400 South Drive, Winnipeg, Manitoba, R3T 3K5, Canada
2330 Cypress Bowl Lane, West Vancouver, British Columbia, V7S 3H9, Canada
1820
1993
890
1030
K to 12
Preschool to 12
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts, Reggio Emilia
Progressive, International Baccalaureate
18 to 22
14 to 22
In-class adaptations
In-class adaptations
$26,670 to $27,370
$26,850 to $30,290
$50,700 to $72,000
Yes
Yes
10%
5%
6 to 12
7 to 12
$15,000
$15,000
68
64
2%
0%
70%
18%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Jan 26, 2024
Dec 01, 2023
Rolling
Not available
Yes: grades 6 - 12
Yes: grades Preschool - 11
No
No
information not available
information not available
SJR was founded in 1820 principally to serve the children of the Selkirk settlers. By 1834 there were forty students, evenly split between boys and girls. The school has inevitably grown and changed over the years since, though it’s success throughout has been unimpeachable. SJR has graduated 18 Rhodes scholars, for example, and the Queen granted patronage and established a scholarship in her name in 1981. Today the programs are as strong as the school’s reputation. A strong academic program is paired with an equally strong attention to the values of stewardship, ethical leadership, and excellence in all areas of academic, social, and athletic life. A strategic plan to culminate in 2020, the school’s bi-centennial, is intended to further develop the school’s campus and programs; it's intended not as a revolution, says the head of school, Jim Keefe, but as the impetus for further evolution of what the school has been providing. The ideal student in one with sights set on post-secondary studies, and able to thrive in a challenging, expansive academic environment.
View full reportMulgrave was founded in 1993 on the grounds of the West Vancouver Montessori School, and has grown exponentially since then due to the strength of the program and the school’s earned reputation. Today Mulgrave is home to just over 900 students from pre-school through grade 12, housed within a 150,000 sq. ft. building that includes substantial upgrades completed with the senior school expansion in 2015. The school operates a centre for educational innovation, a clear expression of the administration’s desire to be a model to others, and to continue to evaluate and grow the programs the school offers. So, there's a lot going on, largely driven, as it was at the start, by the members of the community the school serves. The school rightly prides itself on maintaining a close, community feel throughout, while offering a strong academic foundation through the International Baccalaureate and an overall dedication to delivering the curriculum through a global lens. The ideal student is one who will thrive in a vibrant, challenging yet supportive academic environment.
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"Nestled within an oxbow of the Red River lies Western Canada’s oldest independent school, St. John’s-Ravenscourt (SJR). As a co-educational K-12 school, with boarding and day programs, SJR students are engaged in an inspiring environment. Our strong educational offerings provide a balance of values related to academic excellence, social responsibility, creative expression, and active healthy living. With exceptional debate, public speaking and leadership programs, SJR prepares students for their future success."
"Mulgrave is a gender-inclusive, non-secular Pre-K to Grade 12 IB World School nestled in the forested slopes of West Vancouver. We inspire students to be self-motivated critical thinkers, young leaders, and active, responsible citizens in a global community. Mulgrave offers a wide range of enrichment activities in athletics, outdoor education, service and leadership, and the arts. Our students, diverse yet united in their values, support and care for one another as they strive to achieve their personal best."
"St. John's-Ravenscourt School offers a unique public speaking and debating program that is engrained in the school across all grade levels. We feel that teaching students how to speak well provides them with skills for the future while at the same time building their confidence."
"Why Mulgrave? can be answered in so many ways - each as unique as our students themselves. A few of the most cited reasons include: outstanding individual care and attention and focus on wellbeing; development of an individual’s character, personal skills, and qualities, and values; balanced programme of the arts, athletics, outdoor education, and service learning alongside academics; world-renowned IB programmes; highly skilled teaching faculty; and our diverse and engaged community."
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"When families consider SJR, they feel that the school provides a strong education for their child that pushes them to be their best. They see that academics are at the core of SJR while also providing a well-rounded breadth of opportunities including arts and athletics. Most importantly, families continue to tell us that they appreciate the open nature of the school, welcoming all people."
"Families come to visit our campus and describe the feeling as 'Mulgrave magic'. Our campus is beautiful and our location is spectacular, but it is our warm and inviting community of learners, teachers, and families that contribute to something truly special. Mulgrave students are encouraged to be their personal best, to be allies and advocates, and to follow their passions. While the IB programme offers academic rigour, we hold student wellbeing at the heart of our purpose."
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"What often goes unrecognized initially is the athletic and arts offerings and the multitude of opportunities for students to get involved throughout the school. Athletically, our school offers students a wide array of sports and many facilities to use including an arena on campus, a state of the art fitness center, and a double sized gym. Additionally, the arts program offers music, art, and drama in many capacities including a Rock Show, drama productions, and art clubs and events."
