1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
Indirect Support:
1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
1891
1995
550
510
JK to 12
Preschool to 12
Girls
Coed
Day
Day
English
English, French
Academic
Academic
Progressive, Reggio Emilia
Traditional
Varies
20 to 24
Learning
Dedicated gifted school
$25,180 to $32,310
$21,300 to $24,000
Yes
No
9%
0%
None
None
$0
$0
37
32
0%
0%
74%
97%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Oct 31, 2021
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades Nursery/Toddler - 12
No
No
“St. Mildred’s-Lightbourn School has grown and evolved into a place where girls can forge their unique educational paths in a caring, close-knit community.”
“At SMLS, every aspect of students’ experience – whether it’s math class, basketball practice, debate club or lunch in the dining hall – is carefully constructed to be part of their growth and learning.”
“The students and parents we spoke to, who were from diverse cultural backgrounds, said the school works hard to live up to its aspirations on equity, diversity,
and inclusion.”
Read The Our Kids Review of St. Mildred's-Lightbourn School
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The school has a long history, having been founded in Toronto 1891. After a move to Oakville, it later paired with a school guided by Ruth Lightbourn, a renowned teacher who founded a school almost by default—she began as a tutor for the children of John Guest, then headmaster of Appleby College, and her success was of the kind we associate with Nanny McPhee. She became the go-to tutor, and in time founded her own school. That and St. Mildred's formally joined in 1969, combining the traditions and the drive of both under one umbrella. More than anything, the intention is to provide girls with the skills, experience, and esteem that will carry over into academic and professional success. Ample opportunities are provided for students to discover their passions, wherever they may lie, as well as the encouragement to grow within those areas of interest.
View full reportNot all immersion programs are created equally, and Lycée Francais is an example of that. The school was founded in 1995 with support from the French consulate to offer a French education to the children of French nationals living in Toronto (a portion of the faculty, then as now, are themselves French nationals). The program is based on the curriculum used in France, as developed by the French Ministry of Education. That said, the most substantive difference is that the program is dual, admitting students with either English or French as a first language, with French as the primary language of instruction from pre-school on up. Immersion often gets lumped in with gifted programs, though it's not at all just for high flyers. That said, the LFT program is challenging and very much intended, especially in the upper grades, for students preparing to enroll at university.
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"SMLS students (JK to 12) benefit from an enriched academic and co-curricular program, personalized learning, unique Signature Programs, world class facilities and teachers who are experts in educating girls. We engage each student in a personalized, real-world learning experience—one where she can explore her own unique pathways within a nurturing community. From the moment a student enters SMLS, she begins a journey of discovery to emerge empowered and ready to achieve excellence in whatever path she chooses."
"Rooted in the globally renowned French curriculum, our innovative learning methodology prioritizes immersive subject exploration and bilingualism starting from Kindergarten. Students develop strong personal, social, and intellectual skills, achieving trilingual proficiency (French, English, Spanish) by Grade 12. With the prestigious French Baccalauréat diploma and fluency in three languages, our graduates secure admission to leading universities in North America and Europe."
"What differentiates SMLS from all the other schools are the fact that we are experts in personalization. We offer a large school experience with all of the same academic opportunities, athletics, co-curriculars and success, but with a tight-knit, small-school feel, where we’re all part of a community that cares and is connected to one another."
"At LFT, we proudly offer a rigorous curriculum certified by the Grade 12 French Baccalauréat, a unique distinction in Toronto's educational landscape. Our commitment to this prestigious qualification reflects our dedication to academic excellence and global citizenship. Furthermore, LFT fosters a highly international environment, enriching students' experiences and promoting cross-cultural understanding, preparing them to excel in an interconnected world. With access to a worldwide alumni network, our students not only have the opportunity to apply and succeed in the most prestigious universities globally but also enter with a head start, having already acquired 30 credits."
