298 Lonsdale Road, Toronto, Ontario, M4V 1X2, Canada
1515 Bathurst Street, Toronto, Ontario, M5P 3H4, Canada
Indirect Support:
298 Lonsdale Road, Toronto, Ontario, M4V 1X2, Canada
1515 Bathurst Street, Toronto, Ontario, M5P 3H4, Canada
1867
1852
1010
850
JK to 12
7 to 12
Girls
Boys
Boarding, Day
Day
English
English
Academic
Academic
Progressive, Reggio Emilia
Liberal Arts
18 to 22
22
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$35,800
$22,250
$66,125 to $69,145
Yes
Yes
10%
20%
7 to 12
7 to 12
$21,000
$0
67
142
7%
0%
40%
70%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Dec 01, 2022
Dec 02, 2022
Rolling
Not available
Yes: grades JK - 11
Yes: grades 7 - 12
No
No
The Bishop Strachan School has a long and impressive history of excellence, and has consistently provided leadership in education and beyond. This is a school that seeks to give girls confidence in their skills and abilities, and to have their ideas heard in what can be, at times, a very noisy world. There is a strong arts program, and the school emphasizes science, technology, engineering and math—professions in which women remain underrepresented. The school promotes the concept that girls need not choose between either arts or sciences, but can each find their own ways of excelling in both, based on the development of creative thinking, effective communication, and ethical leadership.
Read The Our Kids Review of The Bishop Strachan School
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The school’s approach, largely, is based in an understanding that it’s a complicated world, one which requires a set of complex foundational skills: being able to think for yourself, working cooperatively, and engaging empathetically with others. That includes a grasp of the curricular content as well as an ability to write well, speak well, and appreciate the elegance in a well-crafted argument. The learning environment is varied, diverse and comprised of a community of true peers, those who share a sense of curiosity and, while not being bookish, are inclined to academics and respond well to a challenge while appreciating support. Once here, they find those interests and curiosities shared and rewarded. "There's very little pressure to conform at a girls' school,” says an alumnus. “Being unique and having deep interests is what's considered cool.” The academics are not only strong, they have long provided an example that other schools have sought to emulate. That said, there’s a belief in being able to relax too—that it’s a journey, not a race, and that it’s as valuable to look around as it is to look forward. In terms of skills, outlook, and confidence, girls leave the school ready to take on the world. And they do.
View full reportIt's one of the oldest schools in Canada, and is steeped in legend, having descended directly from a secret school founded in the mountains of central France during the French Revolution. Today, it's the only independent Catholic boys' school in Ontario, and one of only a few in Canada. A dedication to teaching the core curriculum though a Catholic lens remains, as does a commitment to strong academics across the board. An extensive program of modernization completed in 2002 brought the school firmly into the 21st century. That said, the school is best known in the popular imagination because of its storied athletic program. The school has produced more than 180 professional hockey players, a raft of hall-of-famers among them. The school is large, and the academic program is rigorous. The ideal student is self-directed, able to thrive in a demanding, rigorous, and at times competitive environment.
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"I am still in touch, twenty years later, with some of my teachers...This speaks to the dedication of the teaching staff I believe"
Allison Smith - Alumnus (Sep 19, 2018)
I thoroughly enjoyed my experience at The Bishop Strachan School.
BSS has a strong academic prog...
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"He is very laser focused on his future and I credit the school for helping with that thought process."
Michael Marcon - Alumnus (Oct 06, 2020)
As an Alumnus of St. Michael's College School, I can say firsthand that my experience was excellent....
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"The care and support of every teacher at SMCS has allowed our son to feel comfortable when challenged with difficult tasks."
Danielle Carroll - Parent (Oct 06, 2020)
Our son’s journey at SMCS began at open house where he was immediately taken in by the spirit, cul...
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"When looking back at their time spent at St Mike's we see that out sons' school success is measured by much more than grades."
