we know that it also comes with some stereotypes: that the School is exclusive and impossible to get into. The reality is that St. George’s is striving to be a destination for students from all corners of Vancouver, with extensive Financial Assistance, and an admission process that is welcoming and inclusive. We hope for the next 100 years, Saints will continue to be known as the best destination for boys in Vancouver."
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"One underappreciated aspect of St. George’s School is the depth of its mentorship model. Going beyond formal advising and counselling, every student is deeply known by multiple educators across teaching, coaching, and co-curricular contexts. This level of relational care, combined with a culture that encourages openness, creates an environment where boys feel safe to be themselves, take risks, and thrive. While the school is often recognized for its academic and athletic excellence, it is this web of intentional relationships that most deeply supports boys through their formative years."
"Communication with parents, students and team members is at the center of our success. Tools such as Google Classroom, Google Calendars, our School Portal, regular email updates, accessibility for parents to meet and contact our teaching team and administration, and formal and informal student/parent meetings are just a few ways that we ensure everyone is moving toward the same goals for your child."
"Families are often surprised by how warm, expressive, and emotionally mature the students are. In a single day, you might see boys in uniform playing rugby and then enthusiastically working on pottery or performing in a jazz band. The absence of gendered expectations allows boys to explore interests more freely and form deeper friendships. Another surprise is how tradition coexists with innovation: from Remembrance Day ceremonies in a historic chapel to hands-on projects in cutting-edge learning spaces. And despite the school’s reputation, many families are surprised by how welcoming and down-to-earth the community feels."
"Our private elementary school in Ottawa Program reflects our belief that physical activity and well-being are essential to learning. On a daily basis, and within a safe and dynamic environment, our students participate and have fun in daily Phys. Ed classes, 2 outdoor recesses, a variety of clubs and teams, as well as a weekly, enriched Phys Ed program. This program takes us out into the community to work with specialists in areas such as tennis, swimming, yoga, golf, skiing, archery, rock climb"
"Recognizing the challenges that adolescents, are facing in a rapidly changing and complex society, St. George’s School is re-doubling its efforts to focus on values and character development — values such as resiliency and responsibility are more important now than ever before.
Ensuring that students have a wide range of activities to express themselves and build their identity has been a focus for the school for the past several years. Whether this has been through increasing the number of sports activities or the range of clubs, the school is determined to have the largest Co-Curricular program in the city.
Finally, the accessibility of the school continues to be a focus for the school, an example of this is the school’s commitment to providing expanded financial support. Now all entry grades, with the exception of Kindergarten, are eligible to apply for financial assistance."
"St-Laurent Academy will officially be moving to a new campus! This new campus provides ample space to maximize resources for both students and teachers. Dedicated study spaces, a library, and fully equipped science lab(s) will support academic excellence. Students will enjoy an expansive cafeteria, private yard, and common areas. The campus also includes 2 gymnasiums, a cardio and weight room, instructional kitchen, art studio and music room, as well as teacher resource rooms to ensure staff have the tools and space they need to succeed. The new building at Maple Lane offers us the space and potential to grow in ways we could not have imagined before."
"It is an exciting time at St. George’s School. In the coming years, we are excited to continue evolving and enhancing our educational experience guided by our Mission of “Building Fine Young Men, One Boy At A Time”, and the goals outlined in our Strategic Plan.
We’re extending learning beyond our campus through bold partnerships in our city and beyond. These collaborations will offer students unique, hands-on learning experiences that connect them with the broader community and global issues.
Our focus on stewardship means we’ll foster a diverse and inclusive community, helping students appreciate different perspectives. We aim to lead in boys' education by promoting sustainability, innovation, belonging, and future-readiness.
Finally, our new state-of-the-art senior school buildings opening in 2024 will reflect our commitment to excellence. These modern spaces will provide an inspiring learning environment."
