
3400 Richmond Road, Victoria, British Columbia, V8P 4P5, Canada
1939 Sooke Rd, Victoria, British Columbia, V9B 1W2, Canada
2,339.9 km
2,346.7 km
1906
2009
1003
300
JK to 12
4 to 12
Coed
Coed
Boarding, Day
Boarding, Day
English
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
Varies
12 to 18
Dedicated class; in-class adaptations
In-class adaptations
$21,095 to $43,995
$9,800 to $16,900
$57,595 to $75,360
$38,700 to $59,200
Yes
Yes
20%
10%
K to 12
7 to 12
$11,685
$5,000
67
33
26%
50%
0%
95%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades K - 12
Yes: grades 6 - 12
No
No
information not available
information not available
The academic atmosphere at St. Michaels is supportive and progressive, beginning with a Reggio Emilia program that sets a tone of curiosity and collaboration that is carried through the upper grades. The boarding program sets the foundation for the school, establishing a community of service, involvement, and excellence not only in students’ academic life, but in their social lives and physical health as well. The program of pastoral care is broad and robust, something that derives in part from the context that the boarding program provides. The motto of one of the two founding schools is retained today: “nothing is great unless it is good.” That’s telling. Care and support are considered to be as important as challenge and excellence, and students are encouraged to engage with the entire spectrum of curricular and extra-curricular programs. The ideal student is one able to thrive in a rich, challenging, diverse academic and social atmosphere.
View full reportLearning is collaborative, project based, and rigorous. The campus reaches out the world, including virtual classrooms that link up with those at sister schools in Cambridge UK, Seoul Korea, and Silicon Valley California. The school’s vision is as broad as its reach, intending to produce leaders who will not only engage with the world, but seek a role in shaping it. Instruction is supportive and attentive, challenging and expansive.
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"School leadership is exemplary"
Bronwyn Tulloch - Parent (Apr 06, 2018)
Our daughter started at SMUS as a boarder in Grade 11. She moved from a very large public day school...
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"Our son loves SMUS. There is no single thing that makes him love it, but rather the combination of..."
Jonathan Barry - Parent (May 14, 2018)
Our son likes the quality of the students, the teachers and the professionalism of the school best. ...
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"...they aim to have each student actualize their inner potential".
Enoch Wuraola - Parent (Jul 10, 2018)
Both of my children have attended St. Michaels University School as boarders: my daughter from gr. 1...
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"I consider the academics at Brookes to be among the best I have experienced as an educator."
Hannah Ashwood-Smith - Parent (Aug 05, 2022)
Our son loves his school experience at Brookes. He has enjoyed the culturally diverse community and ...
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"We found our community, we feel like we belong here and my kids are thriving."
Silvia Cardenas - Parent (Mar 13, 2023)
Both my kids have been thriving since they started in Brookes Westshore in the 2020-2021 school year...
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"We think our kid receives the support he needs."
José Tomás Martínez de Pablo - Parent (Mar 20, 2023)
He enjoys most of the sports facilities, the availability of a gym, an indoor court at school, and t...
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"Located in the city of Victoria, St. Michaels University School is a boarding and day school with a global reputation for academic excellence. Students from around the world are challenged by an extensive curriculum, including Canada’s most established Advanced Placement program with 25 courses and the AP Capstone Diploma. Intellectual stimulation combined with exceptional values-based athletics, arts and leadership programs make SMUS a school that inspires excellence in all students while preparing them for life."
"Brookes Westshore is an IB World School offering the International Baccalaureate Middle Years and Diploma Programmes. We are just 15 minutes from downtown Victoria on the scenic West Coast of British Columbia. Our small class sizes, engaging teachers and caring community support students in a personalized learning environment that develops critical thinking skills and a passion for life-long learning. Students have the opportunity to graduate with both the IB Diploma and the BC Dogwood Diploma."
Information not available
"Brookes Westshore teaches all student the International Baccalaureate curriculum. We believe this is the most comprehensive curriculum available, and provides students with the knowledge and skills to be their best selves in an increasingly globalized world. Students graduate from Brookes Westshore with the IB Diploma as well as the BC High School Diploma (BC Dogwood). The global perspective of the IB is enhanced through our commitment to having 50/50 local and international students."