Don Marino - Parent (Oct 22, 2020)
We love who our three boys have turned out to be. The teachers give so much of themselves, and the p...
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"Since 1852, St. Michael's College School has been educating and forming young men in goodness, discipline, and knowledge for lives of leadership and service. We are Canada's only Catholic, Basilian, faith-based independent school, educating young men from Grades 7 to 12 in a university-preparatory programme, and forming them with a foundation for life. Under the direction of the Basilian Fathers, our students discover the courage and develop the faith to be a modern man of St. Michael's: one who is free in mind, body, and soul to pursue truth, choose goodness, create beauty, and build a civilization of love and care in service to our community and to the world. Our students unleash their passion for meaning and curiosity by embracing Deep Learning. This inquiry-based learning pedagogy inspires students to explore freely the profound questions of our world and to develop the knowledge and skills for living a meaningful and productive life in the 21st century. In graduating young men who change the world through lives of faith, character, and service, St. Michael's College School brings integrity, unity, and healing to a fractured and uncertain world."
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Angela Terpstra was principal of the Senior School for eleven years before becoming Head of School, and her goals for the girls of BSS reach beyond academic success. She places immense priority on cultivating compassionate, ethical citizens who exhibit kindness and generosity and value differences in religion, race, opinions, and ideas. She strives to engage girls with the outside world, and feels strongly that topical issues in the news have a very important place in the classrooms of BSS. Angela is inspired and activated by the idea of “private schools with public purpose,” and she strives to use the resources available in an independent school setting to lead the way in forward-thinking education for girls that teachers the world over can observe and learn from.
Successfully preparing young men for the world of tomorrow is something that St. Michael’s College School prides itself in doing. Through an integration of faith, academics, and co-curriculars, SMCS believes it helps develop the Catholic leaders of tomorrow. In a challenging and often self-centered world, our young men develop an understanding of the dignity of each person and of their own self-worth through a strong contemporary curriculum, moral and ethical discussions, and authentic service initiatives. It is the belief of the faculty and staff at St. Michael’s College School that we do more than just teach subjects, coach sports, and moderate activities – we teach, coach, and role model for young men. It is this essence of teaching, instilled in us by our founding Basilian Fathers, that makes a St. Michael’s College School education much sought after and unique.
Liberal Arts
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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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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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Guided by the highest standards of academic excellence and vital character development at The Bishop Strachan School (BSS), we leverage the Signature of a BSS Girl to achieve our mission: to inspire girls to be fearless and educate them to be leaders. We know from 150 years of experience that having the confidence and courage to make a difference in the world begins with self-discovery. Encouraging exploration is our primary focus, because when students are curious they learn how to persist through difficulty, trust their judgment and find their voice as they reach their goals. With this, girls see firsthand that they hold within themselves everything they need to go anywhere and do anything in the world.
St. Michael’s College School provides a modern, Liberal Arts, Catholic education for young men in grades 7-12. The Grade 7-8 Intermediate programme academically prepares students for our university preparatory high school curriculum. Furthermore, it provides an opportunity for the young men to transition seamlessly into the high school setting. Grade 7-8 students participate in a 1:1 iPad programme, developing the technological competencies that complement the Intermediate curriculum. Our Grade 9-12 academic programme provides a Liberal Arts education for students bound for university. A pedagogical approach that embraces character, citizenship, collaboration, communication, creativity, and critical thinking develops the learning skills that students need for living productive and meaningful lives in the 21st Century. All courses are taught at the Academic level in accordance with the Ontario Ministry of Education and Training Guidelines.
Traditional Math
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.
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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Students use the TI-84 calculator
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Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
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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.
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Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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
Equal Balance
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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We use our English curriculum to further develop character and citizenship in our students. For example, in grade 9, students read The Curious Incident of the Dog in the Night-Time which tells the story of a boy with A.S.D. Students are asked to create a public service announcement about Autism and address common misconceptions.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
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.
