1515 Bathurst Street, Toronto, Ontario, M5P 3H4, Canada
220 Duncan Mill Road, Suite 107, Toronto, Ontario, M3B 3J5, Canada
Indirect Support:
1515 Bathurst Street, Toronto, Ontario, M5P 3H4, Canada
220 Duncan Mill Road, Suite 107, Toronto, Ontario, M3B 3J5, Canada
1852
1982
850
118
7 to 12
Preschool to 6
Boys
Coed
Day
eSchool, Day
English
English
Academic
Academic
Liberal Arts
Traditional
22
10 to 12
Learning, Developmental, Behavioral
Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$22,250
$12,797 to $13,848
Yes
No
20%
0%
7 to 12
None
$0
$0
142
12
0%
0%
70%
50%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Dec 02, 2022
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades Preschool - 6
No
Yes: grades 4 - 6
information not available
information not available
It's one of the oldest schools in Canada, and is steeped in legend, having descended directly from a secret school founded in the mountains of central France during the French Revolution. Today, it's the only independent Catholic boys' school in Ontario, and one of only a few in Canada. A dedication to teaching the core curriculum though a Catholic lens remains, as does a commitment to strong academics across the board. An extensive program of modernization completed in 2002 brought the school firmly into the 21st century. That said, the school is best known in the popular imagination because of its storied athletic program. The school has produced more than 180 professional hockey players, a raft of hall-of-famers among them. The school is large, and the academic program is rigorous. The ideal student is self-directed, able to thrive in a demanding, rigorous, and at times competitive environment.
View full reportThe school was founded in 1982 in order to create a program that reflected the work of Sidney Ledson, an author and expert on topics relating to teaching technology and motivation. His methods gained traction internationally, at the core of which is the idea that we needn’t wait to introduce children to new skill areas (specifically around language and numeracy) and the sooner we start, the better. His books on reading expanded the concept and application of phonics, and his work remains a foundation for the language arts programs at the institute today. There, and elsewhere, the approach intends to challenge students to reach further, to expand and improve their abilities in order to reach their fullest academic potentials. The ideal student is one operating at the top of his or her peer group, and, in the later grades, is preparing for success within university studies.
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"He is very laser focused on his future and I credit the school for helping with that thought process."
Michael Marcon - Alumnus (Oct 06, 2020)
As an Alumnus of St. Michael's College School, I can say firsthand that my experience was excellent....
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"The care and support of every teacher at SMCS has allowed our son to feel comfortable when challenged with difficult tasks."
Danielle Carroll - Parent (Oct 06, 2020)
Our son’s journey at SMCS began at open house where he was immediately taken in by the spirit, cul...
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"When looking back at their time spent at St Mike's we see that out sons' school success is measured by much more than grades."
Don Marino - Parent (Oct 22, 2020)
We love who our three boys have turned out to be. The teachers give so much of themselves, and the p...
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"helpful teachers ... small class sizes"
Atchuthan Kathirithamby - Parent (Mar 07, 2018)
Our son had a truly amazing experience at Sidney Ledson. At first, he was reluctant to move to a sma...
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"Great school"
Ramesh Nuggehalli Narasimha Gowda - Parent (Mar 10, 2018)
The experience my kid gets is diverse. It is a wholesome learning culture. The teachers are great an...
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"excellent teachers"
Chandini Ramesh - Parent (Mar 10, 2018)
My daughter has loved every teacher who has taught her and that is what she appreciates the most and...
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"Since 1852, St. Michael's College School has been educating and forming young men in goodness, discipline, and knowledge for lives of leadership and service. We are Canada's only Catholic, Basilian, faith-based independent school, educating young men from Grades 7 to 12 in a university-preparatory programme, and forming them with a foundation for life. Under the direction of the Basilian Fathers, our students discover the courage and develop the faith to be a modern man of St. Michael's: one who is free in mind, body, and soul to pursue truth, choose goodness, create beauty, and build a civilization of love and care in service to our community and to the world. Our students unleash their passion for meaning and curiosity by embracing Deep Learning. This inquiry-based learning pedagogy inspires students to explore freely the profound questions of our world and to develop the knowledge and skills for living a meaningful and productive life in the 21st century. In graduating young men who change the world through lives of faith, character, and service, St. Michael's College School brings integrity, unity, and healing to a fractured and uncertain world."
"Founded in 1980 by best-selling author, Sidney Ledson, SLI excels in offering the best of traditional and innovative education to children from preschool to grade 6. Building on internationally acclaimed preschool reading success, SLI has grown into a hub for ground-breaking student achievement in literary, STEM, and artistic domains across all grade levels. Our tradition of excellence has continued online, and we now offer online and on-site participation options for the 2022-2023 year."