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"At Lycée Français de Toronto, our commitment extends beyond expatriate French students to include students from the broader Lycées Français network, encompassing various nationalities. We've navigated the tradeoffs of preserving French language and culture while accommodating the educational needs of diverse students, including those from different cultural backgrounds within the network. Balancing bilingualism with Canadian educational requirements, we integrate elements from both systems to provide a comprehensive education. We prioritize personalized learning alongside academic standards, fostering creativity within a structured environment. These tradeoffs ensure that all students, regardless of nationality, receive a tailored education that prepares them for success in a globalized world."
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"Our alumni stand as the pinnacle of Lycée Français de Toronto's success, embodying the qualities of complete bilingual and multicultural global citizens. Their achievements serve as a testament to the transformative power of our education. Recently, one of our graduates received an offer from Stanford University, a prestigious acknowledgment of their academic excellence and readiness to thrive in a global context. This success underscores the value of our bilingual curriculum, equipping students with linguistic and cultural fluency to excel internationally. Furthermore, our alumni form a global network, studying in the finest universities across Canada, the United States, and Europe. Their accomplishments highlight the effectiveness of our approach, preparing students to succeed in diverse academic and professional environments worldwide."
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"At Lycée Français de Toronto, we pride ourselves on fostering an inclusive and diverse learning environment that values academic excellence, cultural appreciation, and bilingual proficiency. Our school community thrives on a shared commitment to intellectual curiosity, critical thinking, and global citizenship.
Students who appreciate the benefits of bilingualism and multiculturalism will find Lycée Français de Toronto to be an enriching environment. We welcome students who are open-minded, respectful of diverse perspectives, and enthusiastic about building connections with peers from various backgrounds.
Ultimately, a good fit for our school is a student who is committed to personal growth, cultural exploration, and academic achievement within a supportive and nurturing community. We encourage students to embrace the opportunities for learning and development that our school provides, both inside and outside the classroom."
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"If a family does not prioritize bilingualism or does not see the value in French language education, our school may not be the best fit. Our curriculum is deeply rooted in French language and culture. Families seeking a primarily English-speaking environment or those who do not wish to prioritize French language proficiency may find our school's emphasis on bilingual education to be incompatible with their preferences.
The LFT program is designed to challenge and stimulate students intellectually. For families seeking a more relaxed or less academically demanding environment, our school may not align with their preferences. Our curriculum follows the French educational system, emphasizing critical thinking, analytical skills, and academic excellence. Families prioritizing a less intense academic experience for their children may find our schools incompatible with their educational goals."
"Families seek out an SMLS experience for the opportunities the school provides their daughters. As an all-girls school that prioritizes both academic excellence and personal wellbeing, parents know that their daughters are developing in a safe, nurturing environment - one where students get to know themselves and take risks in a safe, comfortable way.
Families who have been at SMLS comment time and again about the warmth and strong sense of community that exists across the school."
"At LFT, families are drawn to our unique offerings tailored to their needs. Our exclusive French Baccalauréat program, unmatched in Toronto, appeals to those seeking a rigorous curriculum.
Families often choose Lycée Français de Toronto for its reputation of academic excellence, bilingual education, and diverse cultural environment. Our school offers a rigorous curriculum combined with immersion in French language and culture, preparing students for global citizenship. Additionally, families value the opportunity for their children to become fluent in French while embracing multiculturalism and gaining exposure to different perspectives. The supportive community, experienced faculty, and strong emphasis on critical thinking further attract families seeking a well-rounded education for their children."
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"Lycée Français de Toronto (LFT) is renowned for its dedication to academic excellence and global citizenship, distinguishing itself with a rigorous curriculum certified by the Grade 12 French Baccalauréat. As a hub of cultural diversity, LFT provides students with an enriching international environment that fosters cross-cultural understanding and prepares them to thrive in an interconnected world. Its graduates are highly regarded for their readiness to excel in the most prestigious universities globally. Moreover, LFT's extensive worldwide alumni network offers ongoing support and networking opportunities, further solidifying its reputation as a leading institution in Toronto's educational landscape."
"Families are often surprised and impressed by the fact that we have leadership opportunities for every student, starting even in the Junior School and as early as Grade 1.There are ways for every student, whether they’re an introvert or an extravert, whether they have many interests or just one passion - whether they’re an athlete, an artist, an academic or still working on finding themselves - every student has an opportunity to lead."
