1080 Lucas Avenue, Victoria, British Columbia, V8X 3P7, Canada
540 Lakeshore Road West, Oakville, Ontario, L6K 3P1, Canada
Indirect Support:
1080 Lucas Avenue, Victoria, British Columbia, V8X 3P7, Canada
540 Lakeshore Road West, Oakville, Ontario, L6K 3P1, Canada
1908
1911
285
785
JK to 12
7 to 12
Girls
Coed
Day, Boarding
Boarding, Day
English
English
Academic
Academic
Traditional, International Baccalaureate
Liberal Arts
15 to 20
12 to 16
Learning, Developmental
In-class adaptations
$17,200 to $32,200
$43,090 to $52,310
$54,000 to $69,100
$70,050 to $85,970
Yes
Yes
0%
20%
None
7 to 12
$0
$31,250
19
131
21%
35%
85%
32%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Oct 31, 2022
Rolling
Rolling
Yes: grades Preschool - 12
Yes: grades 7 - 12
No
No
information not available
While boarding isn't as much of a focus as it once was—the day students now outnumber the boarders, as they have since 1980—Appleby's stance is nevertheless predicated on the benefits associated with a boarding school environment: independence, self-discipline, and responsibility. The school prides itself on a reputation for academic excellence and innovation, and the program is designed to prepare students for the world that they will move into after graduation, one where the primary skill necessary for success is an ability to engage productively with others. Diversity is viewed as a core strength, and the school has instituted a range of programs intended create and maintain a diverse academic, cultural, and economic student population. The ideal student is one who is forthright, active, confident, and self-directed, and predisposed to making the most of the wide range of opportunities that the school provides.
Read The Our Kids Review of Appleby College
“It is something that belongs to the girls,” reads an editorial in the inaugural issue of the St. Margaret’s School Magazine, “their own particular property ... in which they can all share, and to which everyone may contribute.” That was in 1911, just a few years after the school was founded by three women who wanted to offer something, well, more—more support, better academics—and to allow girls to dream bigger dreams. While the editor was writing about the magazine—that’s what she’s referring to as the “property”—she could just as easily be writing about the school itself. Since the beginning, St. Margaret’s has been just that: a place where girls feel a sense of home, a place where they can share something of themselves and where their contributions are valued. While the school has grown over the years, including a move in 1970 to the current 22-acre property, that tradition has remained. St. Margaret’s was at the forefront of girls’ education when it was begun (in that first issue of the magazine there is a photograph of girls playing basketball, which would have been notable at the time) and it remains so today. It was the first all-girls STEM school in the country and a leader in that regard, as in 2019 when they hosted a STEM Leadership Conference, “Sustaining Our Future.” The campus is, frankly, gorgeous, sympathetic to the cultural and natural environment, and includes LEED certified facilities. Programs are challenging in all the right ways, inquiry-based, and instructors are keen to include lots of real-world experience, getting the learning out beyond the walls of the classroom. The accomplishments of the alumnae are a symbol of the strength of the school, and the list of notable graduates includes the full range of endeavour, from engineering, the sciences, to environmental activism and the arts.
View full reportWhile boarding isn't as much of a focus as it once was—the day students now outnumber the boarders, as they have done for some time—Appleby's stance is nevertheless predicated on the benefits that boarding can afford: independence, self-discipline, and responsibility. The school prides itself on a reputation for academic innovation, one that it has rightly earned. The program is designed to prepare students for the world that they will move into after graduation, and indeed it is a leader in that regard. Diversity is seen as a core strength, and the school has instituted a range of programs intended maintain a diverse academic, cultural, and economic student population. The ideal student is one who is forthright, active, confident, and self-directed.
View full report
"an exceptionally welcoming environment"
Anthony Lanni - Parent (Jan 23, 2018)
The school has been an exceptionally welcoming environment for our family. Perhaps most importantly...
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"proud to be a part of the SMS community!"
Stephanie Neilson - Parent (Jan 23, 2018)
All 3 of our daughters very much enjoy St. Margaret's School (SMS) and are very proud to be a part o...
