401 Reynolds Street, Whitby, Ontario, L1N 3W9, Canada
1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
401 Reynolds Street, Whitby, Ontario, L1N 3W9, Canada
1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
5,668.6 km
5,701.3 km
1874
1891
240
540
4 to 12
JK to 12
Girls
Girls
Boarding, Day
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate Candidate
Progressive, Reggio Emilia
6 to 14
Varies
In-class adaptations
Dedicated gifted school
$32,000 to $35,000
$26,300 to $35,600
$69,000 to $83,000
Yes
Yes
14%
9%
4 to 12
JK to 12
$0
$0
27
36
17%
0%
100%
74%
information not available
information not available
information not available
information not available
Rolling
Nov 05, 2024
Rolling
Not available
Yes: grades 4 - 12
Yes: grades JK - 12
No
No
information not available
“St. Mildred’s-Lightbourn School has grown and evolved into a place where girls can forge their unique educational paths in a caring, close-knit community.”
“At SMLS, every aspect of students’ experience – whether it’s math class, basketball practice, debate club or lunch in the dining hall – is carefully constructed to be part of their growth and learning.”
“The students and parents we spoke to, who were from diverse cultural backgrounds, said the school works hard to live up to its aspirations on equity, diversity,
and inclusion.”
Read The Our Kids Review of St. Mildred's-Lightbourn School
It really is a castle, and the interiors are as striking as the exterior: turrets, arches, wood and stone. The school is also genuinely old, having been founded in 1874, though the building pre-dates the school. Yet, as ever, appearances can be deceiving, or at least can risk being made too much of. Trafalgar administration has, throughout its long history, consistently revised the curriculum and programs with an intention of providing, in a very literal sense, the best the world has to offer. That includes the adoption of the Singapore math and science curricula; Mandarin instruction; and writing instruction based on the program developed at the University of Chicago. A dedication to real-world learning has been built into the curriculum formally through the Beyond the Classroom initiative, which makes use of local resources and expertise, guided by the students' personal curiosities. Trafalgar offers an up-to-date, creative, and intentional program for girls preparing for university.
View full reportThe school has a long history, having been founded in Toronto 1891. After a move to Oakville, it later paired with a school guided by Ruth Lightbourn, a renowned teacher who founded a school almost by default—she began as a tutor for the children of John Guest, then headmaster of Appleby College, and her success was of the kind we associate with Nanny McPhee. She became the go-to tutor, and in time founded her own school. That and St. Mildred's formally joined in 1969, combining the traditions and the drive of both under one umbrella. More than anything, the intention is to provide girls with the skills, experience, and esteem that will carry over into academic and professional success. Ample opportunities are provided for students to discover their passions, wherever they may lie, as well as the encouragement to grow within those areas of interest.
View full report
"The all-girls environment at Trafalgar Castle School has been the key to my daughters’ success."
Kay Di Vizio - Parent (Mar 17, 2026)
Both of my daughters truly benefited from the many opportunities Trafalgar Castle School provides fo... View full review
information not available
"Trafalgar Castle School is an independent day and boarding school for girls in grades 4 through 12, where girls thrive in a diverse, close-knit community, empowered by future-ready learning and the confidence to boldly lead. Located in Whitby, Ontario, Trafalgar Castle School is small by design, ensuring that every student is personally known and supported through innovative programming, future-ready competencies and a welcoming community, all of which prepare them for the real world and a world yet to be imagined."
"Since 1891, SMLS has been challenging young women to think expansively and engage fearlessly with a personalized, real-world learning experience that teaches them to see the future as a gift. Anchored in a nurturing community of exceptionally committed educators and supportive peers, SMLS is where girls in JK to Grade 12 go to create the best version of themselves. This is the place where the new, the unfamiliar, even the seemingly impossible, becomes "I got this.""
"While we demonstrate dedication to academics, cultivating emotional intelligence, resilience, and positive interpersonal skills are at the forefront of our efforts. Social Emotional Learning is something that sets Trafalgar Castle apart, and creates a supportive and empowering school community as students mature into adulthood. Students are given a safe space to use their voice and build their confidence."