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Successfully preparing young men for the world of tomorrow is something that St. Michael’s College School prides itself in doing. Through an integration of faith, academics, and co-curriculars, SMCS believes it helps develop the Catholic leaders of tomorrow. In a challenging and often self-centered world, our young men develop an understanding of the dignity of each person and of their own self-worth through a strong contemporary curriculum, moral and ethical discussions, and authentic service initiatives. It is the belief of the faculty and staff at St. Michael’s College School that we do more than just teach subjects, coach sports, and moderate activities – we teach, coach, and role model for young men. It is this essence of teaching, instilled in us by our founding Basilian Fathers, that makes a St. Michael’s College School education much sought after and unique.
The Sidney Ledson Institute is a visible expression of the philosophy embodied in Sidney Ledson's books, "Raising Brighter Children" and "Teach your Child to Read in 10 Minutes a Day." Our PK - Gr. 7 Program implements this philosophy at the school to raise IQ, provide enriched academics, and promote self-confidence in our students, to not only succeed, but excel through their primary education, and then through their Alumni years at Toronto's most academically elite secondary and post-secondary institutions.
Traditional
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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.
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.
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St. Michael’s College School provides a modern, Liberal Arts, Catholic education for young men in grades 7-12. The Grade 7-8 Intermediate programme academically prepares students for our university preparatory high school curriculum. Furthermore, it provides an opportunity for the young men to transition seamlessly into the high school setting. Grade 7-8 students participate in a 1:1 iPad programme, developing the technological competencies that complement the Intermediate curriculum. Our Grade 9-12 academic programme provides a Liberal Arts education for students bound for university. A pedagogical approach that embraces character, citizenship, collaboration, communication, creativity, and critical thinking develops the learning skills that students need for living productive and meaningful lives in the 21st Century. All courses are taught at the Academic level in accordance with the Ontario Ministry of Education and Training Guidelines.
Our approach to teaching is an early introduction to reading, learning, and critical thinking which develops an interest, curiosity, an out-of-the-box thought process, and thirst for more knowledge. Students find themselves working at advanced grade levels, not defined or limited by boundaries, and constantly seek challenges. Our enriched academic curriculum is a stimulant for growing minds through the grades, and in the final year at the school, students are prepared for entry to the most sought after schools through the test preparatory program for IB, TOPS, GIFTED, and SSAT. Our nurturing teachers and conducive school environment, coupled with small class sizes offer the advantage of individualized learning and the opportunity for the children to express themselves, lead, excel and develop a self-confidence that they will carry through.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
GORT
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.
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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.
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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
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.
We use our English curriculum to further develop character and citizenship in our students. For example, in grade 9, students read The Curious Incident of the Dog in the Night-Time which tells the story of a boy with A.S.D. Students are asked to create a public service announcement about Autism and address common misconceptions.
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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.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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Equal balance of "Expressive" and "Disciplined"
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.
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Our students can code in HTML and CSS, understand and implement the basics of Python, Javascript, and R, and also employ the foundation skills of directing machine learning training - beginning in Grade 1! More basic computer literacy skills, such as typing and presentation development, as well as block-based coding, are also included from as early as Kindergarten and Preschool.
Web design
Robotics
Computer science
The philosophy of education at St. Michael's focuses on developing the mind, body and spirit. Our Physical and Health Education programme encourages students to pursue physical fitness as well as teaching them about mental and physical well-being. We expose them to a number of sports and activities and encourage them to be life-long healthy and active people.
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Academic
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.
Supplementing the enriched academic program, our Pre-school and Kindergarten classes engage in various intelligence raising and memory enhancement activities. An introduction to French, Kinder Music, Drama, Piano, Chess, and hands-on science workshops instills in our young students the early quest for knowledge.
Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Every child starting the school is assessed in the first few days to determine the their abilities in all subject matters. Following this, the student is issued remedial, reinforcement, and /or advanced material to ensure understanding and smooth progress.
Supportive
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 “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
St. Michael's College School provides a modern, Liberal Arts, Catholic education for young men in Grades 7-12. The Grade 7-8 Intermediate programme prepares students for our university preparatory high school curriculum, and provides an opportunity for young men to transition into the high school setting seamlessly. Grade 7-8 students participate in a 1:1 iPad programme that develops 21st century learning and compliments the Intermediate curriculum. Our Grade 9-12 academic programme provides a Liberal Arts education for university bound students. All courses are taught at the Academic or University level in accordance with the Ontario Ministry of Education and Training Guidelines.
There is an inextricable interplay between rigour and support, with celebration attributed to efforts over accolades.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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.
While St. Michael’s College School strives to prepare our students for university, we are also fully committed to preparing them to be future Catholic leaders in the world. Guided by the Gospel of Jesus Christ, we prepare young men to recognize and choose the good, to contribute to society, to be a neighbour, to nurture family, and to seek eternal life in union with the Father, Son, and Holy Spirit.