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"more of a home than simply a school"
Victoria Lee - Student (Jan 23, 2018)
St. Margaret’s School is more of a home than simply a school. With small class sizes teachers are ...
View full review
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"St. Margaret's School (SMS) is a girls-centred, International Baccalaureate (IB) Diploma Programme school. At SMS, we are focused on STEM-X education. We provide a personalized learning experience in an environment where students can be daring, gain confidence and discover their passions. Our student-directed programs equip students with the knowledge, attitudes, and courage to thrive in their studies, careers, and life. SMS is an independent day and boarding school located in Victoria, BC, Canada."
"Founded in 1911 and located on a picturesque 60-acre campus in Oakville, Ontario, Appleby College is a university preparatory, coeducational day/boarding school for students in Grades 7–12. At Appleby, we believe every student deserves an opportunity to pursue an education that excites and challenges them. An education that offers them the chance to discover and embrace their passions both inside and outside of the classroom. Hallmarks of the Appleby experience include our Grade 12 boarding programme; our extensive athletics, arts, service and clubs; our emphasis on global learning and cultural understanding with participation in a global learning experience as a core requirement of the Appleby College Diploma; our commitment to financial assistance with over $5.3 million in bursaries, loans and scholarships annually; and our experiential learning programme centred around the S. Bruce McLaughlin Northern Campus in Temagami which this year celebrates its 50th anniversary. This coming school year we will be introducing three new diploma specializations in Business, S.T.E.M., and the Creative Arts to complement the existing Global Leadership and AP Capstone programmes. To learn more about Appleby please visit us at www.appleby.on.ca. To arrange a tour, please contact Sophie Grossman, Executive Director, Admissions at [email protected]."
"Since 1908, St. Margaret's has evolved to support the growth, learning and goals of young women. Programs inspire girls to develop confidence, express and pursue their ideas, ask questions in a safe environment, and expand their view of the world and their place in it. This exceptional day and boarding school community values each voice, each culture, and each personal journey. Students flourish where they feel valued and encouraged to become leaders."
"Differentiators for Appleby include; our emphasis on experiential learning - Grade 12 boarding; our northern campus and outdoor leadership programs; participation in an international learning experience. Our commitment to developing global competencies in our students by embedding cultural awareness and understanding in all aspects of the Appleby experience. Our caring and nurturing culture where students can thrive knowing that they are supported and belong."
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"St. Margaret's challenges and overcomes gender biases of the traditional classroom by offering a welcoming, girl-centred culture of self-discovery and achievement. Girls are encouraged to see themselves as leaders.
Our STEM-X programs provide an enhanced curriculum and hands-on learning to serve multiple learning styles.
The natural setting is perfectly suited to indoor and outdoor experiential learning."
"Families choose Appleby for multiple reasons including; the rigor of our academic programme and the fact our graduates attend some of the finest universities in the world. Our emphasis on global and cultural understanding and the diverse/welcoming character of our school community. The breadth of our athletic, arts and service co-curricular programmes. Experiential education is also a key consideration - our norther campus, boarding and global experiences."
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"When your classroom includes a 22-acre wooded campus the learning experiences becomes heightened and special. The temperate climate of Vancouver Island allows many year-round activities outdoors at nearby parks, lakes and the ocean.
Our campus is purpose-designed for experiential learning beyond campus walls, with classroom doors leading directly to nature trails, learning gardens and outdoor classroom spaces."
"At Appleby we are fortunate to have a community that recognizes, appreciates and celebrates all of the elements that contribute to an Appleby College education. From our caring and nurturing culture to the growth experiences embedded in our boarding, experiential global education programmes to the incredible support the school receives from our Parents Association and Alumni, we have been able to build a legacy that speaks to the enduring nature of the Appleby experience."
"SMS celebrates the common threads of friendship, growth and exploration that bind us together. We also honour our widely varied cultures, languages, and beliefs. While our name may begin with 'Saint' the school does not offer religious programming. We welcome many faiths, religions, cultural observations and personal identities.