"What differentiates SMLS from all the other schools are the fact that we are experts in personalization. We offer a large school experience with all of the same academic opportunities, athletics, co-curriculars and success, but with a tight-knit, small-school feel, where we’re all part of a community that cares and is connected to one another."
"To maintain our focus on empowering young women, we've chosen to specialize in an all-girls environment, which may not suit families seeking co-educational settings. Our commitment to personalized learning and inclusive programs means we allocate significant resources to smaller class sizes and specialized staff, potentially limiting the breadth of extracurricular offerings compared to larger schools. Our historic boarding facilities, while unique, require ongoing investment to balance modern amenities with heritage preservation. These tradeoffs reflect our dedication to providing a supportive, empowering environment tailored to girls' education and leadership development."
"Our three priorities at SMLS are: 1) We are a school for girls, 2) We are forward-thinking and future-ready ready and 3) We are a dynamic community of three schools in one. Going “all in” on these three priorities means we may trade off on things like multiple buildings or large-scale facilities for different services or programming. The tradeoff, however, is seen in who holds the student leadership positions (in our case, it’s always the girls). The interactions between older and younger students are highly positive because no age group is isolated from the other; the result is a strong sense of mentorship, role modelling and community."
"Our transformation from the Ontario Ladies' College in 1874 to Trafalgar Castle School marks a pivotal point in our evolution into a modern institution dedicated to girls' education. This legacy of empowering young women has shaped our focus on leadership and innovation. The establishment of our unique programs, like the Beyond the Castle experiential learning initiative and the High Performance Artists and Athletes Program, demonstrates our commitment to holistic education. Our ongoing dedication to inclusivity and reconciliation, acknowledging the land's ancestral heritage, reflects our effort to remain responsive to societal changes. These historical milestones have guided our vision and continue to influence our strategic direction."
"Our school was founded in 1891 by the Sisters of the Church and grew stronger through key moments like the establishment of The Lightbourn School in the 1920s and their merger in 1969, which brought together two leaders in girls’ education.
SMLS is one of the few schools in Canada that was founded by women for women (and at a time when women weren’t even allowed to vote). The women who founded SMLS wove the DNA of women “can” and “will” into the fabric of the school.
The school became independent with a permanent Board of Governors in 1986, opening the door for growth. A major capital campaign completed in 2011 transformed the campus with new facilities that support modern, personalized learning.
In 2024, the school adopted a set of three key strategic priorities that guide both the daily work and the long-term planning of the school, allowing SMLS to be aligned in both purpose and action."
"Our school is ideal for girls who thrive in a supportive, all-girls environment that emphasizes leadership and innovation. Students who are eager to engage in hands-on learning, embrace diversity, and pursue personal growth are well-suited to our community. Those who value a balance between academic excellence and extracurricular pursuits, and who are interested in developing future-ready skills, will find a nurturing home at Trafalgar Castle School."
"SMLS suits girls who are curious, motivated, and eager to explore both academics and co-curricular activities. Students who thrive here appreciate a supportive and inclusive community, enjoy trying new things, and want to develop their leadership skills. The school works well for those who value a personalized learning experience, like working collaboratively, and can balance high expectations with strong support. Girls ready to challenge themselves and contribute to a lively community will find SMLS a great fit."
"Families seeking a co-educational environment might find our all-girls setting less suitable for their preferences. If a family prioritizes an extensive range of extracurricular activities over tailored, specialized programs, they may find our offerings limited. Those looking for a traditional, lecture-based educational approach might not align with our emphasis on experiential learning and future-ready skills. Additionally, if a student prefers a large urban environment, our location in Whitby, with its small-town charm, might not meet their expectations. Families who are not interested in or supportive of our commitment to inclusivity and reconciliation might find our values misaligned with theirs. We encourage families to visit and explore if our unique environment aligns with their educational goals."
"Families looking for a very traditional, lecture-focused academic environment or who expect a wide variety of specialized facilities may find that SMLS doesn’t meet those needs. The school’s personalized, inquiry-based approach might not suit students who prefer a strict structure or little involvement outside academics. Also, those uncomfortable with an all-girls setting or uninterested in leadership and co-curricular participation may not get the full benefit of the SMLS experience. The school is best for families who value community, diversity, and the development of the whole student."