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
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Our health and physical education curriculum is designed for students to build knowledge and skills and enable them to succeed in an ever-changing world by developing physical and health literacy. Our program helps students build capacity and commitment to promote healthy and active living. The Junior and Middle Schools offer intramural sports as part of the PE program which focusses on cooperation and participation.
The philosophy of education at St. Michael's focuses on developing the mind, body and spirit. Our Physical and Health Education programme encourages students to pursue physical fitness as well as teaching them about mental and physical well-being. We expose them to a number of sports and activities and encourage them to be life-long healthy and active people.
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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.
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A strong start means a better finish. It’s precisely what happens within the dynamic, inquiry-based learning approach you’ll find in our Junior School (JK to Grade 6). Children are treated as the intellectually powerful beings they are, and encouraged to express themselves as they learn, grow, collaborate and create. Learn more at bss.on.ca/junior-school.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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 strongly believe in the power of the girls within these walls and their ability to change the world for the better. It’s not just a philosophy; it’s the basis of our curriculum and our approach. Our vision is this: we want BSS to be an inspirational force for women to reach their full potential as transformative leaders. We’re dedicated to facilitating powerful learning and encouraging inspirational leaders in the world – whatever that looks like for each girl.
St. Michael's College School provides a modern, Liberal Arts, Catholic education for young men in Grades 7-12. The Grade 7-8 Intermediate programme prepares students for our university preparatory high school curriculum, and provides an opportunity for young men to transition into the high school setting seamlessly. Grade 7-8 students participate in a 1:1 iPad programme that develops 21st century learning and compliments the Intermediate curriculum. Our Grade 9-12 academic programme provides a Liberal Arts education for university bound students. All courses are taught at the Academic or University level in accordance with the Ontario Ministry of Education and Training Guidelines.
"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."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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."
BSS strives to inspire girls to be fearless and educate girls to be leaders. For a full understanding of the set of personal attributes that are encouraged, nurtured and taught at BSS, read more about our Signature of a BSS Girl and Culture of Powerful Learning at https://www.bss.on.ca/learning-teaching.
While St. Michael’s College School strives to prepare our students for university, we are also fully committed to preparing them to be future Catholic leaders in the world. Guided by the Gospel of Jesus Christ, we prepare young men to recognize and choose the good, to contribute to society, to be a neighbour, to nurture family, and to seek eternal life in union with the Father, Son, and Holy Spirit.
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. | ||||
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Learning Enrichment Centre: Accommodations -development of IEP's -monitoring of student progress and individual assistance with organization, time-management, and workload -alternative location for testing/exams (quiet space) -memory aids, audio books (USB) -use of computers for testing/exams -assistive technology (computer apps, programs, devices for specific learning challenges) -referral of peer support (tutor or note-taking) -referral of psych ed assessments and to CCAC for Occupational Therapists -workshops developed and offered throughout the school year on organization, note-taking, time-management, study skills, exam prep -"Return to Learn" support to help students stay on top of their courses after an illness, concussion, or injury
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Typically, a student who evidences signs of a possible learning difficulty or exceptionality is referred to our Student Success Team. There is follow up with the student and family to suggest options for further investigation, testing, and referral to community resources. If testing leads to a diagnosis warranting further intervention, a Learning Strategist may develop an Individualized Education Plan (IEP) to note any environmental and/or instructional accommodations the student may require to access the curriculum more successfully. Our Team can provide support and coaching for students with wide-ranging diagnoses. A diagnosis of learning disability should not, in and of itself, discourage a parent from applying, and parents are encouraged to ask questions about the range of supports available.
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
7 - 12
10%
20%
$21,000
$0
40%
70%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Dec 01, 2022
Dec 02, 2022
Rolling
Not available
Yes: grades JK - 11
Yes: grades 7 - 12
No
No
No
No
Yes: grades JK - 11
Yes: grades 7 - 9
Yes: grades 7 - 11
No
No
No
If you’re thinking about coming to BSS, you’re in good company. Every year we welcome more than a hundred girls who find themselves embraced by a warm, welcoming and lively community. Successful students at BSS thrive in a rigorous inquiry-based environment and enjoy strong verbal and conceptual learning styles.