"The global recognition and prestige of the French Baccalauréat offered at our school are often underappreciated. Some families may overlook its significance compared to the IB program. However, the French BAC is esteemed worldwide, providing students with a rigorous education and access to top universities internationally."
"SMLS is an Anglican-based that welcomes students from every faith, fostering diversity, equity, inclusion and belonging within our
school community. Our weekly chapels celebrate both our Anglican roots and world religions and cultures so that everyone in our community may develop an understanding of the diversity in the world around us."
"At LFT, families discover our affiliation with the prestigious Lycée Français network, the world's oldest and largest school network with 500+ institutions worldwide. This partnership ensures high educational standards and offers unparalleled opportunities for global collaboration and cultural exchange. Beyond French proficiency, LFT provides a truly international experience, preparing students for success in an interconnected world."
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"We've recently undergone renovations to revitalize our school yard, creating a more vibrant and engaging space for students. But we're not stopping there - we have ambitious plans to continue improving our facilities to ensure an optimal learning environment for all. Furthermore, our commitment to excellence extends to our teaching staff, who participate in regular training sessions each year. These sessions are designed to keep them updated on the latest educational methodologies and best practices, ensuring they are well-equipped to meet the evolving needs of our students and deliver high-quality instruction"
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"In the coming years, we're dedicated to upholding our status as Toronto's premier choice for French education. We'll prioritize academic excellence, bilingual proficiency, and cultural appreciation, continually refining our curriculum with innovative teaching methods and technologies to meet evolving global demands. Strengthening community ties is paramount, fostering partnerships to enhance our students' educational journey through cultural exchanges, community service, and collaborative projects.
Our vision is one of growth, innovation, and unwavering commitment, striving to be a beacon of excellence and inspiration for students, families, and educators in Toronto."
Thank you for your interest in St. Mildred’s-Lightbourn School.
It is a great privilege and honour to be the Head of School at St. Mildred's-Lightbourn School. I am delighted to be a part of the school's warm and invitational learning community with such a longstanding and rich heritage of more than129 years. SMLS is an all-girls learning environment where girls are encouraged to discover and pursue their personal excellence through a rigorous academic program. Our faculty and staff are deeply committed and dedicated to preparing girls for a strong inspired future as empowered young women.
The entire community celebrates our recent graduates, all of whom are anticipating the start of the next phase of their journey at Canadian and international universities of their choice. For those families who are considering St. Mildred's-Lightbourn School for their daughter, there are a number of virtual opportunities for you to connect and get to know the school, where you will be warmly welcomed.
Nancy
Barbara Martin, as the Head of School at Lycée Français de Toronto, brings a remarkable blend of passion, experience, and leadership to her role. With a background as a science teacher and extensive experience in France, including leading a large high school and driving change within the French Ministry of Education, she embodies a vision for education that is both ambitious and compassionate.
Her dedication to nurturing an environment where every student can excel and embrace their individuality is evident. Grounded in principles of compassion, open-mindedness, and collective intelligence, her leadership fosters a community where dialogue and responsibility are paramount. She believes in empowering each member to contribute to a more inclusive and equitable world.
Barbara's commitment to ensuring the school embodies values of humanism, curiosity, and excellence for all shines through. She is passionate about providing an education that not only challenges students intellectually but also prepares them to be thoughtful and engaged global citizens. Through a holistic and multilingual approach, she aims to empower students to reach their full potential and make a positive impact in their communities and beyond. Her leadership reflects a dedication to creating a nurturing and inspiring educational environment where students can thrive and fulfill their aspirations.
Barbara Martin's expertise and leadership in education have garnered significant recognition, as evidenced by her recent publication, "La méthode Barbara," released by the renowned French publishing house, Fayard, on October 12, 2022. This book chronicles her experiences as headmaster of a French lycée and has quickly gained acclaim, attracting attention from the press and media, including Radio Canada. The success of "La méthode Barbara" underscores her innovative approach to education and her ability to inspire positive change within educational institutions. Through her book, Barbara shares valuable insights and strategies that have resonated with educators and administrators worldwide, further solidifying her reputation as a trailblazer in the field of education.
