22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
1080 Lucas Avenue, Victoria, British Columbia, V8X 3P7, Canada
Indirect Support:
22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
1080 Lucas Avenue, Victoria, British Columbia, V8X 3P7, Canada
345.9 km
2,341.6 km
1988
1908
400
285
Nursery/Toddler to 8
JK to 12
Coed
Girls
Day
Day, Boarding
English
English
Academic
Academic
Traditional
Traditional, International Baccalaureate
15 to 20
15 to 20
Learning, Developmental
Accelerated curriculum
In-class adaptations
$11,300 to $13,760
$17,200 to $32,200
$54,000 to $69,100
No
Yes
0%
0%
None
None
$0
$0
31
19
0%
21%
100%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
No
Yes: grades Preschool - 12
No
No
information not available
information not available
Not all Christian schools are created the same, and Wesley is one that builds from the values of the Christian faith, using them to inform the delivery of the curriculum and the lived experience of the school. The school began as a pre-school program in 1988 and has grown since then, including a move into an expanded facility in 2004. Today the size of the school is at the mean for Canada, with approximately 350 students. It’s small enough to maintain a close, connected feel throughout the school, while large enough to allow for a full spectrum of curricular and extra-curricular programming. Families who enroll here are drawn by the strength of the academic offering, the breadth of programming, and the attention to personal and interpersonal development.
View full report“It is something that belongs to the girls,” reads an editorial in the inaugural issue of the St. Margaret’s School Magazine, “their own particular property ... in which they can all share, and to which everyone may contribute.” That was in 1911, just a few years after the school was founded by three women who wanted to offer something, well, more—more support, better academics—and to allow girls to dream bigger dreams. While the editor was writing about the magazine—that’s what she’s referring to as the “property”—she could just as easily be writing about the school itself. Since the beginning, St. Margaret’s has been just that: a place where girls feel a sense of home, a place where they can share something of themselves and where their contributions are valued. While the school has grown over the years, including a move in 1970 to the current 22-acre property, that tradition has remained. St. Margaret’s was at the forefront of girls’ education when it was begun (in that first issue of the magazine there is a photograph of girls playing basketball, which would have been notable at the time) and it remains so today. It was the first all-girls STEM school in the country and a leader in that regard, as in 2019 when they hosted a STEM Leadership Conference, “Sustaining Our Future.” The campus is, frankly, gorgeous, sympathetic to the cultural and natural environment, and includes LEED certified facilities. Programs are challenging in all the right ways, inquiry-based, and instructors are keen to include lots of real-world experience, getting the learning out beyond the walls of the classroom. The accomplishments of the alumnae are a symbol of the strength of the school, and the list of notable graduates includes the full range of endeavour, from engineering, the sciences, to environmental activism and the arts.
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"Each year we can see [our daughters'] transformation and maturing because of the mentoring and care at Wesley."
Amy Yeung - Parent (Aug 22, 2018)
I have three daughters at WCA, For all 3 of them, their teachers have been the highlight of their ...
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"It has been amazing to witness ... [our children's] desire to learn, and their love for school."
Valerie Wong - Parent (Sep 05, 2018)
I have three daughters and a son who attend Wesley Christian Academy. Prior to coming to Wesley two...
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"an exceptionally welcoming environment"
Anthony Lanni - Parent (Jan 23, 2018)
The school has been an exceptionally welcoming environment for our family. Perhaps most importantly...
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"proud to be a part of the SMS community!"
Stephanie Neilson - Parent (Jan 23, 2018)
All 3 of our daughters very much enjoy St. Margaret's School (SMS) and are very proud to be a part o...
View full review
"more of a home than simply a school"
Victoria Lee - Student (Jan 23, 2018)
St. Margaret’s School is more of a home than simply a school. With small class sizes teachers are ...
View full review
"At WCA, our preschool encourages inquiry and exploration, but we give children a head start by developing competency through phonics and math. For those in Grade 1-8, we use selected Ontario Curriculum with supplementary materials that may exceed Ministry requirements. This is balanced with sports, music, and drama clubs. All this rests on a strong foundation formed with daily Bible classes and a weekly chapel service. As Christians, we will share our beliefs, but we also warmly welcome families from ALL faiths."
"St. Margaret's School (SMS) is a girls-centred, International Baccalaureate (IB) Diploma Programme school. At SMS, we are focused on STEM-X education. We provide a personalized learning experience in an environment where students can be daring, gain confidence and discover their passions. Our student-directed programs equip students with the knowledge, attitudes, and courage to thrive in their studies, careers, and life. SMS is an independent day and boarding school located in Victoria, BC, Canada."