Information not available
"Families choose Brookes Westshore for our small class sizes, excellent teaching, and the International Baccalaureate curriculum. With a maximum of 300 places available we are able to maintain a strong sense of community, where students are noticed and recognized for their unique attributes, and are given individualized support in areas where they need it."
Information not available
"One of the things that we consistently hear from our families is surprise at the breadth of afterschool activities we offer, despite our small size. Students are able to take part in ASAs every day of the week and can choose new activities each term. We take advantage of the many facilities available in our community, as well as the stunning natural environment of Vancouver Island. Students can choose to go rock climbing, play tennis, take action on the environment, create music and much more."
Information not available
"Our international teaching staff. As an IB school we attract teaching staff who are highly qualified, motivated to support student excellence, and who have lived and worked around the world. Our diverse teaching staff bring a range of skills and perspectives to the classroom that directly benefit students, and build on the global mindedness at the heart of the IB curriculum. Our senior teacher mentor our younger staff, and our younger staff bring new ideas and energy into our community."
"Each year, we host the 'Best School Year Ever' scholarship competition aimed at North American boarding students. The application deadline for this contest is December 1, 2023. Successful candidates from grades 9 to 12 stand a chance to secure scholarships of up to $75,000 to enroll at SMUS. Renowned locally and globally for its exceptional standards, our school draws students from diverse backgrounds worldwide."
"300 students
50/50 international and local mix of students
100% University acceptance
15:1 student to teacher ratio
International Baccalaureate curriculum"
From all my enquiries, anecdotal, empirical, and statistical, SMUS is a world-class school built on the solid foundations of its extended community. At the heart of that community are the students, some drawn into boarding from a diverse range of cultures and others who are deeply rooted in Victoria and its environs. The students are inspired by a large, dedicated and highly qualified faculty who over the years have established a reputation for going beyond the call of duty to nurture individual interests and enthusiasm.
The school mission is to aim for the “excellence in all of us.” As anyone who aspires for the highest standards will know, this is no easy task. A starting point is that “you have to be good to be great” but an outstanding education requires a holistic view that provides opportunities for the development of the mind, body, and the soul to enable young people to ask the big questions and really find out who they are.
We believe in both passion – come with a spark of enthusiasm and it will be fanned into a blaze – and compassion – education is a shared experience and we all journey together. Indeed, the school’s commitment to service and leadership has a reach far beyond BC; it is truly international.
Learning should be fun, but it should also be appropriately challenging. Rigor instills resilience, which we are told will be increasingly important as the world becomes more competitive. This should also be the time for reflection; the chance to pause and think and dream.
SMUS students have achieved remarkable success in a broad range of professions. Many report that this is down to quiet inner confidence, the ability to think independently, and a commitment to civilized values.
By providing a vast range of competitive sports, clubs, and activities, we hope to provide something for everyone to find their niche.
We invite you to come and meet us at our beautiful sites on Richmond Road and Victoria Avenue, and to find out first-hand the blend of people, place, tradition and innovation that makes St. Michaels University School such a special place.
At Brookes, feel the positive energy that fills the corridors with a spirit of adventure, and sense the wonder of discovery in each classroom.
Our students thrive in the challenging, productive, and supportive learning environment we offer. Our goal is to nurture the joy of learning within our students and provide a safe place for them to explore their interests and discover their potential. We encourage students to take intellectual risks, to think creatively, and to work effectively with others.
Brookes Westshore is an authorized IB World School. Our mission is to prepare young men and women to become global citizens who have a passion for service and leadership, and who use compassion and communication to inspire peace in our world. Our small size allows us to tailor our classes to each student's need, allowing for a highly personalized learning experience.
I invite you to rise to the challenge of an IB education. Take a step beyond the average and begin to realize your boundless potential!