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"What families might find surprising about SJR is that there is a real community built amongst all families, students, teachers, and staff. Parents often comment once their child is enrolled at SJR, how much they feel a part of the school and welcomed.
Another aspect is the academic pursuit of all students. Families often comment they see a change in their child for the better, in their drive to succeed in school. The feeling of it's cool to be smart is definitely felt at SJR."
"Families new to Mulgrave come to quickly appreciate the openness and community at Mulgrave. It may be cliche to say we're family, but it's true! We delight in having parents, grandparents, and loved ones volunteer at our school. Teachers and leaders are approachable and happy to engage with families in partnership in their child's education. Parents and caregivers chat in parking lots and enjoy a cup of coffee together at drop-off. Students connect across grade levels in support of one another."
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St John’s-Ravenscourt (SJR) is an independent co-educational Kindergarten to Grade 12 university-preparatory day and boarding school that offers an outstanding all-round education for talented boys and girls. We are fiercely proud of our rich heritage and combine our long traditions with the best of 21st Century learning to enable our students to thrive in this quickly changing world, not only during their school days but at university and beyond.
Our School community is built around the four pillars of academic excellence, creative expression, active healthy living and social responsibility. We have extremely high expectations of our students, in terms of their academic commitment and co-curricular attainment as well as their personal qualities of compassion, integrity and service. I am very proud to lead a School of such fundamental strength, clear mission and exhilarating possibilities.
SJR has rightly earned an enviable reputation for ensuring that our students rise to the challenge and fulfil their academic potential. Our talented faculty has forged a strong tradition for educational innovation and for creating a vibrant learning environment that nurtures students and helps them grow into well-rounded adults. There is also, of course, our tremendous raft of co-curricular opportunities that develop leadership, self-belief and character.
Situated on the banks of the Red River in Winnipeg, SJR boasts a wonderful campus and some of the very best facilities of any independent school in Canada and beyond.
The best way to appreciate our warm and purposeful atmosphere and strong sense of community is to make a personal visit. Come and meet me and my colleagues and talk with our splendid students. In the meantime, this website provides a wealth of information about life at SJR, and I hope it captures your imagination.
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Progressive
International Baccalaureate
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Junior School (K - Grade 5) follows the Reggio Emilia curriculum and the Middle and Senior Schools follow a balanced approach to learning.
At Mulgrave, our vision for learning is informed by our school's aims and values and is encapsulated within our learning model. We truly want students’ learning at Mulgrave to be personalised and very special. We want our students... to enjoy and be passionate about learning throughout their school career and beyond. to understand themselves and how they learn and be genuinely active and reflective in the learning process. to be increasingly independent in their learning whilst being able to collaborate and be genuine co-constructors of knowledge and understanding. to be confident, connected and informed digital citizens and self-directed, enquirers, and risk takers. to be creative and innovative in the way they work and think. to be supported, challenged and cared for by their teachers and each other.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The mathematics courses at SJR cover the content of the corresponding provincial courses, but include additional material and cover most topics in greater depth. We have three clearly held objectives: 1) Students should have a thorough mastery of basic skills. This is considered essential for success in higher mathematics and mathematics related courses. 2) Students should have an excellent understanding of ideas and concepts. It is important that they understand how various ideas are interrelated, and that they develop an intuitive feeling for the concepts that are being used. Memorizing how to solve a vast collection of “type problems” is not enough. 3) Students should be able to apply their skills and concepts to solve problems that they have not seen before. There is a strong emphasis on problem-solving at all levels, and there are a variety of mathematics competitions that all students can participate in each year.
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Grade 10: Foundations and Pre-calculus Mathematics 10 Grade 11: Pearson Pre-calculus 11 Student Edition - myWorkText Grade 12: Pearson Pre-calculus 12 Student Edition - myWorkText
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Students in Grades 9 through 12 require a scientific calculator for their Mathematics courses. Students in Grades 11 and 12 are encouraged to use a graphing calculator (a must for those taking AP courses) and the TI-84 Plus graphing calculator is preferred.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Language Arts instruction at St. John’s-Ravenscourt’s Junior School assists students to become adept, confident, fluent and creative communicators, who appreciate the power, usefulness and beauty of language. It is fundamentally important for students to become confident users of language and versatile thinkers, both in school and out.
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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.
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.
As students progress through school, their instruction increasingly enables them to acquire as many language conventions as possible. This acquisition cannot be left to time and chance. Given the interrelationships among the language arts, there is a need for fully integrated instruction characterized by coherence and continuity.
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Not applicable
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.