"Families choose Wesley for academic excellence and spiritual foundation. Much of this is achieved through our dedicated teachers and administration team who have long term commitments to the school and students. They think of, care about, and view each child as a whole person. The focus is not just on the student’s academic performance. Wesley is about gently guiding and encouraging students towards their full potential and helping them realize that God has an amazing plan for each of them."
"Since 1908, St. Margaret's has evolved to support the growth, learning and goals of young women. Programs inspire girls to develop confidence, express and pursue their ideas, ask questions in a safe environment, and expand their view of the world and their place in it. This exceptional day and boarding school community values each voice, each culture, and each personal journey. Students flourish where they feel valued and encouraged to become leaders."
"Wesley is a small school but offers a strong academic focus often only found in larger and more expensive private schools. Furthermore, the academics are rounded out with a spiritual foundation to help develop one’s moral compass and extracurricular activities to broaden one's interests in the arts, music, and sports. Wesley has been referred to as the “best kept secret in Markham” in terms of value for the quality of education received."
"St. Margaret's challenges and overcomes gender biases of the traditional classroom by offering a welcoming, girl-centred culture of self-discovery and achievement. Girls are encouraged to see themselves as leaders.
Our STEM-X programs provide an enhanced curriculum and hands-on learning to serve multiple learning styles.
The natural setting is perfectly suited to indoor and outdoor experiential learning."
"Further to the academic and spiritual focus of our school, many of our dedicated staff pour hours into our extracurricular activities, and it is reflected by the students’ responses. Nearly 90% of our students participate in our annual Christmas play – whether it is via acting, singing, dancing, playing an instrument or emceeing. We also enter multiple teams to compete with other Christian schools throughout the year in 7-8 different sports. The pennons in the gym are reflective of our success!"
"SMS celebrates the common threads of friendship, growth and exploration that bind us together. We also honour our widely varied cultures, languages, and beliefs. While our name may begin with 'Saint' the school does not offer religious programming. We welcome many faiths, religions, cultural observations and personal identities.
Families comment on the friendly and collegiate atmosphere of our campus where students from Junior Kindergarten to Senior School often spend time together."
"At Wesley, we don’t just say we care about our students. We really mean it – whether it is giving a child a clean pair of uniform pants to wear when they are covered in mud after slipping outside, giving a primary student a special container for their tooth that just fell out, or asking the kitchen staff to make an impromptu bagged lunch for a child who forgot to bring one for a field trip. It’s the "little" things that go unnoticed but come with entrusting your child to our school."
"When your classroom includes a 22-acre wooded campus the learning experiences becomes heightened and special. The temperate climate of Vancouver Island allows many year-round activities outdoors at nearby parks, lakes and the ocean.
Our campus is purpose-designed for experiential learning beyond campus walls, with classroom doors leading directly to nature trails, learning gardens and outdoor classroom spaces."
"Why Choose Wesley?
• Academic excellence rooted in establishing strong literacy and numeracy starting in preschool that allows advanced and enriched curriculum by Grade 7-8
• Dedicated teachers and administration with long term commitment to Wesley
• Loving and nurturing environment that focuses on the whole child, not just academics
• Consistent expectations are communicated as teachers work as one cohesive team
• Spiritual education to lay the foundation for a strong moral compass"
"SMS is Western Canada’s only girl-centred boarding school
In 2023 SMS is celebrating its 115th anniversary,
SMS has consistently been placed among Canada’s best schools
Canada’s first STEM-X School for Girls science, technology, engineering, and mathematics are experienced, not just taught
In this sustainable school, girls discover how they can make a difference
SMS alumnae are changemakers and leaders"
Walk through the doors of Wesley Christian Academy and you will immediately feel that this is some place special. The chatter of busy children, the encouraging and wise quotations on the walls and the faces of caring, exceptionally qualified, and dedicated educators are but a few of the differences.
We are committed to providing all the necessary components to help each child reach his or her potential. An outstanding curriculum complemented with music, arts, physical education, and studies in foreign languages enrich the program. In order to develop a strong moral character, there must be a yardstick to measure it against. For us, our measure is based on Biblical Christian values.