Families comment on the friendly and collegiate atmosphere of our campus where students from Junior Kindergarten to Senior School often spend time together."
"At Appleby, we want to make sure that prospective students and their families fully understand what the Appleby experience is truly all about so that when it comes to them choosing Appleby there are no surprises. If there is one area that some families find surprising it is the size and global reach of our Alumni community. We are fortunate to have an active and engaged network of 8,000+ Blue Dogs living around the world, many of whom are still very involved in our community as mentors."
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Deciding where to go to school is one of those choices that feels more profound looking at it in the rear-view mirror than it does over your dashboard. When you make the right choice, it can change the direction of your life in amazing ways. Ways that only become clear after the journey.
When you speak with Appleby graduates – those who graduated last year to those who left 70 years ago, those who live across Canada and those who live around the world – they talk about the enduring nature of the Appleby experience. They talk about powerful bonds of friendship and preparedness for leadership that stay with them. Experiences that help define who they are.
Breadth, excellence, innovation and caring – this is what defines the essence of the Appleby College experience.
We challenge our students to develop high levels of capabilities across a wide range of activities – academics, athletics, the arts, service, global education, outdoor education, as well as living and working with people from a diverse range of backgrounds and perspectives. This broad experience is all-encompassing and, we believe, the right approach to prepare our graduates to be major contributors to their local, national and international communities in the fast-changing, globally-connected world of today and tomorrow.
Over the last couple of decades, we have garnered an international reputation for innovation, be it in the use of technology or global education or teaching methods. Today, we are in the midst of another exciting development as we look forward to enhancing the Appleby experience with the construction of a new athletics and student life space - the A.W.B. Alumni Centre for Athletics and Student Life. Designed to transform our capacity for indoor athletics and training programmes, the new facility will also support our expanding academic and co-curricular aspirations.
Great school culture must be central to a great student experience. We take pride in creating an environment where students know that they belong, where they find areas that they love, and where they both experience and contribute to a community that cares. We believe in growth through challenge. But equally, we believe that supporting young people is the best way to empower them to succeed in the face of that challenge.
Appleby is not for everyone. But if breadth, excellence, innovation and caring are appealing, look through this prospectus, come on a campus tour, speak with our students and faculty, and find out whether Appleby is the right place for you. Decide for yourself whether Appleby is the kind of launch pad that you want as you look down the road at your future.
I look forward to welcoming you!
Innes van Nostrand
Principal
Liberal Arts
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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.
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At St. Margaret’s School, we empower every girl to set her own course and shape her own future. We offer a rigorous STEM-focused curriculum: Science, Technology, Engineering and Math and represents an inquiry-based method of teaching and learning. Traditional separations between subject areas are bridged to forge deeper exploration and understanding of broad topics. In this inquiry-based model, valuable attributes of creativity and critical thinking are emphasized. As an international centre for girls’ learning and leadership, we offer rich resources and challenges to support each student's development as an individual, and a global-minded citizen. Academics at SMS are amplified by extensive experiential learning offerings spanning leadership, service, and wellness/athletics to build up confidence, perspective, and life skills. A spirit of life-long learning is shared between students, families, and faculty: our annual professional development and family workshop series shares the latest scholarship in brain development, teaching methods, and educational trends. Through this innovative approach our curriculum evolves and continues to be relevant as we engage our entire community in issues affecting girls today.
Appleby offers a distinguished curriculum. A diverse range of required components provides students with stimulating challenges and the opportunity to acquire knowledge, skills and values. Our progressive curriculum provides students with the opportunity to discover and research topics of interest through inquiry-based learning, and focuses on critical-thinking, individual potential, self-discipline, respect, responsibility and commitment, spiritual and moral development, democratic principles, personal health and fitness, environmental awareness and stewardship, the role of gender, ethnicity, race and culture in building rich, diverse communities, and student-centred experiences creating leadership opportunities. Students are exposed to a rich variety of developmental experiences which serve to prepare them for futures in which they will be valued leaders and contributors to global communities. The defining characteristic of an Appleby education is the mandatory participation in each of its core curricular components, leading to an Appleby College Diploma and Ontario Secondary School Diploma upon graduation. Appleby develops young men and women of personal integrity, who are prepared for university, societal change, responsible involvement and leadership in their local, national and global communities.