"St-Laurent Academy's move to our new campus represents a significant accomplishment and an incredible milestone in our school’s journey. This transition marks not just a change of address but a bold step forward in fulfilling our vision of providing an enriched, innovative, and inclusive educational experience. It is a testament to the collective strength, trust, and unwavering support of our families, whose dedication and belief in our mission have been instrumental in bringing this vision to life. This achievement reflects our shared commitment to growth and continuous improvement, ensuring that our students have access to the best facilities, resources, and opportunities to thrive academically, socially, and emotionally. As we embrace this new chapter, we look forward to fostering an even stronger community, nurturing excellence, and continuing to build a school that prepares our students for bright futures."
Building Fine Young Men... One Boy at a Time.
I am really glad that you are taking the time to find out about our School. It’s a community we care deeply about and an environment we believe our boys thrive in.
I’d value the opportunity to share two foundational pillars of our School through which I believe you will have the best chance to understand the essence of Saints.
Firstly, I’d like to share our Mission; it’s our purpose, it’s what drives us. It is contained in two short phrases:
Building Fine Young Men... One Boy at a Time.
Building Fine Young Men... The first phrase reflects the truth that we are involved in future-facing work. We are passionately committed to the difficult but vital endeavour of nurturing, over time, a graduate who has the nuanced attributes to step into an increasingly complex world as a good man, a man ready, a man able to succeed excellently in his chosen arena, and a man who holds a foundational responsibility to contribute to and uphold his communities and his society. Our world desperately needs fine young men, and we are resolute in our desire to support each of our boys in his journey towards manhood.
One Boy at a Time. The second sentence reflects our understanding that each boy is wonderfully unique, that each boy holds a series of identities, histories, interests, strengths, fears, and hopes that are specific only to him. To allow each unique boy the very best chance to uncover his fullest potential requires him to first feel that he belongs and secondly to know that he is surrounded by trusted relationships with people who seek to understand and care for him. It is our belief that when a school community has relationships at its centre, a boy can find his personal confidence: confidence to try, fail, try again, and, over time, explore and develop into his own actualized version of a fine young man. It is tender work. There are infinite ways to be a boy, and we celebrate and support them all. All boys can find their path at St. George’s, where a beautifully diverse array of good men can grow. It is what our world urgently requires.
Take a closer look. Come and visit St. George’s School! We look forward to welcoming you to our community.
Best wishes,
David Young
Head of School
Sine Timore aut Favore (Without Fear or Favour)
St-Laurent Academy offers your child engaging and caring teachers, a small class size, and a safe secure learning environment where diversity is celebrated. Whether in our daycare, elementary or high school program, your child will benefit from close personal relationships with teachers, and a focus on their individual success. I invite you to visit our classrooms and experience first hand the difference a St-Laurent Academy education can make for your child.
Progressive
Information not available
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.
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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St. George's School is Canada’s World School For Boys: There is compelling research evidence to suggest boys and girls learn differently. We are a school that focuses on the specific needs of boys while ensuring that each of our students has a global mindset. St. George's School is Committed to Authentic Learning: Using approaches like Harkness and project-based-learning, our students are consistently shown how to apply learning in real life, problem-solving contexts as they seek authentic connections between their curricular and real world problems. Our Boarders Benefit from an Urban Boarding Program: Being a boarder at St. George’s does not mean being isolated. Our boarders, who come from 20+ countries worldwide, interact with over 750 local day-students while they enjoy all of what Vancouver has to offer — whether urban, cultural, or outdoor. Our Boys Lead from Within: Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
Our youngest Daycare students (10 months - 3 years) follow the principles of How Does Learning Happen? - an Ontario Ministry of Education inquiry-based approach, which builds on children's interests and is directed by educators observations of their learning. Learning is documented and shared regularly with parents. Parents are an important part of the learning community and we invite them to extend learning at home. Parents are also invited to Open Houses regularly to participate in their child's learning. Our progressive Elementary & Secondary curriculum offers every student what they need to succeed; filled with hands on activities, regular field trips, and enriched projects, students are engaged and school becomes a challenging and fun part of life. With the Ontario Curriculum in mind, we differentiate our teaching and our assessment to meet the needs of each individual student. Multiple Intelligences are recognized, assessment is progress-oriented, and cross-curricular themes integrate subjects for learning connections. At St-Laurent Academy learners are active participants, problem solvers, and planners.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Math is taught with all learning modalities in mind, and differentiated for individual student success. We enjoy math conversations, visual math, hands-on activities as well as traditional math learning.
