1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
5820 Spring Garden Rd., Halifax, Nova Scotia, B3H 1X8, Canada
325.5 km
812.0 km
1891
1849
550
515
JK to 12
JK to 12
Girls
Girls, Coed, Boys
Day
Day
English
English, French, Spanish
Academic
Academic
Progressive, Reggio Emilia
Traditional
Varies
15 to 20
Dedicated gifted school
$25,180 to $32,310
$13,820 to $19,360
Yes
Yes
9%
13%
None
1 to 12
$0
$7,120
37
34
0%
0%
74%
78%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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 JK - 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
information not available
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 reportThe school describes its campus as iconic, and to be sure, it really is. The school was founded in 1849, and the campus shows its age in all the best ways. The location is iconic as well, in the heart of Halifax and across from the historic public gardens. As those things signal, Sacred Heart is a part of the historical culture of the city, and arriving here each day delivers its own frisson of excitement. As with any school of this vintage, much has changed, and today the program is iconic in other ways. The provision of single gender education through Grades 7 to 12 is one of them, offering the best of both worlds. As a member of a global network of schools, the gaze is international, with emphasis on social justice and social action. While there are many longstanding traditions and events, the school also distinguishes itself as cutting edge, both in the curriculum it offers—the broad Advanced Placement offering, for one—but also through its delivery, with lots of hands-on, project oriented, collaborative learning. That said, the biggest draw for many is simply the spirit of the school. There is a keen desire to get students involved in a wide range of activity, including a robust program of service learning, while also engaged within the daily life of the school. Sacred Heart has a proven ability to deliver all of it.
View full reportinformation not available
"My daughter's teachers demonstrated an understanding of my daughter's unique learning style, her interests and her potential."
Anna Stuart - Parent (Mar 08, 2021)
Our daughter joined Sacred Heart School as a shy student whose early years experience robbed her con...
View full review
"They all have a sense of pride in the school, and they talk about their experiences with joy and feel secure as soon as they walk through the doors each morning. "
Jennifer Derwey Deane - Parent (Mar 08, 2021)
My partner and I are parents of 3 girls. When our youngest daughter was ready to begin Primary we we...
View full review
"SHSH creates the conditions that challenge him to do his best academically, where the primary goal is learning and preparation for university..."
Gord Cooper - Parent (May 03, 2021)
We have four children at Sacred Heart School of Halifax (SHSH). If I think about our eldest son, who...
View full review
"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."
"Founded in 1849, Sacred Heart School of Halifax teaches the whole child — mind, body, spirit. Our iconic campus in the heart of Halifax offers co-ed education for JP-Grade 6 and single-gender education for Grades 7-12. Sacred Heart has earned a stellar reputation for the quality of our academics and university preparedness, and through leadership and community action, our students are well prepared to conquer the world. As part of a global network, we educate to a strong moral code prescribed by our Five Goals."
"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."
"Sacred Heart School of Halifax is different and we’re proud of it. We believe in Faith, Hope, and Love as guiding principles and as a result, we’re more like a family than a school. In addition to our tailored education, we are the only school in the region that offers single-gender education on a co-ed campus and the Advanced Placement (AP) Program in high school. And, our unique heritage and traditions give us a special character that can’t be duplicated anywhere in this region."
"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."
"Strong academics combined with a tailored approach in a nurturing and supportive environment is Sacred Heart’s calling card. Our academic excellence is thanks to an outstanding faculty who are passionately committed to their students’ success. And as a Catholic school that welcomes all faiths, families also appreciate our spiritual grounding and emphasis on love."
"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."
"It may surprise some families to discover how seriously we live our Five Goals. Yes, we provide an academically excellent education, but also a deeply meaningful one based on our founder St. Madeleine Sophie Barat’s vision that education transforms society. We are dedicated to faith, intellectual values, social justice, building community, and personal growth and these can be seen throughout school life day in and day out."
"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."
"Sacred Heart is the only high school in Atlantic Canada that offers the AP Program instead of the IB Program. Families, and especially students, prefer AP because it allows students to pick and choose ONLY those subjects they excel in and want to concentrate on, they don’t have to take a year-long program of all advanced courses. Widely accepted around the globe, students in AP can earn first-year university credit(s) before they even enter university — an excellent head start."
"SMLS is a school created by women for women more than a 130 years ago.
As trailblazers, SMLS is home to the first all-girls robotics team in Canada; also the first Canadian robotics team sponsored by NASA.
All SMLS students (JK to Grade 12) are in one building with built-in opportunities for role modelling and mentorship.
SMLS's Professional Internship program is a unique, fully immersive workplace experience.
SMLS's world-class facility sits on 10 acres of land, surrounded by nature."
"Founded in 1849, SHSH was an all-girls school until 2005 when the Fountain Academy of the Sacred Heart for boys was founded.
Today, there are over 150 Sacred Heart schools in 33 countries across six continents.
SHSH is one of only three CAIS-accredited schools in Halifax, Nova Scotia.
100% of our senior students engage in community service.
Unique traditions like Congé, Primes, and Links of Love give us a very special character that unites our Sacred Heart students and community."
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
information not available
Traditional
Information not available
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).
Not applicable
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.
Students develop a strong foundation of academic excellence, through good study habits, solid organizational skills, critical thinking, and self-confidence. We also use an Advanced Placement (AP) program in Senior School.
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.
Information not available
Information not available
Information not available
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
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.
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.
Information not available
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Information not available
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.
Information not available
Information not available
Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
Information not available
Play-based
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
In our JP program, play is encouraged, yet purposeful, and structured learning is enriching, exciting, and fun. We nurture the best in your child while laying the foundation for spiritual, emotional, and social growth.
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”.
We are rigorous in our academic culture, while at the same time supportive of girls of different learning styles.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
1 - 12
9%
13%
$0
$7,120
74%
78%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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 JK - 12
No
No
No
No
Yes
Yes: grades 7 - 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.
Sacred Heart students are kind to their peers and teachers, intellectually curious, and socially conscious young women and men who show their school spirit in ways that are relational and constructive. Sacred Heart seeks students who want to be engaged in learning and who seek to develop their unique extracurricular gifts and talents. Becoming who one is meant to be is the key to success at Sacred Heart, and this requires self-awareness, interior listening, kind and constructive feedback, and a global outlook.
Please see our website: http://www.smls.on.ca/Page/Admissions
Prospective families can complete the online application which is easy, free, and takes very little time. Once the Admissions Department receive the application, they will be in touch to arrange an in-person or online tour, and an appointment for the child’s admissions assessment.