1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
2371 Shawnigan Lake Road, Shawingan Lake, British Columbia, V8H 2H1, CanadaIndirect Support:
1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
2371 Shawnigan Lake Road, Shawingan Lake, British Columbia, V8H 2H1, Canada
5,689.6 km
7,701.5 km
1965
2019
755
235
JK to 12
4 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Nature-based
Progressive, International Baccalaureate
Progressive, International Baccalaureate
16 to 22
15 to 20
Learning
In-class adaptations
$45,065
$13,175 to $37,850
$53,650 to $65,550
Yes
Yes
2%
5%
9 to 12
4 to 12
$20,000
$10,000
50
26
0%
36%
20%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
information not available
information not available
information not available
Dec 01, 2025
Rolling
Not available
Rolling
Yes: grades 6 - 11
Yes: grades 4 - 12
No
No
Every school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
Read The Our Kids Review of The York School
information not available
Every school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
View full reportSt. John’s Academy Shawnigan Lake is a small, globally minded IB World School where students learn in one of Canada’s most stunning natural settings. Combining rigorous IB academics with immersive outdoor and experiential learning, the school offers day and boarding options and a close-knit community where every student is known and supported. Small classes, internationally experienced teachers, and a values-driven culture help students build confidence, curiosity, and character. With strong arts and music programs, a vibrant boarding environment, and the option to graduate with both the IB Diploma and BC Dogwood Diploma, St. John’s Academy appeals to families looking for a nurturing, inclusive school that balances academic challenge with personal growth and nature-based learning.
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" ... a community that shaped me into the person I am today"
Lani Stern - Alumnus (Jan 23, 2018)
The York School is a community that shaped me into the person that I am today. The list of opportuni... View full review
"We feel it offers a high-quality program that is recognized internationally."
Glenn Asano - Parent (Dec 10, 2021)
Without hesitation, both our children (Gr. 8 and 11) cite their teachers at the school as being the ... View full review
"All three of my boys love The York School school and all for different reasons."
Heather Faralla - Parent (Jan 31, 2022)
I have three boys at The York School and started four years ago with my eldest in Grade 9. He is no... View full review
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"A co-ed JK to Grade 12 International Baccalaureate (IB) school in the heart of Toronto, we offer exceptional learning experiences while prioritizing wellbeing and belonging. We empower our students to embrace curiosity, challenge themselves and contribute to an inclusive community. As a forward thinking school, we integrate the richness of the IB curriculum with hands-on experiential learning and the latest advances in technology. We are an urban school with a global outlook."
"St. John’s Academy is a close-knit, globally minded IB school where students are encouraged to explore, grow, and build confidence. We offer flexible graduation pathways, and blend academics with outdoor and hands-on learning. Surrounded by Vancouver Island’s natural beauty, students develop curiosity, resilience, and strong critical thinking skills. Our supportive community helps each learner find their path to become a good human with purpose."
"We offer academically exciting programming that sparks student curiosity and engages them in real world problem solving. Our focus is to develop leadership, integrity, global mindedness and future vision. We work to empower every individual to reach their fullest potential and pursue ongoing growth. Renowned for our exceptional International Baccalaureate experience, we also boast unique, signature programs across all grade levels that engage, inspire and challenge students."
"At St. John’s Academy Shawnigan Lake, we are a small school with a big heart. Our entire community—staff, faculty, and families—is incredibly supportive, nurturing, and passionate about student success and well-being. We offer a personalized, holistic approach to international education through the IB Middle Years and Diploma Programmes, with the option to graduate with the BC Dogwood Diploma. Surrounded by nature, at the foot of a mountain on lakefront property, we bring the outdoors into our classrooms through experiential learning that connects academics with real-world application. We’re a close-knit, inclusive school where students are known, valued, and encouraged to be curious, courageous, and true to themselves. Best suited for globally minded students—local or international—we invest purposefully in what we do best: strong academics, outdoor and wellness education, the arts, and a vibrant boarding program. Our graduates leave with confidence, resilience, and the skills to lead"
"Our experiential, interdisciplinary approach to the International Baccalaureate (IB) means that across subjects learners study similar themes and concepts that prepare them for success beyond The York School. We believe the best way to nurture curious learners to be globally-minded leaders is to take them out into the world to explore innovative solutions to pressing problems. Our two, state-of-the-art, purposefully designed urban campuses make it easy for classes in every grade to make discoveries in Toronto’s parks, ravines, museums, art galleries and performance venues.