Our success is evident in the lives of our many graduates who have gone on to attend some of the finest universities in Canada and abroad. Each story of these fine young men and women encourages us to continue to inspire, educate and love each student. Our future depends on their future. We are dedicated to ensuring that their future has every opportunity we can give. Come and see why Wesley is a purposeful choice.
Welcome to St. Margaret’s School! This is a community that cares deeply about girls; we have been dedicated to their education, development and well-being for over a century. Together, we help girls become powerful learners with the knowledge, attitudes and courage to thrive – in their studies and careers, and in life.
Our small-scale learning environment provides teachers with the flexibility to personalize learning for each student – building upon individual passions, and challenging each girl to improve her own performance, exceed her own expectations and realize her own potential.
Our academic program is supported by experiential programs that provide opportunities for students to apply their knowledge, take on positions of responsibility and leadership, and develop a desire and a passion for making a difference. Each girl will discover a lot about herself, her peers and the world in which she lives through the experiences she has here.
We believe in the all girl environment, because we see the results every day. Here, girls have the freedom to be daring, explore, try new things and try on new roles. We continually raise girls’ expectations of themselves, and have found that they are more than up for the challenge. They excel academically because they participate fully and enthusiastically in the classroom; they make challenging career choices because they are confident in their ability to succeed in any subject; and they believe in their futures because they are certain of their worth and their potential.
I am continuously impressed by our girls; by their enthusiasm for learning, by their support and encouragement of each other, and by their willingness to challenge themselves. I encourage you to come and visit our school anytime – we would be thrilled to share our stories and our passions with you.
Traditional
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
We offer a time tested effective curriculum with strength in language arts and mathematics. We have specialized teachers for music, physical education, and French. Our program is faith based and offers a Biblical world view.
At St. Margaret’s School, we empower every girl to set her own course and shape her own future. We offer a rigorous STEM-focused curriculum: Science, Technology, Engineering and Math and represents an inquiry-based method of teaching and learning. Traditional separations between subject areas are bridged to forge deeper exploration and understanding of broad topics. In this inquiry-based model, valuable attributes of creativity and critical thinking are emphasized. As an international centre for girls’ learning and leadership, we offer rich resources and challenges to support each student's development as an individual, and a global-minded citizen. Academics at SMS are amplified by extensive experiential learning offerings spanning leadership, service, and wellness/athletics to build up confidence, perspective, and life skills. A spirit of life-long learning is shared between students, families, and faculty: our annual professional development and family workshop series shares the latest scholarship in brain development, teaching methods, and educational trends. Through this innovative approach our curriculum evolves and continues to be relevant as we engage our entire community in issues affecting girls today.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Building a strong foundation through repetition and drills ensures that students are well prepared to apply the new concepts in various situations that challenge them with higher order thinking skills as demonstrated in the performance tasks.
SMS strives to infuse students with confidence, enthusiasm, and a passion for mathematics. Through a rigorous program, students are provided a spectrum of opportunities to reach their full potential regardless of whether or not their career goals require high-level math for entry to university.
Information not available
Information not available
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.
Reading instruction begins by teaching students the sounds and syllables associated with each letter. Students participate in guided reading groups and independent reading programs to enhance their fluency, accuracy and comprehension.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
Writing instruction begins with understanding basic concepts of sentence structure and the various parts of speech. As the students progress, they are given more opportunity to apply their skills in creative pieces as well as practical assignments.
Information not available
Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
Ontario Ministry of Education curriculum expectations are followed throughout the grades as they relate to God’s world and understanding that God created the earth and all that is in it. Students are given opportunities to apply their knowledge in hands-on experiments as they develop their problem solving skills through scientific inquiry.
We are the only girls STEM-X school in Canada.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Students study a variety of literature throughout the grades.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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.
Ontario Ministry of Education curriculum expectations are followed throughout the grades. Students learn to explore and analyze the ways in which they can contribute to society as well as their role in their family, community, province, country and the world.
Information not available
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Students in grade 7 and 8 follow the Ontario Ministry of Education curriculum expectations for both history and geography. The history program studies early Canadian history. The geography program focuses on the world around them and how students can become responsible citizens. Students learn to analyze evidence in order to evaluate and compare past events and situations with present day events and situations.
We believe in developing the whole student / whole girl and therefore offer an equal balance of perennialism and pragmatism in our humanities and social science program. We focus on teaching big ideas through critical thinking, and logic to support the inquiry-based learning approach here at SMS. We also provide hands-on, real-world learning opportunities through simulations, field trips, and expert guest speakers. In this way students can apply, create true meaning from, and connect more deeply to the content, with the goal of creating informed, curious, and active citizens.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Through real-life situations students learn how to read, write and speak in the French language. The French program teaches the students an appreciation for the French culture. The Biblical aspect is incorporated into the French program through the memorization of Bible verses and the use of worship songs.