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.
SMS strives to infuse students with confidence, enthusiasm, and a passion for mathematics. Through a rigorous program, students are provided a spectrum of opportunities to reach their full potential regardless of whether or not their career goals require high-level math for entry to university.
The mathematics program at Appleby College provides a solid foundation for the study of mathematics at the university level. Students develop fundamental skills and an understanding of applied mathematical concepts utilizing a variety of tablet-based software applications, preparing them to further explore and visualize mathematical relationships. From a common enriched curriculum at the Middle One level, students follow a path that prepares them for the diverse mathematics courses they may encounter in university. For students interested in taking Advanced Placement courses in Calculus (AB and BC) or Statistics in their senior years, a vertically integrated Advanced Placement stream of courses is available.
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All students are required to have a non-graphing, scientific calculator. The required model is the CASIO fx-991MS. Note: Phones and other hand-held electronic devices that have calculator applications and calculators with graphical displays are not a substitute as they are not allowed in tests and examinations.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
We are the only girls STEM-X school in Canada.
The study of science allows a student to make a personal search for the logical patterns that explain the behaviour of the universe. Scientific study also develops skills in thinking and problem-solving, developing the overall academic abilities of each student. Lessons on the scientific method can also be applied to other areas of study and to many aspects of life. Appleby’s Science and Technology program provides students with the opportunity to develop the attitudes and skills of scientific thinking, helping them make sense of the rapidly expanding technological world. These skills enable students to understand the major concepts of science, how the concepts were developed and how they are used to explain the behaviour of the natural world.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The Appleby English program prepares students for the study of university English and develops competence in speaking, written expression and reading that is instrumental in the pursuit of other disciplines. Students follow a structured curriculum from Middle One to Senior Two. The Appleby program is literature-based, with emphasis on the integration of a critical awareness of language and media. Thus, the aim is to achieve a balance of these elements in the student’s oral and written expression. All courses concentrate on developing the students’ abilities to understand and convey information; to evaluate and present facts and opinions; to express experience, emotions and imagination; to manipulate conventions such as paragraphing, sentence structure, punctuation and spelling; to recognize implicit meaning; and to cultivate an awareness of style.
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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The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Equal Balance
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.
We believe in developing the whole student / whole girl and therefore offer an equal balance of perennialism and pragmatism in our humanities and social science program. We focus on teaching big ideas through critical thinking, and logic to support the inquiry-based learning approach here at SMS. We also provide hands-on, real-world learning opportunities through simulations, field trips, and expert guest speakers. In this way students can apply, create true meaning from, and connect more deeply to the content, with the goal of creating informed, curious, and active citizens.
The study of Social Sciences is an integral part of the Appleby curriculum. In the early years, classes aim to develop an awareness of the wider community, an imaginative interest in the past and a respect for the relationship between people and their environments. Progressively, the student is introduced to Canadian heritage and geography, religion and spirituality, and a host of optional subjects. Students may choose from courses in geography, history and religion, as well as accounting, economics, philosophy and political science. Students are taught increasingly sophisticated analytical and critical-thinking skills, with particular emphasis on integrating modern educational technologies and effective research methods into all levels of study. Programs place a particular emphasis on teaching an appreciation for each student’s role and responsibilities in Canadian life and the development of a strong global perspective.
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.
Our International English Language (IEL) program prepares students to graduate confident in the English language and to achieve success at universities and colleges in Canada, the US, and other parts of the world. Depending on their English ability, international students may begin the program in dedicated IEL classes or enter regular classes with additional support. Progress through the IEL Program is flexible and dependent on student achievement. Each student is provided with a level of support matching her individual needs and abilities, and each student advances through the program at her own pace. Classes are taught by experienced English Language teachers who teach every subject from an IEL perspective. This means the challenge of learning English does not impede success in other subjects. IEL classes are designed to help students adapt to a Canadian classroom and develop learning strategies that prepare them to succeed in the regular classroom.