Academic success is deeply connected to social and emotional wellbeing. York’s Student Wellbeing Team supports our commitment to creating a welcoming, inclusive space where students can gain the social-emotional skills, mindset and strategies they need to achieve agility and adaptability in today’s fast-paced and uncertain world."
"At St. John’s Academy Shawnigan Lake, we prioritize personalized learning, global-mindedness, and a nurturing community—and we’ve made intentional tradeoffs to stay true to those values. We’ve chosen flexibility over rigid standardization, allowing teachers to adapt learning to meet each student’s needs. We invest in connection, nature, and well-being rather than competitive athletics or tech-heavy programs. While we value physical activity and digital tools, they are used purposefully, not as focal points. These choices mean our students are known, supported, and challenged to grow as whole individuals. Families who join us value a school where heart, purpose, and personal growth come before pressure, performance, or prestige."
"The York School was founded in 1965 as a co-ed, primary program built on academics, inquiry and relationships. It quickly grew into one of Toronto’s most respected schools. By its 20th anniversary, York had graduated its first Grade 8 class. In 2001, our first class of IB Diploma students graduated, and by 2005, we were accredited as the first English-language IB World School in Canada to offer all three IB programs – the Primary Years, Middle Years and Diploma programs. Becoming the first school in Canada to offer the full IB continuum solidified our commitment to global, inquiry-based education.
The early 2000s, with passionate faculty, saw the launch of signature programs like Challenge Week, Integrated Canadian Experience (ICE), a one-to-one laptop program, and international service trips. In 2023, we launched the Embrace Curiosity strategic plan. The York School celebrated its 60th anniversary in 2025, marking six decades of curiosity, challenge, and community."
"St. John’s Academy Shawnigan Lake’s identity is shaped by a rich history of holistic education dating back to 1927, evolving from Strathcona Lodge Girls Boarding School to Maxwell International Baháʼí School and Dwight International School. Each phase emphasized personalized, values-driven learning in a close-knit, nature-filled setting. A recent milestone was our exclusive partnership with Pacific FC, blending elite football with IB academics. While ambitious, balancing competitive sport and the rigorous IB program proved difficult. The partnership’s end marked a turning point, allowing us to refocus on delivering a personalized IB experience that prioritizes academic excellence, wellness, creativity, and community. These key moments reflect our commitment to nurturing curious, courageous, and well-rounded learners prepared to thrive globally."
"The York School is a great fit for students who are curious, collaborative and enjoy academic challenges. Students who are ready to take risks, think critically and contribute to our welcoming and inclusive community are well-suited to thrive here. Our graduates consistently score well above the IB World average and receive offers from prestigious universities in Canada and around the world."
"St. John’s Academy Shawnigan Lake is a great fit for students who are curious, open-minded, and eager to actively engage in their learning. We’re looking for students who value community, enjoy a quiet, nature-filled environment, and are excited to be part of a small school where everyone is known and supported. Our ideal students thrive in a diverse, international setting where local and global perspectives are shared daily. They appreciate the balance between academics, outdoor experiences, and personal growth. We welcome families who understand that success is not just measured by grades, but by character, connection, and a willingness to step outside one’s comfort zone. Students who prefer large, urban schools or a highly competitive environment may not find the pace or setting here the right fit."
"We invite all interested families to learn more about a York School education. Our world-leading IB educational framework emphasizes inquiry, critical thinking and problem solving, and sets the student in the centre of learning through a robust curriculum that is contextualized with global concepts. Our programs develop knowledgeable, caring young people who are engaged citizens of the world."