"Trafalgar Castle’s circle of care is second to none. We have advisors, coaches, faculty and staff that are always present for the diverse group of learners in our building. We recognize that adolescence is hard, and are determined to be a soft place to land while engaging in future-ready curriculum that ensures students are prepared for post-secondary life."
"Families seek out an SMLS experience for the opportunities the school provides their daughters. As an all-girls school that prioritizes both academic excellence and personal wellbeing, parents know that their daughters are developing in a safe, nurturing environment - one where students get to know themselves and take risks in a safe, comfortable way.
Families who have been at SMLS comment time and again about the warmth and strong sense of community that exists across the school."
"Trafalgar Castle School is perceived as a prestigious institution dedicated to empowering young women through a comprehensive and holistic educational experience. Our reputation for fostering leadership, innovation, and future-ready skills in an all-girls environment is well-regarded. The historic charm of our campus in Whitby, combined with modern facilities, adds to our image as a nurturing and supportive community. Our commitment to inclusivity, reconciliation, and diversity is appreciated by those who value a respectful and socially conscious environment. The success of our alumnae network, with graduates thriving in various professional fields, reinforces our image as a school that prepares students for impactful futures, both academically and socially."
"SMLS is recognized as a leader in girls’ education, known for its caring community, academic strength, and innovative programs. The school’s reputation rests on seeing young women build confidence and preparing students well for university and beyond. It balances progressiveness with tradition, earning respect for its inclusive culture, strong alumnae network, and for nurturing well-rounded, compassionate leaders. Families and alumnae often highlight the school’s warmth and strong sense of belonging as a key strength of SMLS."
"Experiential learning is at the forefront of our education model, and it is demonstrated through our Beyond the Castle week. BTC brings students to new places and allows them to interact with different cities, communities, and people, thus expanding their knowledge on various subjects. This dedication to a student’s relationship to their community and real-life experience is one of the most under-appreciated aspects of Trafalgar that sets us aside from other schools."
"Families are often surprised and impressed by the fact that we have leadership opportunities for every student, starting even in the Junior School and as early as Grade 1.There are ways for every student, whether they’re an introvert or an extravert, whether they have many interests or just one passion - whether they’re an athlete, an artist, an academic or still working on finding themselves - every student has an opportunity to lead."
"Firstly, we are a real castle! Here at Trafalgar, we embrace the traditions that have existed within the castle walls since it was built. Next, we are small by design - but our academic, co-curricular, and leadership programming is incredibly robust at the same time. Finally, our team puts forth incredible effort to ensure our students felt taken care of at all times. This includes snack stations, a well-rounded lunch, and shuttle for students to take to and from the Whitby GO Station."
"SMLS is an Anglican-based that welcomes students from every faith, fostering diversity, equity, inclusion and belonging within our
school community. Our weekly chapels celebrate both our Anglican roots and world religions and cultures so that everyone in our community may develop an understanding of the diversity in the world around us."
"Recently, we've enhanced our curriculum to include more future-ready competencies, focusing on areas like STEAM, robotics, and ethical AI usage. Our boarding facilities have been upgraded, combining historic charm with modern amenities, ensuring a comfortable and supportive living environment for students. We've expanded our Advisor Program to provide more personalized guidance, fostering strong relationships and supporting students' social and emotional well-being. Additionally, our commitment to reconciliation has been strengthened by integrating Indigenous voices into our curriculum. These enhancements reflect our dedication to providing a holistic educational experience that prepares students for future challenges and helps them thrive in an ever-changing world."
"In recent years, SMLS has completed a major campus renewal, adding new classrooms, a dining hall, a senior library, and flexible learning spaces to support personalized and innovative teaching. A new library and collaborative learning space will open in September 2025.
Over the years, the school has expanded its Signature Programs, introduced advanced technology such as virtual reality in the classroom, and enhanced wellness efforts through programs like THRIVE and “Wellness Wednesdays.” Staff professional development and a renewed focus on equity, diversity, and inclusion have enhanced the student experience. These steps reflect SMLS’s commitment to providing a forward-looking, transformative education for every girl."