The Language and Culture Department consists of French, German, Mandarin, Spanish and Arabic. French is a compulsory subject from Middle One to Upper Two (2D or 3U) and students are required to take an additional international language of their choice in Upper One. A highlight of the program is the Middle Two International Languages course. Students explore a round robin comprised of Mandarin, German, Spanish, and Arabic while also continuing the French program. This introductory program focuses on the cultural aspects of the languages through the use of basic conversational skills. Exchanges - Students studying modern languages have the exceptional opportunity to participate in language-based exchange programs to Québec, France, Spain, South America, China, and Germany. While totally immersing themselves in the language and the culture of the country, students follow a full program of studies at the host school. These exchanges greatly enhance the students’ fluency and comprehension.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Starting from our youngest girls in Early Learning, arts education is a priority at all levels of the school, developing appreciation, skill, and creativity. The Arts Program at SMS offers outlets for self-expression and the development of creative interests. It also encourages appreciation for art and builds awareness of art in everyday life. There is an intimacy of knowledge that comes through the study of art; students learn how to observe, listen, and become more thoughtful and reflective. There are a variety of opportunities for performance throughout the year, both within the school and in the community including adjudicated festivals. Each year in the month of May, we celebrate the arts with Fine Arts Week, which involves days of back-to-back events including dramatic productions, an art show, and performances by the choir and band.
The performing arts - dance, drama, and music - present opportunity and challenge as individual academic courses. In conjunction with the visual and media arts, students, teachers, the school, and the community benefit from creative, expressive, and performance opportunities. Music and Visual Arts are required courses of study in the Middle School, and students must choose at least one credit in Music, Visual Arts, or Drama in Upper One. Students pursuing elective courses in all four streams have the opportunity to take History of the Arts, a university-level AP course. Each of the disciplines involve practical, theoretical, and presentation elements and the courses are designed for a wide range of student interests and abilities, including those students who wish to pursue university arts programs.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
SMS students are welcomed to on campus maker labs and coding camps as well as encouraged to participate in advanced competitions where they develop technology based solutions for real world problems.
Appleby’s classrooms are designed to enable exceptional teaching and engaged learning, seamlessly integrating wireless capabilities with EPSON projectors and interactive televisions in the classroom. Appleby classrooms provide a modern integrated learning and lecture environment complete with audio, video, and programmable lighting all controlled through a touch panel. While faculty can teach from anywhere in the classroom, mobile seating allows for flexible seating arrangements, supporting collaborative learning, as well as independent, student-centred lesson design. Innovation plays a key role in the Appleby experience. Today, the majority of student school work is accessed, completed and submitted on their pen-based Fujitsu tablet. Using Microsoft OneNote, teachers and students are able to write, sketch, organize and edit information in their own digital “binder”. While teachers can “see” each student’s section, students can only access their own section or that of their group (if working on a collaborative project).
Web design
Robotics
Computer science
The benefits of an active and balanced lifestyle are well documented: students who are active on a daily basis are healthier and perform better academically than their inactive peers. Physical activity is essential to the overall health and wellness of our students and an integral part of each student’s learning experience. There is truly something for everyone and every level of ability: opportunities to compete, play on a team for fun or participate in recreational activities. SMS provides opportunities for daily physical activity through physical education, athletics teams, club sports, intramurals, house challenges and outdoor recreation.
The Health and Physical Education Department combines the Physical Education and Northward Bound programs. The aim of the department is to ensure Appleby students have healthy minds and bodies. Health and Physical Education gives students a platform with which to develop lifelong health and fitness learning. The Health and Physical Education program provides students with opportunities to improve their personal fitness, sport skills and an understanding of healthy living principles and is compulsory for Middle One to Upper One students. Students enjoy access to Appleby’s athletic facilities including the playing fields, gymnasium, squash courts, tennis courts, weight training room, cardio room, pool and arena. The Northward Bound program is mandatory in Upper One and Upper Two. The program’s emphasis on outdoor skills, fitness and leadership skills complements and enriches the students’ Physical Education studies.