"St. John’s Academy Shawnigan Lake may not be the right fit for families seeking extensive learning support or physical accessibility, as we do not currently offer education assistants, and our campus—built into a mountain—is not wheelchair accessible. Families looking for a bustling urban environment or a wide range of competitive sports teams may also find our quiet, nature-based setting too remote. We offer in-school athletics, with a stronger focus on arts, music, and outdoor education. Our science offerings include Chemistry and Physics, but not Biology. We are a small, inclusive community that values kindness, respect, and global citizenship—families who prioritize highly competitive, high-pressure environments may find our approach misaligned. We have a zero-tolerance policy for bullying and expect students to be open, respectful, and willing to engage with a diverse, international peer group."
"97% of our parents selected The York School to enhance their child's academic abilities.
91% say they enrolled their child at The York School to help them find their passions.
92% selected The York School because of the opportunities that they will have once they graduate from The York School."
"Families choose St. John’s Academy Shawnigan Lake for our personalized, caring approach in a peaceful, nature-immersed setting. They appreciate our small class sizes, close-knit community, and focus on developing the whole student—not just academically, but socially and emotionally. Many families are drawn to our IB programs paired with the flexibility of the BC Dogwood Diploma, allowing students to pursue global goals while still being supported locally. Parents value the safe, inclusive environment where their children are known and cared for, especially those seeking a quieter, less competitive atmosphere. Our international diversity, strong art and music programs, and emphasis on outdoor and experiential learning also set us apart. Families who choose us often say they were looking for a school where their child could truly belong, be challenged at the right level, and grow into a confident, respectful, and globally minded young adult."
"We’re known as a co-ed, forward thinking, inclusive school with strong academics and a global outlook. Families and educators respect the future-ready education we offer, our welcoming community and our commitment to student wellbeing. We’re known for a University Counselling program that matches each student with a counsellor as soon as they enter Senior School. This enables the counsellor to develop a good understanding of the learner’s academic goals, career aspirations and extracurricular interests, and helps the student identify post-secondary environments where they’ll thrive. We’ve built a strong reputation for innovation, inquiry and preparing students not only for university, but for life."
"St. John’s Academy Shawnigan Lake is seen as a small, welcoming school with a big heart and a global outlook. We’re known for our beautiful lakeside campus, surrounded by forest and mountain views, where learning goes beyond the classroom and into nature. People often describe us as a nurturing, community-focused school that offers personalized support and a strong sense of belonging. Our identity as an IB World School adds academic credibility, while our inclusive and international environment signals a commitment to global citizenship. Families and community members recognize that we value character, kindness, and connection just as much as academic success. While we may not be the most competitive or high-profile school in the region, we’re widely respected for offering a safe, engaging space where students are encouraged to grow into thoughtful, confident, and compassionate individuals."
"The York School is the first school in Canada accredited to offer the International Baccalaureate (IB) from Junior Kindergarten to university entrance. We have a strong working relationship with the International Baccalaureate Organization (IBO), allowing us to be on the cutting edge of IB innovation. Our graduates consistently score well above the IB world average. As Canada’s first one-to-one laptop school, we embrace technology that ensures students in every grade will be future-ready."
"One of the most underappreciated aspects of St. John’s Academy Shawnigan Lake is the incredible value we offer—educationally, personally, and financially. As one of the most affordable day and boarding schools on Vancouver Island, and possibly in all of BC, families often underestimate the quality of our IB programming, the depth of support we provide, and the richness of our environment. Our name is still growing globally, and as a newer school, we are often compared to more established institutions. However, what we offer—personalized education, a close-knit international community, and a stunning campus at the foot of a mountain and on lakefront property—is something truly unique. Families may see our location as remote, but that’s exactly what makes it so special. Our students learn in a setting that fosters focus, connection, and calm—things that can’t always be measured in rankings or reputation but are deeply felt every day on our campus."
"Since our founding in 1965, we've offered students an innovative, contemporary education. We’ve evolved to ensure our curriculum is informed by the latest research and gives students opportunities to explore solutions to current world problems. In the early days, our school uniforms were formal and traditional. Today, they’re more casual, practical and comfortable. In another nod to our modern approach to teaching and learning, our school motto Experience Teaches is no longer in Latin."