The school's developmental priority is to promote and nurture social, intellectual and academic growth. Starting from the Preschool class, and all the way to the Grade 6 class, our focus is to not only nurture self-awareness and leadership abilities in students, but to also encourage them to embrace their hard work in building a mindset primed for natural high achievement.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Learning Enrichment Centre: Accommodations -development of IEP's -monitoring of student progress and individual assistance with organization, time-management, and workload -alternative location for testing/exams (quiet space) -memory aids, audio books (USB) -use of computers for testing/exams -assistive technology (computer apps, programs, devices for specific learning challenges) -referral of peer support (tutor or note-taking) -referral of psych ed assessments and to CCAC for Occupational Therapists -workshops developed and offered throughout the school year on organization, note-taking, time-management, study skills, exam prep -"Return to Learn" support to help students stay on top of their courses after an illness, concussion, or injury
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Typically, a student who evidences signs of a possible learning difficulty or exceptionality is referred to our Student Success Team. There is follow up with the student and family to suggest options for further investigation, testing, and referral to community resources. If testing leads to a diagnosis warranting further intervention, a Learning Strategist may develop an Individualized Education Plan (IEP) to note any environmental and/or instructional accommodations the student may require to access the curriculum more successfully. Our Team can provide support and coaching for students with wide-ranging diagnoses. A diagnosis of learning disability should not, in and of itself, discourage a parent from applying, and parents are encouraged to ask questions about the range of supports available.
Our teachers are trained to identify and follow a strategy-development protocol in partnership with parents and on-site specialists for the purpose of navigating developmental exceptionality that typically accompany high IQ (high-functioning Autism and ADHD). Due to the accelerated academics at all grade-levels, our program is not recommended for students with intellectual or other learning disabilities.
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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
20%
0%
$0
$0
70%
50%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Dec 02, 2022
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades Preschool - 6
No
Yes: grades 4 - 6
No
No
Yes: grades 7 - 9
No
No
No
No
No
Our students discover the courage and find the strength to be a St. Michael's Student: one who is free in mind, body, and soul to pursue truth, choose goodness, create beauty, and build a civilization of love and care in service to our community and to the world. Through our rich Liberal Arts programme, which combines different and necessary sources of nourishment for mind, body, and soul, our students unleash their passion for meaning and curiosity by embracing Deep Learning. This inquiry-based learning pedagogy inspires students to explore freely the profound questions of our world and to develop the confidence, knowledge, and skills for living a meaningful and productive life in the 21st century. In graduating young men who change the world through lives of faith, character, and service, St. Michael's College School brings integrity, unity, and healing to a fractured and uncertain world.
Our admissions process is geared to select students that present a strong academic record, effective social regulation skills, and an observable drive and openness to learn and adapt as leaders and team players.
Experience St. Michael's College School
Take our Virtual Tour: stmichaelscollegeschool.com/tour
St. Michael's College School Application Checklist
1. Complete Candidate Information: Available online: applysmcs.com
2. Provide Academic Documents Online: Families are required to scan and upload copies of the candidate’s final report cards from the previous two years as well as a copy of the current school year report cards. Candidates seeking entrance to Grades 11 or 12 must submit an Official Transcript and their Credit Counselling Summary.
3. a. Complete the Student Reference Online (for applications to Grades 7, 8, or 9): As part of the application process families must provide the student reference to their son’s current teacher through the online application. Families will require the teacher’s name and email address to complete this part of the application.
b. Permission to contact vice-principal (for applications to Grades 10, 11, or 12): Families must email the vice-principal of their son’s high school giving that person permission to communicate with St. Michael’s College School about their son’s academics, attendance, and behaviour. Mr. Fischer should be carbon copied on this email ([email protected]).
4. Submit Application Fee: Payment of a non-refundable $125 application fee. Families wishing to make a payment via mail or in person should contact the Office of Admissions.
5. Apply for Financial Assistance: Due date: Friday, December 2, 2022 (if applicable)
6. Submit Above Application Information: Submit all of the above application documentation by Friday, December 2, 2022.
7. Interview: Once an application is initiated, candidates are required to complete an interview. An interview takes place during either an in-person tour or Shadow Day. Families can schedule an in-person tour here and find out more about Shadow Days and how to book one here.
8. Complete the SMCS Entrance Test for Grades 7, 8, and 9 applicants:
The St. Michael’s College School Entrance Test is administered on-campus.
Candidates bring their own laptop to write the test, although the school is also able to provide a device on which to write the test if needed.
Lasting a maximum of two hours, candidates write a one-hour math assessment as well as a one-hour English language assessment.
Please email [email protected] to request an admissions application package for your desired grade of entry.