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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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A recognized leader in early childhood education (ECE), our unique pre-school curriculum focuses on STEM learning through outdoor exploration, play, and the leading methods from a variety of ECE philosophies. We focus on nurturing a love of learning through positive experiences, developing social skills, and building up each girl’s self-confidence. All these experiences come to together to provide a solid foundation for elementary school. Developed by a winner of the Prime Minister’s Award for Excellence in Early Childhood Education, our program is led by experts holding advanced degrees in education and ECE. Youngsters enjoy a place where they are encouraged to learn and grow, often benefiting from relationships built with students from other grades.
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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.
Multi-age classrooms in our International Language program allow students to advance at their own pace to ensure student success in both English language and subject courses. Independent study is promoted through our Program of Distinction and dedicated time the weekly timetable to pursue inquiry-based projects and areas of passion.
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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”.
For over 100 years, SMS has built an international reputation of high academic achievement, but that is only part of our story. Our extensive learning support program, guidance, experiential programs, and ability to tailor to individual learning needs helps each girl reaches her potential. Successful graduation and admission to university is actually a very short term goal for our students. By embedding in our students a an appetite for life-long learning, a love of service, philanthropy, healthy habits, and strong values we ensure each girl has the skills to succeed in her studies, career, and in life.
Academics at Appleby are based on a rigorous university preparatory curriculum. A diverse range of required components provides students with stimulating challenges and the opportunity to acquire knowledge, skills and values. The achievement: preparation for university and life. Upon graduation students earn the Ontario Secondary School Diploma (OSSD) and the Appleby College Diploma. In addition to the OSSD requirements, the Appleby College Diploma has even more rigorous academic and significant co-curricular requirements. Appleby is also the first boarding school in North America to offer an integrated global education programme culminating with the Appleby College Diploma with Distinction in Global Leadership.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
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.
When we talk to parents there’s a common thread to their hopes and dreams for their daughter: more important than marks, they want their daughters to be happy and confident in being themselves. A balanced approach is the only way to build strong girls: head, heart, spirit, and body. Our students are academically strong, creative, and critical thinkers; emotionally intelligent and confident individuals, capable of leading both themselves and others; socially aware and active citizens, motivated to change their community for the better; strong and active individuals, in tune with the joys of movement, sport, and wellness.
Appleby College develops students of personal integrity, who are prepared for university, societal change, responsible involvement and leadership in their local, national and global communities. Joining Appleby from more than 50 countries, our students explore the meaning of character and leadership in the context of our global society as demonstrated in hallmark programmes such as the Global Leadership Diploma, Intercultural and Service Learning, and Residential Life. The defining characteristic of an Appleby education is the mandatory participation in each of its core curricular components, leading to an Appleby College Diploma upon graduation.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Our Learning Support team engages learners at the extremes of the learning spectrum, providing additional help in a skill or subject where a student is struggling, or creating enriched opportunities for exceptional students. The goal is to provide the support and challenges needed by each student individually so that they may experience success at their own level.
N/A
Our Learning Support team is dedicated to providing the necessary support and challenges needed by each SMS student. We work closely with all prospective families during the admissions process to ensure they are choosing a school or program able to provide the right support for their child's learning needs, including students with learning disabilities.