"Families are often surprised by just how strong and personal the relationships are within our school community. What may seem like a small, quiet campus at first glance reveals itself to be a vibrant, connected environment where students are truly known by their teachers, peers, and staff. They’re often amazed by how quickly their children feel a sense of belonging and confidence here. Our international families are also surprised to see how well local and international students mix—we don’t separate groups; we intentionally foster a global, inclusive culture. Another surprise is the depth of learning that happens outdoors—our students aren’t just walking through the forest, they’re applying science, reflecting in journals, building resilience, and learning from the land. Finally, many families expect a modest offering due to our affordability, but discover a world-class program supported by passionate educators, creative opportunities, and a deeply caring school culture."
"The York School offers the highly respected International Baccalaureate (IB) Diploma Program for the final two years of Senior School.
We recently introduced the Personalized Pathway Program to give students greater flexibility. Students receive the IB course transcript and an Ontario Secondary School Diploma (OSSD). They complete most courses, but benefit from greater flexibility in choosing a course composite that meets their needs. This pathway is ideal for students who wish to focus intensely on subjects (e.g., three senior Science courses) or for competitive athletes needing scheduling flexibility.
In recent years, we've developed open, flexible campus spaces that encourage collaboration and connection. Currently, we are renovating our Junior School campus to create a larger cafeteria, a second gym, a community lounge, an outdoor classroom, and a new library, further supporting learning."
"We continue to invest in creating a vibrant, forward-thinking environment where students can thrive. Our new state-of-the-art fitness centre supports student wellness, and the addition of a kiln has expanded our already dynamic pottery and visual arts program. The campus itself continues to evolve, with flourishing gardens and old-growth apple and pear trees that reflect our deep connection to nature and hands-on learning. These enhancements reinforce our mission to offer a rich, well-rounded experience—nurturing students academically, creatively, and personally. We’re not just building a school—we’re growing a connected, inspired, and resilient community."
"Over the next five years, we will invest in our learning environments so we can continue to infuse innovative technologies into our programs in meaningful ways. We plan to deepen our work in wellbeing, belonging and global citizenship, and to grow our signature programs and develop partnerships with industry leaders. Professional development for teachers and new support systems for students will keep our community strong and connected. Our goal is to make sure every York student is future-ready—academically, emotionally and socially. We will continue developing a culture of philanthropy so our community can help build York’s Financial Assistance (FA) program, allowing us to welcome more talented students whose families require tuition flexibility."
"Over the next five years, St. John’s Academy Shawnigan Lake will grow thoughtfully, deepening our commitment to personalized IB education within a close-knit, nature-rich community. We plan to expand outdoor learning and enhance support for student wellness and creativity. Admissions is actively working to increase diversity in our boarding program and build partnerships with IB schools worldwide to offer students short- and long-term exchange opportunities. While maintaining our small-school feel, facility upgrades and sustainability initiatives will enrich campus life. Our vision is to strengthen the balance between rigorous academics, character development, and global connection—preparing students to become compassionate, thoughtful leaders in an interconnected world."
The York School is an International Baccalaureate, coeducational, non-denominational school located in midtown Toronto. The International Baccalaureate curriculum, in simple terms, helps guide students in the junior grades to ask lots of questions, in the middle grades to question their understanding of the world, and in the senior grades to challenge themselves to be the very best version of themselves as they look towards the opportunities available at The York School and beyond.
We work hard to ensure all of our students embody our mission statement which is to “develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.”
Please read more about our fantastic programming and opportunities on our website. I encourage you to make an appointment with our Admissions team to come in and experience The York School's inclusive, international and exceptional community.
St. John's Academy is a place where students are known, challenged, and supported every day.
We’re an independent IB World School for Grades 4–12, based on Vancouver Island between the forest, the lake, and Mt. Baldy. We offer the MYP and DP to local and international students who are curious, capable, and ready to grow.