Jump Math, because of its scaffolded and spiral nature works for learners at both ends of the spectrum. Our students love the Smart Board integrated lessons. Students also have Mathletics accounts for online practice and international competition!
Calculators are used regularly to support student learning.
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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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.
Information not available
Inquiry
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.
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.
Information not available
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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Information not available
Beginning at 18 months of age, students at St-Laurent Academy have physical education EVERY day. We believe active bodies support active minds, and that creating the habit of daily fitness activities at an early age sets students up for a healthly and active lifestyle. Phys Ed is presented in our full-sized gymnasium 4 days a week, and once weekly we travel to the Ottawa Athletic Club for a number of non-traditional activities like tennis, squash, racketball, spinning, yoga, and swimming. Our Preschoolers also have a weekly swimming or skating sessions.
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our Kindergarten approach is academically oriented, with our teachers ensuring that students at this age receive time for direct-instruction every day! We also offer time every day for play-based learning and physical education daily. Our small classroom size allows for plenty of one-on-one attention, and close and secure relationships are built.
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.
At the Grade 10 Level, students choose our optional theme-based Majors called “cohort programs” that transcend multiple disciplines including: Science and Technology and Outdoor Education.
Students are sometimes grouped to work with children at similar levels. At other times stronger students are given opportunities to "teach" with groups of lower performing students. In this sense students are learning with peers, but also learning about collaboration. Students are also grouped by learning style as well.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our mission is Building Fine Young Men. One Boy at a Time. At St. George's School, every student is encouraged to explore new opportunities and take on challenges in their learning. We are a community that inspires our students to grow in mind, heart, body, and spirit. With a wide variety of courses, clubs, arts, and athletic options, students find and pursue their passions.
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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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
“Making a positive difference to your community.” That’s how we define leadership at St. George’s. Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
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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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
St-Laurent Academy is a school for all kinds of learners. Students who are successful at St-Laurent Academy are of Average to Superior Intelligence, are motivated and engaged learners, who enjoy and value the learning process. Some of these students may not have been able to demonstrate their knowledge or intelligence in a traditional school setting; however, with teachers who understand how they learn, school is once again engaging and challenging, and each success builds upon the last. The majority of our students with special needs are dyslexic, and we support them with a scaffolded Orton-Gillingham remediation program in one-on-one sessions. Students having gone through these programs at St-Laurent Academy go on to be very successful in University and College Programs - often on the Honour Role. Our approach at St-Laurent Academy has prepared them well - giving them the self-esteem and tools to continue learning throughout life.
Information not available
Our Resource Coordinator oversees the development of Individual Education Plans for both identified and non-identified students. Accommodations are suggested to ensure students are experiencing academic success, while leveling the playing field. We have Orton-Gilligham based dyslexia remediation options for students with language learning disabilities - 85% of our IEP's are for dyslexia, which often comes with very high intelligence, sometimes unevenly placed by subject. Average to gifted learners and dyslexic students are well supported by differentiation and Multiple Intelligences Theory to acheive to their best potential at St-Laurent Academy.
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
4 - 12
8%
0%
$17,500
$0
0%
90%
Not available
Rolling
Feb 01, 2019
Not available
Yes: grades 1 - 12
Yes: grades JK - 12
Yes: grades 4 - 12
No
Yes: grades 6 - 12
No
No
No
No
No
No
No
Well rounded, curious students, who enjoy a challenge, and thrive in a close school community environment.
Application requirements varied by grade level. For specific details for each grade, please refer to www.stgeorges.bc.ca/admissions
Daycare families are invited to meet our Daycare Supervisor Virtually followed by a virtual tour.
Kindergarten to Grade 12 prospective students are invited to meet with our admissions team virtually, allowing us both to get to know each other and determine if St-Laurent Academy is a good match.
Previous report cards, recommendations, and any previous assessments are also taken into consideration.
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