Progressive
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
SMUS's curricular approach is a blend of traditional, which ensures success in provincial and AP exams, and progressive enhancements that allow students to dive deeper into topics and find their passions. This is achieved through inquiry-based learning, which speaks to learners' natural curiosity, and project-based learning that gives opportunities for them to express creativity across subject areas. Additionally SMUS is an innovator in experiential programs - ensuring students of all grades gain hands-on experiences outside the traditional curriculum, including outdoor education, leadership and service. SMUS is also a committed champion of personalized learning, shaping education around the needs and interests of each student.
We currently offer the IB Diploma Programme for grades 11 and 12, and the IB Middle Years Programme (MYP) for grades 6 through 10. Our school embraces the newly revised BC Ministry curriculum and is taught through the MYP and IB framework. Our approach is to engage students in big ideas, asking essential questions to make learning meaningful and relevant. For 2020 we will be pioneering a grade 4 and 5 class as we build towards offering the IB Primary Years Programme (PYP).
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.
At all levels, SMUS follows the provincial curriculum but adds enrichment using real world examples, problem solving and project work. Where possible, SMUS connects mathematics to other subject areas. At the Junior School, there is a strong focus on building foundation skills and math fluency through the exploration of number concepts, patterns and relations, spatial sense, and statistics and probability. By Middle School, students are continuing to develop concepts and skills, while emphasizing real world applications of mathematical ideas. At the Senior School, skills and concepts are developed in several different ways - numerically, graphically, algebraically, and written. After the Grade 10 level, students can choose which stream of mathematics best suits their post-secondary needs. As well, we have three levels of Calculus available to students. This includes two levels of AP Calculus to again offer the best possible preparation for university.
Information not available
There are no set texts but teachers make use of Maths Makes Sense, Quest 2000, McGraw-Hill and calculus texts from Stewart and Prentice-Hall. This is supplemented by iPads, laptops and other technological resources. Students can also enter mathematics competitions.
Information not available
At the Junior School, there are no calculators except where they are part of a personalized learning program. In the Middle School, calculators are introduced as a tool. By Senior School, authorized graphic calculators are a part of the curriculum but there are several chapters without calculators.
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
Information not available
Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Information not available
Information not available
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.
At the primary level, integrated learning - connecting science with language and mathematics - strengthens understanding of different concepts. By Grades 3-5, students learn lab procedures and the scientific process through an inquiry-based approach. In Middle School, many of the concepts and skills students learn are gained through "hands-on and minds-on" experiments and inquiries. Accordingly, Middle School Science classes take a variety of forms including: experiments, guided inquiries, student-designed investigations, mystery guests, field trips and field work. At the Senior School, the required science courses are more expository. Students interested in marine science can take an elective course. At the Grade 11 and 12 levels, students choose from several options and motivated students are offered the opportunity to enroll in advanced courses which prepare them for the Grade 12 Advanced Placement program.
Information not available
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
Physics
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 English department offers a variety of courses that address the interests and needs of the students. For capable students, we offer the chance to look at the traditional canon, where they study works ranging from the Anglo-Saxon Period to the 20th Century, which can lead to AP English Literature and Composition and AP English Language and Composition. These courses, particularly AP English Literature and Composition, are usually theme-based and seek to address a common question or subject, for example: literature of the road, literature of the absurd, indigenous literature and black humour. We also offer a course in creative writing, in which aspiring authors can receive guidance in writing their own poetry, short fiction and dramatic monologues, and meet visiting authors. In the years that this course has been running, SMUS students have won many provincial and national awards for their writing.
We teach literature as a progression of analysis skill building, and learning to express ideas through presentations and writing through the grades. Students are exposed to diverse cultural views through different types of texts and being able to understand the different means through which a writer can convey their ideas and purpose to an audience. Students are encouraged to think independently and collaborate with others in the learning process. In the International Baccalaureate (IB) Diploma Programme, students will study Language and Literature course in their mother language. Many of our international students in this programme love to be able to have this opportunity.
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
Thematic
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
Information not available
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Information not available
Information not available
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.
SMUS offers a comprehensive language program. Beginning in Kindergarten, students learn French through story, theatre and music to put the language into context. In Middle School, students take French and Mandarin. In Senior School, students can continue their learning in French, Spanish and Mandarin. Languages help develop confidence, and students are often asked to put their skills into practice through public speaking.