Learning here is active and connected. We take students outside. We give them real work to do. We ask them to think for themselves and care about others. We want them to leave here ready to shape their own future and contribute to something bigger.
What makes this school special is the people. The staff, students, and families are committed, honest, and fully
engaged. We show up. We work together. We take responsibility for the kind of community we’re building.It's impossible to give you a full sense of our school on a screen, so we invite you to visit us in person to learn what makes us special.
Josh Hart,
Head of School
Progressive
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Our curriculum meets both the Ontario Ministry of Education and International Baccalaureate Programme requirements. Our IB approach is cross-curricular and project-based, which means that from English, to Arts, to Science and Technology, our students are studying similar themes and concepts that equip them with future-ready skills. We’ve also developed signature programs across all grade levels that engage, inspire and challenge students.
At St. John’s Academy Shawnigan Lake, the Seawolf symbolizes the spirit that shapes our community—curiosity in learning, strength in connection, and courage in leadership. Rooted in Indigenous legend and West Coast symbolism, the Seawolf reflects balance, adaptability, and respect for both land and sea. Our curriculum embodies this spirit. Through the International Baccalaureate framework and our outdoor learning pathways, students develop resilience, global awareness, and a strong sense of purpose. We blend academic excellence with hands-on, experiential learning so students not only understand the world but actively engage with it. Guided by our values of Courage, Integrity, and Caring, “The Seawolf Way” defines our approach: • The Explorer – experiential and holistic learning • The Leader – excellence and innovation • The Pack – community and wellbeing Every student belongs to the Seawolf Pack—a supportive, inclusive environment where relationships matter and every learner is known, challenged, and encouraged. Our mottos capture our identity: Curious by nature. Empowered to act. Stronger together
Traditional Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural 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.
The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. Students intrinsically appreciate the fascination of mathematics and explore the world through its unique lense. Students often describe themselves as “authors” or “artists”; a school’s programme should also provide students with the opportunity to see themselves as “mathematicians.” In the IB Primary Years Programme (PYP), mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to memorize.
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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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The development of language is not only fundamental to communication but also supports and enhances our thinking and understanding. Language permeates the world in which we live. The language learning process in the Junior School involves learning language, learning about language and learning through language. Students are provided authentic learning experiences to support their growth in oral communication, reading, writing and media literacy.
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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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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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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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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.
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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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At The York School, there is an emphasis on authentic contexts and fluency.
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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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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
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A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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At The York School, our approach to technology is not about gadgets and gizmos – it is about a progressive approach to education and a school-wide commitment to innovation. We offer a culture of creativity that inspires teachers and students to think differently, explore confidently and adapt skillfully. This approach means that we are constantly searching for technological opportunities that will enhance learning. When exploring options and making choices about technology in the classroom, we focus on ways to enrich the IB inquiry method and to empower students and teachers to access the full potential of their imaginations. Led by our Learning, Technology & Innovation department, the school constantly adapts to technological opportunities that arise and responds with new initiatives and programmes. We regularly assess the needs of our community and participate in a rigorous process of goal setting and reflection each year.
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Web design
Robotics
Computer science
Physical education is more than just students participation in sports and games. The focus is on developing transferrable skills that promote physical, intellectual, emotional and social development. One of the main goals of the physical education programme is develop an appreciation and understanding of the importance of living a healthy lifestyle.
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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.
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Our play-based, inquiry-driven, full-day, all-inclusive Kindergarten program empowers young children to become agents of their own learning. Inquiry-driven learning guides students to ask questions, research, experiment, think critically and draw conclusions. This approach promotes independent thinking, problem-solving and lifelong learning.
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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.
Our flexible pacing allows students to progress according to their individual strengths and readiness. With small class sizes and personalized support, learners may advance in areas of strength or receive additional guidance where needed, ensuring both challenge and balance within the IB framework and our enriched academic program.
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”.