Our students discover the courage and find the strength to be a St. Michael's Student: one who is free in mind, body, and soul to pursue truth, choose goodness, create beauty, and build a civilization of love and care in service to our community and to the world. Through our rich Liberal Arts programme, which combines different and necessary sources of nourishment for mind, body, and soul, our students unleash their passion for meaning and curiosity by embracing Deep Learning. This inquiry-based learning pedagogy inspires students to explore freely the profound questions of our world and to develop the confidence, knowledge, and skills for living a meaningful and productive life in the 21st century. In graduating young men who change the world through lives of faith, character, and service, St. Michael's College School brings integrity, unity, and healing to a fractured and uncertain world.
We welcome Day students from Junior Kindergarten to Grade 11 and Boarding students from Grades 8 to 11 into our creative and challenging environment. Grade 12 applications are considered on a case-to-case basis. The path to BSS is an exciting one! Take the first step now.
STEP ONE - Connect With Us
Join one of our in person or virtual events or visit our website to learn more about the enrolment process. Email [email protected] or call 416-483-4325, ext. 1220.
STEP TWO - Apply
Apply online. Applications are due by December 1, 2021.
STEP THREE - Submit Your Documentation
All supplementary documents will be uploaded through our online application system (myBSS). This way you’ll be able to track your progress through the application process. Check our website for specific requirements.
STEP FOUR - Book Your Interview and Assessment
This enables us to get to know you and your child, including her academic strengths and interests outside of school.
STEP FIVE - Offer
Independent schools in the Toronto area share a common offer date in February for Day applicants. This is the day you will hear from BSS with an enrolment decision. If your daughter is offered a place, you will have 5 days to accept. We encourage families to make the decision as quickly as possible, as we do keep an active waitlist and applicants may be considered for second-round offers.
Experience St. Michael's College School
Take our Virtual Tour: stmichaelscollegeschool.com/tour
St. Michael's College School Application Checklist
1. Complete Candidate Information: Available online: applysmcs.com
2. Provide Academic Documents Online: Families are required to scan and upload copies of the candidate’s final report cards from the previous two years as well as a copy of the current school year report cards. Candidates seeking entrance to Grades 11 or 12 must submit an Official Transcript and their Credit Counselling Summary.
3. a. Complete the Student Reference Online (for applications to Grades 7, 8, or 9): As part of the application process families must provide the student reference to their son’s current teacher through the online application. Families will require the teacher’s name and email address to complete this part of the application.
b. Permission to contact vice-principal (for applications to Grades 10, 11, or 12): Families must email the vice-principal of their son’s high school giving that person permission to communicate with St. Michael’s College School about their son’s academics, attendance, and behaviour. Mr. Fischer should be carbon copied on this email ([email protected]).
4. Submit Application Fee: Payment of a non-refundable $125 application fee. Families wishing to make a payment via mail or in person should contact the Office of Admissions.
5. Apply for Financial Assistance: Due date: Friday, December 2, 2022 (if applicable)
6. Submit Above Application Information: Submit all of the above application documentation by Friday, December 2, 2022.
7. Interview: Once an application is initiated, candidates are required to complete an interview. An interview takes place during either an in-person tour or Shadow Day. Families can schedule an in-person tour here and find out more about Shadow Days and how to book one here.
8. Complete the SMCS Entrance Test for Grades 7, 8, and 9 applicants:
The St. Michael’s College School Entrance Test is administered on-campus.
Candidates bring their own laptop to write the test, although the school is also able to provide a device on which to write the test if needed.
Lasting a maximum of two hours, candidates write a one-hour math assessment as well as a one-hour English language assessment.