Appleby College is dedicated to providing supports and accommodations to students who have received a medical diagnosis related to their learning exceptionalities and/or mental health and wellness. The focal point of these supports is the school’s Student Success Centre (SSC) which provides the necessary supports for those students to have access to official accommodations: those with a Learning Difference (LD) in Reading, Writing or Mathematics, Attention Deficient Hyperactivity Disorder (ADHD), Stress and Anxiety, Executive Functioning, English Language Learners (ELL) and other medical conditions. The SSC also supports those students who have suffered head traumas or concussions and are on Appleby’s Return to Learn (RTL) Protocol.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
20%
$0
$31,250
85%
32%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Oct 31, 2022
Rolling
Rolling
Yes: grades Preschool - 12
Yes: grades 7 - 12
No
No
No
No
Yes: grades K - 12
No
Yes: grades 2 - 12
No
No
No
A St. Margaret’s student is open, honest, and accountable, treating all people with dignity and respect. encouraged to relentlessly pursue my goals and actively participate to achieve great results. genuine, generous, and caring in my relationships and service to others. a leader through words, actions, thoughts, and peer support understood and has freedom to be creative and discover strengths and abilities. eager to take on challenges, learn from mistakes, and do what’s right in the face of adversity. aware of the interconnectedness of the world and understands her voice and actions have an impact on environment and community. Our Core Values: Courage, Connection, Care, Curiosity, Challenge Our Motto: Servite In Caritate ~ Service with Love St. Margaret’s is a global school where girls are nurtured and inspired to become life-long learners. Girls here are challenged to achieve their full potential and contribute to society in a meaningful way. We embrace our motto “Service with Love” in both individual pursuits and shared responsibilities. Our Vision: Confident Girls. Inspiring Leaders. Creating a Thriving World. This is a school where girls who want to change the world become women who do. Our committed staff, beautiful campus, and innovative curriculum create a nurturing environment that challenges students to achieve their leadership potential. Our Mission: St. Margaret’s is a caring, inclusive community where students are challenged to pursue personal and academic excellence, use their voice, and enact change. St Margaret’s School values diversity and inspires excellence of mind and strength of spirit. Students here are challenged to take responsibility for their own learning experience, to develop individual worth, academic excellence, personal wellness, connection with nature and service to their local and global community.
Students who are passionate about learning, inquisitive, energetic, engaged, and who get involved. Current students and alumni quite often say that “you can’t be a passive by-stander at Appleby. The faculty and your peers won’t let you. Appleby offers students incredible learning opportunities both inside and outside the classroom but in return it demands a lot.”
COMPLETE ONLINE APPLICATION
After applying online (https://www.stmarg.ca/admissions) please provide the school with all supporting documents as well as your application fee (CAD $250) – your application is not complete until the School receives these items.
SUPPORTING DOCUMENTS
Applications are not complete until the School receives:
PLACEMENT ASSESSMENT: TESTING AND INTERVIEW
The placement assessment is used to determine a student’s strengths, weaknesses and readiness to begin classes at SMS. We understand that this can be an intimidating process for students and their parents and do all we can to make the process comfortable and informal.
Online Application Form
As the first step in the application process please complete the online application form (https://appleby.myschoolapp.com/app#login/apply). Please note, new applicants will be asked to create an account before proceeding to the application form. If you are a returning applicant, the login method previously used when submitting your Appleby College application has changed as Blackbaud - Appleby's education management system (BBK12) provider, has phased out its existing login method. Returning applicants are asked to contact [email protected] and a member of the Appleby Technology Team will be happy to assist you.
It should take you approximately 5-10 minutes to complete the online form. Once you have completed the form you will be asked to pay the school's non-refundable application fee. For Canadian residents the fee is $200, for International residents the fee is $300.
As part of the application process, please have the following information and documents available for submission:
EDUCATIONAL ASSESSMENT (IF APPLICABLE): To help us ensure that the applicant (upon condition of acceptance) receives the appropriate support needed to have a successful experience at Appleby, a copy of their last assessment is appreciated if available.
ESL LANGUAGE ASSESSMENT (IF APPLICABLE): If the applicant is a non-native English speaker applying for grades 10 through 12 please provide your TOEFL, or IELTS test date. For non-native English speakers applying for grades 7 through 9 please provide your TOEFL Jr or iTEP test date. Please note that, for those who are unable to access one of the above English Language Assessments, we are currently accepting Duolingo as an alternative.