Our International English Language (IEL) program prepares students to graduate confident in the English language and to achieve success at universities and colleges in Canada, the US, and other parts of the world. Depending on their English ability, international students may begin the program in dedicated IEL classes or enter regular classes with additional support. Progress through the IEL Program is flexible and dependent on student achievement. Each student is provided with a level of support matching her individual needs and abilities, and each student advances through the program at her own pace. Classes are taught by experienced English Language teachers who teach every subject from an IEL perspective. This means the challenge of learning English does not impede success in other subjects. IEL classes are designed to help students adapt to a Canadian classroom and develop learning strategies that prepare them to succeed in the regular classroom.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
The arts curriculum focuses on music, visual arts and drama. All students participate in the music program. In grade1, and 2 students learn an appreciation for music through a focus on rhythm and vocal skills. In grade 3 students begin to apply their knowledge as they learn the ukulele. In grade 4, students learn to play the recorder. In grades 5-8, students meet the curriculum expectation in music through their learning of band instruments. In visual arts, students use a variety of forms of media as they learn about the principals and elements of art.
Starting from our youngest girls in Early Learning, arts education is a priority at all levels of the school, developing appreciation, skill, and creativity. The Arts Program at SMS offers outlets for self-expression and the development of creative interests. It also encourages appreciation for art and builds awareness of art in everyday life. There is an intimacy of knowledge that comes through the study of art; students learn how to observe, listen, and become more thoughtful and reflective. There are a variety of opportunities for performance throughout the year, both within the school and in the community including adjudicated festivals. Each year in the month of May, we celebrate the arts with Fine Arts Week, which involves days of back-to-back events including dramatic productions, an art show, and performances by the choir and band.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
The use of technology is incorporated into many aspects of the students’ learning. Students have weekly media classes in which they learn to use various technologies and programs. There are SmartBoards in classrooms to assist and support student learning. Students are taught to use technology in a responsible manner.
SMS students are welcomed to on campus maker labs and coding camps as well as encouraged to participate in advanced competitions where they develop technology based solutions for real world problems.
Web design
Robotics
Computer science
The Physical Education program follows the Ontario curriculum expectations. It focuses on learning movement skills through cooperative games and developing students confidence, skills and interest in being physically active. The health portion of the program is guided by the Ontario curriculum in keeping with the values of the school.
The benefits of an active and balanced lifestyle are well documented: students who are active on a daily basis are healthier and perform better academically than their inactive peers. Physical activity is essential to the overall health and wellness of our students and an integral part of each student’s learning experience. There is truly something for everyone and every level of ability: opportunities to compete, play on a team for fun or participate in recreational activities. SMS provides opportunities for daily physical activity through physical education, athletics teams, club sports, intramurals, house challenges and outdoor recreation.
Academic
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.
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.
Our school embraces the concepts of How Does Learning Happen by encouraging inquiry, exploration and well being. We foster a sense of expression and life long learning. We believe firmly in giving children the tools they need to develop competency in literacy and numeracy and therefore begin phonics and mathematics in preschool. We teach both manuscript and cursive writing and promote a sound set of foundations on which to build future learning.
A recognized leader in early childhood education (ECE), our unique pre-school curriculum focuses on STEM learning through outdoor exploration, play, and the leading methods from a variety of ECE philosophies. We focus on nurturing a love of learning through positive experiences, developing social skills, and building up each girl’s self-confidence. All these experiences come to together to provide a solid foundation for elementary school. Developed by a winner of the Prime Minister’s Award for Excellence in Early Childhood Education, our program is led by experts holding advanced degrees in education and ECE. Youngsters enjoy a place where they are encouraged to learn and grow, often benefiting from relationships built with students from other grades.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Multi-age classrooms in our International Language program allow students to advance at their own pace to ensure student success in both English language and subject courses. Independent study is promoted through our Program of Distinction and dedicated time the weekly timetable to pursue inquiry-based projects and areas of passion.
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”.