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Emphasis is on understanding concepts and applying these in many different situations. For each topic, students begin with simple problems, move on to more complicated ones that involve several topics and finally they are expected to solve problems involving previously unseen situations.
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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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The goal of the English program is to produce graduates who can speak and listen effectively, analyze literature with sophistication, write with forcefulness and precision, read with comprehension and insight and apply their skills with creativity. To these ends, a sequential program—focused on language and literature—has been devised to challenge students in English on a variety of levels.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The core concept of citizenship provides a focus for Social Studies learning across the Junior School grades. Social studies addresses various aspects of citizenship: - Role of Citizenship in Social Studies - Rationale for Citizenship Education - Active Democratic Citizenship in Canada - Canadian Citizenship for the Future - Citizenship in the Global Context - Environmental Citizenship
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The social studies program is an integral component of the SJR curriculum. Through the two key disciplines of history and geography, students are encouraged to become critically aware and prepared to take an active role in confronting the challenges of the future.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The study of French and Spanish, as any other second languages, can play an important role in the development of cross-cultural understanding. One of the main goals of the Language Department is to foster an acquisition of knowledge and an appreciation of both French and Spanish language and culture.
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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.
These programs have an equal emphasis on receptive and creative learning.
Through the study of Drama, Art, and Music, our students learn not only to discover and develop their own creative expression and problem solving skills, but also to better understand the complex world in which we live. Studying the arts encompasses many different aspects of learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Our students assume an active and productive role in the Information Age of the 21st century. To do so successfully they must become knowledgeable about, and comfortable with, computing devices and related information technologies.
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The vision of the program is to have all SJR students living physically active and healthy lifestyles. The program emphasizes physical, emotional and mental well-being, as well as life-long fitness.
Physical education is combined with health education to provide students with a wealth of opportunities to establish good habits.
Play-based
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
The core values in this approach are: - The child is an active participant in learning and is a capable and resourceful learner. - The indoor and outdoor environments are utilized as the “third educator” along with the student and the teacher. - The teacher, parent, and child work together as collaborators in the process of learning. - Making learning visible and documenting students’ learning as it occurs helps to provide key insights into the children’s thought processes.
Our approach to preschool and Kindergarten is in alignment with our approach to learning at all grade levels. Our IB curriculum extends into our PK3 and PK4 programmes and provides students with a strong inquiry-based foundation that sparks their curiosity and kicks off their journeys as life-long learners. While we generally classify our preschool as 'play-based' and Kindergarten as 'academic', in reality, we provide a balance of both, believing in each child's capacity to explore their potential in literacy and numeracy, as well as the importance of learning from the daily interactions they have with their natural and social surroundings.
Accelerated
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
SJR offers an Advanced Math program which allows for a streamed approach.
We offer standard- and higher-level IB diploma courses, Mandarin language streams for native and non-native speakers, and online courses. As well, we have well-staffed learning support centres that serve as resources for our teachers as they work to provide differentiated and personalised instruction for all our students.
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”.
We want our students' learning to be experiential, relevant and authentic. All this so that they can achieve their personal best and, more importantly, take with them skills and qualities to live better lives as lifelong learners and stewards of our world. We want our students to have high expectations for themselves, and we provide the support they need to achieve their dreams.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We recognise that learning happens through the holistic educational experience of our students through the IB academic programmes of the formal curriculum, through the enormous range of curriculum enrichment that happens through co-curricular and other programmes and through what our students experience at home and outside school. We regard a Mulgrave education as an important part of their total education.
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RecreationalRec. |
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Badminton |
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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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Ice Hockey |
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Ice Skating |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
6 - 12
7 - 12
10%
5%
$15,000
$15,000
70%
18%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Jan 26, 2024
Dec 01, 2023
Rolling
Not available
Yes: grades 6 - 12
Yes: grades Preschool - 11
No
No
No
No
Yes: grades K - 12
Yes: grades 1 - 11
Yes: grades 4 - 12
Yes: grades 7 - 11
No
No
SJR is looking for students who have demonstrated a commitment to achieving their goals whether they are academic, athletic, or artistic, and wish to continue their studies at the university level; students who are looking for a challenge, and are willing to put in the time and effort it takes to reach their goals.
Mulgrave looks for students who will profit from its enriched programme and who will be able to contribute their own special talents, abilities, imagination, and curiosity to the school community.
The admissions process involves 4 steps:
1) submit an online application and required documents including report cards from the past 2 years.
2) request a teacher recommendation of a current teacher through our online application system.
3) admissions assessment
4) student interview with the principal (Gr. 6 - 12)
5) parent interview with the Director of Admissions
To learn more about our application process (which varies by grade), please visit our website here.