At St. John’s Academy Shawnigan Lake, our academic culture is rigorous, challenging students to reach their full potential through high expectations, personal responsibility, and meaningful engagement. As an IB school, we encourage students to think critically, inquire deeply, and approach learning with curiosity and purpose. Rigour, however, is paired with strong support. Every student is known, guided, and encouraged through individualized attention, advisory structures, and a caring learning environment. We value effort, reflection, and growth just as much as achievement, ensuring students build both confidence and competence. Our goal is for every learner to be inspired, stretched, and supported — prepared not only for university, but for thoughtful, courageous leadership in the world.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At St. John’s Academy Shawnigan Lake, we aim to develop well-rounded, thoughtful, and capable young people who thrive academically while growing as balanced individuals. Our philosophy emphasizes the whole child: intellectual curiosity, emotional resilience, physical wellbeing, and positive social engagement. Through the IB framework and our Seawolf values of Courage, Integrity, and Caring, students learn to think critically, act compassionately, and contribute meaningfully to their communities. We challenge them to explore ideas, understand multiple perspectives, and engage with the world confidently and ethically. Our goal is to shape learners who are inquisitive, grounded, adaptable, and ready to lead with purpose—young people who know themselves, care for others, and approach life with curiosity and courage.
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 | |
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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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| Physical | ||||
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
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 - 12
4 - 12
2%
5%
$20,000
$10,000
20%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Dec 01, 2025
Rolling
Not available
Rolling
Yes: grades 6 - 11
Yes: grades 4 - 12
No
No
No
No
Yes: grades 2 - 11
No
No
No
No
No
- Demonstrated ability to thrive in an academically rich and challenging environment. - Evidence that the applicant will add value to The York School community and their aspirations and expectations align with The York School’s mission. -Open minded and curious; enjoys trying new things; recognizes that failing is often part of learning and growth.
We seek students who are curious, engaged, and willing to challenge themselves academically and personally. Successful applicants demonstrate a growth mindset, a strong work ethic, and a genuine desire to learn—not just for grades, but for understanding. Because we are an IB school, we value students who ask questions, think critically, and approach learning with openness and initiative. We also look for young people who contribute positively to their community: respectful, compassionate, collaborative, and willing to support others. Adaptability, resilience, and integrity are key traits for success at St. John’s Academy Shawnigan Lake. Students who thrive here are those who embrace new experiences, take responsibility for their learning, and are ready to grow into thoughtful, confident, and caring leaders.
Prospective families are encouraged to visit The York School's website to view the complete list of application requirements. Applications are started online by clicking "Apply Now" on the website.
Application Steps:
1. Submit your application through Open Apply
2. Pay the $300 application fee.
3. After the application is complete the following items must be uploaded to their online checklist: documents to upload, must be translated, and of good quality, in PDF or Jpg format:
4. English Assessment: for any newcomers to Canada and/or international applicants, whose first language is not English, will be required to take our Vital English Assessment, or provide one of the following supplementary English assessments:
5. Parent(s) Legal guardian(s) Proof of Citizenship & Residence:
If you cannot produce at least one utility bill, you will be required to produce a minimum of three current, supplemental documents, with a parents’/legal guardians’ name showing the residential (service) address.
Supplemental Documents accepted:
6. Interview and/or assessment:
7. Admissions Decision:
Following the interview and/or assessment, the Admissions Department will email that parent(s)/legal guardian(s) within two (2) weeks, with one of the following admissions decisions: Offer of enrollment, Wait-pool, or Declined.
Offer of Enrollment: to confirm a student’s enrollment, families will have 2 weeks from the offer letter sent, in order to pay feeds outlined in the invoice sent with offer.
Wait-pool: Student who are placed in our wait-pool are due to lack of available space in the grade applied to. Our admissions department will reach out to the applicant if space should become available from the wait-pool offer sent to the end of August.
If no space becomes available, then our Admissions team will reach out in September to ask if the family would like the application to be held over for potential enrollment the following year.
Declined: Our Admissions team will outline reasoning for declining an applicant. It may not be that the student is ready to join our school, and in those instances, those that are declined are invited to apply for the following admissions year.
8. Student Enrolment:
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