"In the next five years, we anticipate further expanding our focus on future-ready competencies, integrating more advanced technology and innovative programs into our curriculum. We'll continue to enhance our commitment to inclusivity and reconciliation, incorporating diverse perspectives to enrich our community. Our facilities will evolve to support these initiatives, with potential upgrades to learning spaces and technology infrastructure. We aim to strengthen our international student body, fostering a global perspective and enriching cultural exchange. Our strategic direction will focus on sustainability and adaptability, ensuring our programs and community remain responsive to the changing needs of students. With continued support from our Board of Directors and the Trafalgar Castle School Foundation, we'll maintain our legacy as a nurturing environment for young women, empowering them to become confident leaders and innovators prepared for future challenges."
"Over the next five years, SMLS will grow its students’ success with a goal to exceed grade-level expectations based on provincial and national benchmarks. We also have a plan to see 100% of our students engaged in co-curricular programming.
New and updated facilities will be added to our campus over the next few years, beginning with a new library renovation and expansion that will opened in September 2025, a new STEM Commons area and an elaborate Master Campus plan, which is currently in development, is set to roll out in the next few years.
We also continue to invest in our Faculty and Staff by growing our professional development opportunities, conducting regular employee engagement surveys, and ensuring SMLS continues to be recognized as thought leaders in education, and particularly girls’ education."
We are excited to introduce you to our all-girls' day and boarding school; a school unlike any other in Canada. At just over 240 students from Grade 4 to Grade 12, we are small by design where every student is recognized and honoured for the individual they are and no student slips through the cracks.
We believe the best entry point to a large and complex world is a warm and personal learning environment with ample opportunities for personal discovery and growth. This is what you will discover in our classrooms, in our hallways and on our fields. We have been at the forefront of girls’ education for more than 150 years.
Melissa Knight-Johnson
Head of School
Thank you for your interest in St. Mildred’s-Lightbourn School.
We are a school for girls. This means we work to deliver exceptional academics and growth opportunities each and every day in an environment intentionally designed for girls.
We are forward-thinking and future-ready. Our approach to education, the functioning of our school and our future planning is all centered around building the mindsets, knowledge, skills and experiences to ensure our school and our community are well positioned to adapt and thrive in a rapidly changing world.
We are also a dynamic community of three schools. With students from JK all the way to Grade 12, plus an active alumnae network of more than 3500 accomplished women around the world, we curate a meaningful journey of learning and connection for our students. By its very nature our community supports mentorship, empowerment, inspiration and empathy.
Whether girls join us at age 4, age 11, or age 14, we are preparing them to be curious, creative, collaborative, and confident, young women. Through our family-like community, rich Signature Programs, varied co-curricular activities, expert staff, and holistic approach to girls’ education and wellbeing, we intentionally create a learning environment where every student thrives - an environment where each student is encouraged and challenged to be their best selves. This care and attention to developing the whole person allows students to build their confidence, and their passions, and achieve excellence in whatever path they choose.
School years are a journey of discovery, and it’s at SMLS where a joy of learning, inner strength, and empowered women emerge.
I hope that you capture some of the essence of this special school by visiting the pages on our website before coming to see us in person at one of our Open Houses.
Mrs. Catherine Hant
Head of School
Progressive
Reggio Emilia
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.
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.
IB Candidate School is an official term used to identify schools that have applied to IBO for permission to teach one or more of the IB Programmes.
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).
Trafalgar Castle School offers a rigorous, university-preparatory curriculum for young women in Grades 4–12, grounded in a nurturing and empowering educational environment. Our philosophy emphasizes holistic student development, supporting academic, social, emotional, and physical growth within a close-knit school community. Our program meets and exceeds Ontario Ministry of Education requirements and is guided by the Understanding by Design (UbD) framework. This approach allows our dedicated faculty to provide personalized learning experiences, including targeted support and enrichment opportunities that reflect each student’s strengths, interests, and needs. Through experiential learning and an emphasis on student agency, we prepare girls for both post-secondary success and life beyond the classroom. Future readiness is central to our mission. We integrate advanced technology skills, including the ethical and critical use of Artificial Intelligence, while embedding essential Future Ready Competencies such as communication, critical thinking, systems thinking, self-awareness, and adaptability. Trafalgar Castle School is inspected by the Ontario Ministry of Education, accredited by CAIS, and a member of leading national and international independent school associations.
SMLS is a dynamic learning environment designed to address the unique needs of girls from preschool to graduation. Our programs focus on the intellectual, social, emotional, physical, and spiritual development of girls, and are designed to develop our students to become courageous girls who challenge and change the world.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Grade 4 through 8 program blends elements of Singapore Math with research-backed strategies to foster both conceptual understanding and procedural fluency. We emphasize the mastery of number facts to build a strong foundation, while simultaneously cultivating critical thinking through problem-solving and mathematical investigations. Our Senior School Mathematics program focuses on a rich Academic pathway designed to prepare students for Advanced Placement (AP) courses in Statistics and Calculus. Subject to instructional capacity and identified student need, we also offer alternative mathematics levels to ensure appropriate support for every learner.
Information not available
Information not available
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Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
At Trafalgar Castle School, we recognize that students joining us in Grade 4 bring diverse academic backgrounds. To support this transition, we employ a rigorous Structured Literacy approach grounded in data for Grades 4–6. We begin each year with a comprehensive suite of diagnostic assessments, including DIBELS for oral reading fluency and comprehension, as well as specific writing and spelling inventories, to gain a nuanced understanding of each student’s foundational skills. These insights allow us to immediately identify learning gaps and provide targeted remediation using evidence-based programs like UFLI. Beyond intervention, we deepen and extend literacy skills through explicit morphology study, conventions instruction, the Hochman Method for writing, and interdisciplinary literature studies. This ensures that every student is supported in reaching their full potential through responsive, data-informed programming.
Information not available
No
We use DIBELS in Grades 4–8 to assess reading fluency and comprehension, informing targeted instruction and enrichment for every student.
Equal balance
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
At Trafalgar Castle School, our writing program is built on a rigorous Structured Literacy foundation, utilizing evidence-based methodologies like the Hochman method and Jennifer Serravallo’s Writing Strategies to move students from sentence-level proficiency to complex, analytical expression. A data-informed approach based on diagnostic assessments in September directly supports our Future-Ready Competency of developing "Clear and Confident Communicators," ensuring students can advocate and adapt their messaging to diverse audiences. We integrate explicit AI Competencies into this framework. For example, rather than displacing human effort, students are taught to ethically engage with generative AI as a tool for "refining messaging" and "simulating audience response," while maintaining their own critical voice. By combining traditional mastery of knowledge and skills such as morphology and syntax with cutting-edge digital literacy, we prepare students to be not just writers, but effective designers of communication in a rapidly evolving world.
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
At Trafalgar Castle School, our science program serves as a dynamic testing ground for Future-Ready Competencies. While students develop skills such as collaboration and critical thinking, the curriculum places a strong emphasis on Systems Thinking and Design. Learning progresses from foundational inquiry in the lower grades to sophisticated, integrated application in the Senior School. This approach culminates in our signature Grade 11 Interdisciplinary Science Fair, where students work collaboratively to synthesize concepts from Physics, Chemistry, and Biology. By addressing real-world challenges through a tri-science lens, students discover that meaningful innovation extends beyond a single discipline. Scientific inquiry is further enriched through explicit AI competencies. Students learn to use technology as an analytical partner, applying tools such as bias assessment and constructive doubt to evaluate data and AI-generated models. Through simulations and advanced data analysis, students build digital fluency, critical judgment, and ethical awareness—essential skills for innovation in a data-driven future.
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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
Zoology
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
At Trafalgar Castle School, our reading program is a seamless continuum that begins with a foundation rooted in Science of Reading research in Grades 4–6 and develops into advanced critical analysis. Embedded within our Future-Ready Competencies framework, literacy instruction emphasizes the development of Critical Thinkers and Informed Decision-Makers. Foundational skills are secured through Structured Literacy and explicit morphology instruction in the Junior years. As students move into Middle and Senior School, learning expands into a transdisciplinary study of literature, where texts are examined as reflections of history, ethics, and global systems rather than in isolation. In today’s data-rich world, AI competencies are treated as essential literacy tools. Students learn to apply assumption testing and bias assessment to traditional texts, digital sources, and AI-generated content. By generating and evaluating AI summaries or interpretations alongside original texts, students strengthen analytical accuracy, discernment, and independent thinking—skills essential for academic success and responsible citizenship.
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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
Not applicable
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Not applicable
At Trafalgar Castle School, our Social Studies program (Grades 4–8) moves beyond memorizing dates to develop Global Citizenship and Systems Thinking. Using inquiry-based learning and design thinking, Junior students explore local communities, Indigenous reconciliation, and foundational geography. In Middle School, they analyze history and global systems, seeing events as interconnected and practicing empathy to understand diverse perspectives. AI competencies are integrated to build digital fluency. Students learn that, like historical texts, AI content can carry bias. Using Source Review, Multi-angle Evaluation, and Constructive Doubt, they critically assess AI outputs and cross-check with primary sources. This approach ensures students understand how information is created and interpreted, whether by historians or AI, preparing them as thoughtful, analytical global citizens.
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Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
At Trafalgar Castle School, the Humanities and Social Sciences program (Grades 9–12) develops sophisticated civic engagement and analytical reasoning. While cultivating all Future-Ready Competencies, the program emphasizes Critical Thinking, Informed Decision-Making, and Systems Thinking. Senior students progress from foundational inquiry to complex, transdisciplinary analysis. Courses in history, law, politics, and sociology challenge them to deconstruct systemic issues, evaluate competing narratives, and understand global forces. Learning focuses on human behavior and societal structures through ethics and evidence, empowering students to navigate ambiguity and advocate for just solutions. AI competencies are integrated to build digital literacy. Students apply Bias Assessment, Source Review, and Constructive Doubt to historical and modern AI-generated content. They might simulate geopolitical scenarios or analyze demographic data but are trained to question and verify outputs, ensuring they understand AI’s limitations. This prepares graduates to be thoughtful, ethical, and resilient leaders in a data-driven world.
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Not applicable
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Not applicable
At Trafalgar Castle School, language learning fosters global fluency and cultural empathy. Students study French and Mandarin from Grades 4–9, with advanced learners completing AP courses, while all Future-Ready Competencies are cultivated, particularly Clear and Confident Communication and Global Citizenship. From immersive, gesture-based approaches in the Junior years to literary and cultural analysis in Senior School, students learn to navigate cultures with respect and nuance. An optional after-school Spanish program further expands global engagement. AI Competencies are integrated to teach students to use language tools critically. Applying Constructive Doubt, they evaluate AI-generated translations, recognizing that tools may miss cultural or idiomatic context. By simulating conversations or refining grammar with AI and critiquing the output against their own understanding, students develop linguistic agility, critical thinking, and digital literacy—essential skills for authentic, effective communication in a connected world.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
At Trafalgar Castle School, the Arts program fosters self-expression, creativity, and courageous experimentation. While developing all Future-Ready Competencies—from Collaborative Team Members in ensemble work to Self-Directed Learners in studio practice—the program emphasizes Creative Thinking, Innovation, and Clear, Confident Communication. Junior and Middle School students explore Integrated Arts, connecting music, drama, and visual arts, building confidence through risk-taking without early specialization. In Senior School, students refine technical mastery, using the arts to provoke thought, challenge conventions, and reflect the complexities of human experience. AI Competencies are integrated to enhance, not replace, creativity. Students use AI as a collaborative partner for ideation, storyboarding, and design while applying Constructive Doubt and Bias Assessment to evaluate outputs. This ensures they remain the primary authors of their work and understand the difference between algorithmic mimicry and authentic human expression, preparing them to innovate ethically in a technology-driven world.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
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 Trafalgar Castle School, technology is a fundamental literacy for the future. While cultivating all Future-Ready Competencies—from Collaborative Team Members to Kind and Empathetic Community Members—the program emphasizes Creative Thinking, Innovation, and Systems Thinking. Junior students begin with block coding and robotics, learning that failure is data for the next iteration. In Middle and Senior School, the curriculum expands to Python, app development, and engineering design. Students become active creators, designing solutions to real-world problems and understanding the systems behind technology. AI Competencies are integrated as a critical layer of learning. Students explore datasets and algorithms, applying Bias Assessment and Assumption Testing to audit code and AI outputs. By using AI for debugging or optimization while practicing Rational Thought, students understand why solutions work, avoid overreliance on automation, and maintain mastery over their tools—preparing them to innovate responsibly in a technology-driven world.
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Web design
Robotics
Computer science
At Trafalgar Castle School, Physical Education is a journey toward lifelong Physical Literacy. Utilizing exceptional facilities, including our double-court gymnasium, multi-sport court, and outdoor low ropes course, students in the Junior and Middle years focus on fundamental movement skills and confidence. As they advance to Senior School, the program shifts from general instruction to personalized autonomy. Through courses like Healthy Living and Personal Fitness Activities and Introductory Kinesiology, students become "Self-Directed Learners," designing evidence-based fitness plans that respect their unique physiology. We further enhance this agency by applying AI Competencies to athletic training; students learn to evaluate AI-generated workout plans and performance data, ensuring they rely on valid sport science rather than viral trends.
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Reggio Emilia
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.
At SMLS, we use best practices from the philosophies of the Ontario 'Play Based' program, Reggio Emilia, inquiry based learning and direct teaching. We take this approach because we believe that providing a balanced program allows for the development of curiosity and the joy of learning in every child. Our process of instruction educates children in the fundamentals needed to go on to a successful academic career in the primary, junior, middle and senior programs. Our goal is to develop within students the core skills of a lifelong learner.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
At Trafalgar Castle School, we combine rigorous academics with the nurturing support each student needs to thrive. We focus on holistic development, linking intellectual growth with social, emotional, and physical well-being. Guided by the Understanding by Design (UbD) framework, our program is highly personalized, providing gap-closing support and enrichment tailored to each learner. Experiential learning and student agency drive engagement, allowing students to develop their unique talents. By integrating advanced technology and Future-Ready Competencies throughout the curriculum, we prepare students not only for post-secondary success but also to adapt, innovate, and lead in a rapidly evolving world.
We are rigorous in our academic culture, while at the same time supportive of girls of different learning styles.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
At Trafalgar Castle School, we balance intellectual, emotional, social, and physical development. Our academic program goes beyond curriculum goals, cultivating future-ready students who think creatively, analyze evidence, and solve complex problems. We emphasize developing Systems Thinkers and Designers who can identify connections and design innovative solutions. We also recognize that high-level learning depends on well-being. From Grades 4–12, our programming supports students’ social, emotional, and physical growth, fostering resilience, confidence, and self-direction. By becoming Self-Aware and Self-Directed Learners, students gain the skills to manage challenges, engage fully in their education, and thrive in life beyond school.
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CompetitiveComp. |
RecreationalRec. |
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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
4 - 12
JK - 12
14%
9%
$0
$0
100%
74%
Rolling
Nov 05, 2024
Rolling
Not available
Yes: grades 4 - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades 4 - 9
Yes
No
No
No
No
We are looking for students that wants what Trafalgar Castle School is offering including: • A warm and encouraging environment where every girl is known and embraced; • A diverse and international student body and an inclusive community; • An acclaimed academic program where students reach high and achieve their best; • Social, emotional and academic support structures to promote health and wellness; • Learning experiences outside the classroom on excursions, adventures and exchanges; • An exciting array of clubs, sports teams, music ensembles and leadership opportunities; • A school where 100% of graduates are accepted into a university of her choice; and • A network of talented and successful alumnae from around the world.
Students applying to SMLS should be prepared to participate in an enriched academic program that balances fundamental skill development with inquiry-based learning. SMLS offers a wide range of co-curricular opportunities and we encourage students to participate widely. Students who are most successful at SMLS are bright and engaged learners who are keen to get involved.
Trafalgar Castle School operates on a rolling admissions process however spaces fill early. Prospective students are required to submit the following components as part of the application process:
Day students are also encouraged to spend a day with us to experience first-hand the possibilities of a Trafalgar Castle School education.
Please see our website: https://www.smls.on.ca/admissions
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