For over 100 years, SMS has built an international reputation of high academic achievement, but that is only part of our story. Our extensive learning support program, guidance, experiential programs, and ability to tailor to individual learning needs helps each girl reaches her potential. Successful graduation and admission to university is actually a very short term goal for our students. By embedding in our students a an appetite for life-long learning, a love of service, philanthropy, healthy habits, and strong values we ensure each girl has the skills to succeed in her studies, career, and in life.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We strive to nurture the whole child. We build a program that meets the needs of the students intellectually, physically, emotionally, socially and spiritually.
When we talk to parents there’s a common thread to their hopes and dreams for their daughter: more important than marks, they want their daughters to be happy and confident in being themselves. A balanced approach is the only way to build strong girls: head, heart, spirit, and body. Our students are academically strong, creative, and critical thinkers; emotionally intelligent and confident individuals, capable of leading both themselves and others; socially aware and active citizens, motivated to change their community for the better; strong and active individuals, in tune with the joys of movement, sport, and wellness.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Admission for students with a formal diagnosis with be granted on a case by case basis. Considerations need to be made regarding other students who may already be in the class, the teacher's workload and experience, and the availability of support staff and corresponding support programs. For those without a clinically diagnosed learning disability who develop difficulties while at Wesley, our approach is to discuss accommodation, modification or remediation to the curriculum with the family while encouraging them to get a formal assessment so that more information can be acquired to help the child.
Our Learning Support team engages learners at the extremes of the learning spectrum, providing additional help in a skill or subject where a student is struggling, or creating enriched opportunities for exceptional students. The goal is to provide the support and challenges needed by each student individually so that they may experience success at their own level.
Information not available
Our Learning Support team is dedicated to providing the necessary support and challenges needed by each SMS student. We work closely with all prospective families during the admissions process to ensure they are choosing a school or program able to provide the right support for their child's learning needs, including students with learning disabilities.
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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
0%
0%
$0
$0
100%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
No
Yes: grades Preschool - 12
No
No
No
No
Yes: grades SK - 8
Yes: grades K - 12
No
Yes: grades 2 - 12
No
No
A St. Margaret’s student is open, honest, and accountable, treating all people with dignity and respect. encouraged to relentlessly pursue my goals and actively participate to achieve great results. genuine, generous, and caring in my relationships and service to others. a leader through words, actions, thoughts, and peer support understood and has freedom to be creative and discover strengths and abilities. eager to take on challenges, learn from mistakes, and do what’s right in the face of adversity. aware of the interconnectedness of the world and understands her voice and actions have an impact on environment and community. Our Core Values: Courage, Connection, Care, Curiosity, Challenge Our Motto: Servite In Caritate ~ Service with Love St. Margaret’s is a global school where girls are nurtured and inspired to become life-long learners. Girls here are challenged to achieve their full potential and contribute to society in a meaningful way. We embrace our motto “Service with Love” in both individual pursuits and shared responsibilities. Our Vision: Confident Girls. Inspiring Leaders. Creating a Thriving World. This is a school where girls who want to change the world become women who do. Our committed staff, beautiful campus, and innovative curriculum create a nurturing environment that challenges students to achieve their leadership potential. Our Mission: St. Margaret’s is a caring, inclusive community where students are challenged to pursue personal and academic excellence, use their voice, and enact change. St Margaret’s School values diversity and inspires excellence of mind and strength of spirit. Students here are challenged to take responsibility for their own learning experience, to develop individual worth, academic excellence, personal wellness, connection with nature and service to their local and global community.
If you are interested in applying for admission to Wesley Christian Academy and Early Learning Centre, please submit the following to the Admissions Office for each student in your family for whom you are applying:
Upon receipt of same, we will contact you to arrange for an interview with you and your child, which may include an assessment. The interview and assessment will form part of our application review.
If an offer of admission is made to your child, we will require a non-refundable Registration Deposit of $1,000.00 for Elementary School, or $400.00 for the Early Learning Centre and a non-refundable Enrolment Fee equivalent to the first month’s tuition, along with nine post-dated cheques for the balance of the tuition (or preauthorized payment form and void cheque), in order to secure his/her registration.
COMPLETE ONLINE APPLICATION
After applying online (https://www.stmarg.ca/admissions) please provide the school with all supporting documents as well as your application fee (CAD $250) – your application is not complete until the School receives these items.
SUPPORTING DOCUMENTS
Applications are not complete until the School receives:
PLACEMENT ASSESSMENT: TESTING AND INTERVIEW
The placement assessment is used to determine a student’s strengths, weaknesses and readiness to begin classes at SMS. We understand that this can be an intimidating process for students and their parents and do all we can to make the process comfortable and informal.