In recognition of her distinguished merits and commitment to serving others, she was awarded the medal of the French National Assembly in 2016 and made a Chevalier de l'ordre national du Mérite (France's highest honor) in November 2021.
Traditional
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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.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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SMLS is a dynamic learning environment designed to address the unique needs of girls from preschool to graduation. Our programs focus on the intellectual, social, emotional, physical, and spiritual development of girls, and are designed to develop our students to become courageous girls who challenge and change the world.
The Lycée Français is the only French school in Toronto recognized by the French Ministry of National Education from pre-K to Grade 12. As a member of the network of the "Agency for French Education Abroad" with more than 496 institutions around the world, being deeply rooted in Toronto life and Canadian culture, our school offers our students the best of both cultures: academic excellence in French and a strong focus on personal development and striving to reach one’s full potential. Based on the French curriculum, our innovative pedagogical approach places special emphasis on languages, sciences and sports. With a complete mastery of 3 to 4 languages in Grade 12 and the recognition of the Baccalauréat, our students integrate well into the leading North American and European universities such as Harvard, UofT, McGill University, Columbia, Dauphine and SciencesPo. With a wealth of 550 students from more than 30 different nationalities, our community is united, respectful and caring. The values of fraternity, equality and living together are at the heart of our identity and teaching philosophy.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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
Physics
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
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.
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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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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Academic
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.
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.
At SMLS, we use best practices from the philosophies of the Ontario 'Play Based' program, Reggio Emilia, inquiry based learning and direct teaching. We take this approach because we believe that providing a balanced program allows for the development of curiosity and the joy of learning in every child. Our process of instruction educates children in the fundamentals needed to go on to a successful academic career in the primary, junior, middle and senior programs. Our goal is to develop within students the core skills of a lifelong learner.
Giving each child the keys to knowledge and the benchmarks of the society in which he/she grows is the only ambition of the primary school. In kindergarten (Pre K - SK), learning is articulated around 5 themes (communicating and developing language in French and English, growing and moving, expressing oneself through artistic activities, learning to structure one's thoughts, exploring the world). LFT teachers are committed to providing each child with an environment and a choice of activities that promote the development of their independence and prepare them for entry into CP (Grade 1).
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.
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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”.
We are rigorous in our academic culture, while at the same time supportive of girls of different learning styles.
Our program is designed to provide students with a structured body of general knowledge while encouraging the development of analytical and critical thinking skills. The curriculum is based on the French national curriculum, and augmented by a strong English program ; the curriculum exceeds all requirements set by France, preparing our students to enter and thrive at both North American and European colleges and universities.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our approach is based on plurilingual and pluricultural education. Our students learn and interact with multiple languages and cultures. Each student has the opportunity to choose a language course that is best suited to their personal project. The LFT is the privileged place that allows both to enrich and enhance the knowledge of these languages and cultures. Mathematics, technology and experimental science make it possible to represent the world and better understand its environment. Our teachers (specialized in biology & geology, physics & chemistry, technology and mathematics) inculcate our students the scientific and technological culture, based on a knowledge of the principles and purposes of scientific reasoning, a practice of the scientific process and an understanding of common techniques.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
SMLS supports the emotional and social development of our students through our Student Success Centre, our social skills/guidance program and our onsite social worker.
Information not available
Through our Student Success Centre, we provide additional support to students as needed.
Information not available
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
9%
0%
$0
$0
74%
97%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Oct 31, 2021
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades Nursery/Toddler - 12
No
No
No
No
Yes
Yes: grades 1 - 12
No
No
No
No
Students applying to SMLS should be prepared to participate in an enriched academic program that balances fundamental skill development with inquiry-based learning. SMLS offers a wide range of co-curricular opportunities and we encourage students to participate widely. Students who are most successful at SMLS are bright and engaged learners who are keen to get involved.
Grade 1 candidates have to be able to understand and speak French. No reading or writing skills are required. For candidates applying in Grades 2-12, both written and oral French skills will be assessed.
Please see our website: http://www.smls.on.ca/Page/Admissions
Application form; Birth certificate; Report cards for the past two years