Most of our students study French until Grade 10 and many universities require an additional language for their programs. The International Baccalaureate (IB) Diploma Programme requires all IB students (Grade 11 and 12) to complete a second language.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
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 in Kindergarten, SMUS students are introduced to a variety of fine arts, including music, choir, strings, drama and visual art. In Middle School, students delve deeper into pursuits in visual art, choir and either band or strings. In Senior School, students have addition opportunities to broaden their skills with courses in subjects such as creative writing, drama and Advanced Placement Studio Art. Beyond the classroom, students hone skills through performances at professional theatre venues. In Junior School, the Grade 5 classes have an annual large performance - either an opera or a musical. In Middle School, students participate in a biennial musical production. In Senior School, students can participate in the annual musical program. There are opportunities for strings, band and choral performances throughout the year. Students also have access to a range of extracurricular art opportunities, such as jazz band, choral ensembles and student Art Councils.
Visual Arts encourage students to challenge their own creative and cultural expectations and boundaries. Students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. By exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and reflect upon a wide range of contemporary art practices and media. Courses are designed for students who wish to study the arts at a post High School level, as well as for those who are seeking lifelong enrichment. We celebrate the visual arts in the way we create images and objects, and in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices are dynamic and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and thoughtful interpretation.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
It is clear from the most cutting-edge brain research, that exercise during the school day is critically important to support optimum brain function in our students. At SMUS, our physical education program is focused on using exercise to help students learn. Our philosophy articulates it best: SMUS Physical Education Program aims to maximize students’ physical, emotional and academic well-being through exercise, while developing the knowledge, skills and attitude necessary to support a healthy, active life. Our PE classes are high-energy, supportive environments inspired by a team approach and engaging modern workouts. Students learn how to maintain a healthy lifestyle, while cultivating character through a variety of team and individual experiences, as well as different skill acquisition activities.
We believe in a creating a balance of the physical and academic by providing PE to all of our students. Daily physical activity is a requirement of all of our students.
Not applicable
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Not applicable
The SMUS Kindergarten program is an inquiry and play-based progam inspired by the Reggio-Emilia philosophy. At SMUS, the child is a collaborator at the centre of their learning with teachers and parents acting as partners and guides. SMUS cultivates a joyful learning experience, fostering curiousity and a love of exploration, which includes the use of nature and the environment as a third teacher. Children benefit from small class sizes, two teachers to every classroom, and additional, specialist teachers in music, PE, library, French and art.
Information not available
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.
Information not available
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”.
SMUS's academic culture is more supportive until grade 10. After which, students prepare for exams and university entrance, and the culture naturally becomes more rigorous.
Information not available
Information not available
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
SMUS provides opportunities and feedback that supports students in becoming self-aware, both in terms of what they value and the role they can play in the world. Equally, the program positions students to be curious about those different from themselves, so that they learn to openly listen in a way that builds understanding of other perspectives. Finally, SMUS offers the reflective and technical tools to help students navigate those differences in a way that enhances the lives of all involved.
We offer challenging learning environments to develop the imagination and the motivation to excel, and to inspire a joy of learning that is infused with enthusiasm and empathy.
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
K - 12
7 - 12
20%
10%
$11,685
$5,000
0%
95%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades K - 12
Yes: grades 6 - 12
No
No
No
No
Yes: grades 1 - 12
No
Yes: grades 1 - 12
No
Yes
No
The profile of a SMUS student is that they are curious, passionate and ambitious. This means more than just academic success - it means challenging yourself in all areas. As a student here, you will be expected to engage in arts, athletics, leadership and volunteering. You will need to be open to new experiences, to meeting people from different walks of life, and to taking on leadership responsibilities. Admissions staff are looking for students that fit this profile and who will bring their passion and energy to the benefit of all in the school community.
It is our goal to enrol a diverse student body united by every student's ability and interest in an international education, global citizenship and passion for service and leadership.
Please visit the Admissions pages on the SMUS website for more information.
We require an online application with supporting documentation, including: