St. Michaels University School

About SMUS

Located in the city of Victoria, St. Michaels University School is a coed boarding and day school with a global reputation for academic excellence. Students from around the world are challenged by an extensive curriculum, including Canada’s most established Advanced Placement program offering 27 courses. Intellectual stimulation combined with exceptional athletics, arts and leadership programs make SMUS the place where motivated students cultivate their full potential in everything they do.

Our Take: St. Michaels University School

The academic atmosphere at St. Michaels is supportive and progressive, beginning with a Reggio Emilia program that sets a tone of curiosity and collaboration that is carried through the upper grades. That said, the boarding program sets the foundation for the school, establishing a community of service, involvement, and excellence not only in students’ academic life, but in their social lives and physical health as well. The program of pastoral care is broad and robust, something that derives in part from the context that the boarding program provides. The motto of one of the two founding schools is retained today: “nothing is great unless it is good.” That’s telling. Care and support are considered to be as important as challenge and excellence, and students are encouraged to engage with the entire spectrum of curricular and extra-curricular programs. The ideal student is one able to thrive in a rich, challenging, diverse academic and social atmosphere.

Reviews

User-submitted reviews

"School leadership is exemplary"
Bronwyn Tulloch - Parent (Apr 06, 2018)

Our daughter started at SMUS as a boarder in Grade 11. She moved from a very large public day school... — Read full review

"Our son loves SMUS. There is no single thing that makes him love it, but rather the combination of..."
Jonathan Barry - Parent (May 14, 2018)

Our son likes the quality of the students, the teachers and the professionalism of the school best. ... — Read full review

"...they aim to have each student actualize their inner potential".
Enoch Wuraola - Parent (Jul 10, 2018)

Both of my children have attended St. Michaels University School as boarders: my daughter from gr. 1... — Read full review

Submit a Review

View reviews by type

Parent reviews (3)

View reviews by topic

Location and Busing

3400 Richmond Road, Victoria, British Columbia, V8P 4P5

820 Victoria Avenue, Victoria, British Columbia, V8S 4N3

School Busing:

SMUS offers bus transferring. Service options offered are regular rider, occasional rider.

Additional notes: Visit https://www.smus.ca/community/support/transportation for more information.

Gallery

Gallery showcasing school life and general photos of St. Michaels University School.

School Facilities Gallery

Athletics facilities

Student athletes can play and compete in a variety of sports, including rowing, basketball, soccer, field hockey and sailing.

Arts facilities

SMUS is a place where musicians and performers can cultivate their talents under expert tutelage.

Campus

The Richmond Road campus is home to our Middle & Senior schools.

Classrooms

Open to Grades 6-8, our Middle School is a lively campus filled with extracurricular opportunities and interesting programs. Our experiential exploratory program is an opportunity for students to try new things.

Science facilities

Science students visit the nearby Bamfield Marine Science Centre for hands-on lessons to study coastal aquatic life.

Gallery showcasing specific locations and facilities found at St. Michaels University School.

Promotional videos for St. Michaels University School.

Academics

Academics Summary: [Hide summary]

Curriculum: Progressive
- Mathematics: Equal Balance
- Early Reading: Balanced Literacy
- Writing: Equal balance
- Science: Equal Balance
- Literature: Equal Balance
- Social Studies : Expanding Communities
- Humanities and Social Sciences : Equal Balance
- Foreign Languages: Equal Balance
- Fine Arts: Equal Balance
- Computers and Technology: Medium integration
- Physical Education:
- Advanced Placement courses :
- Sex and health education: British Columbia curriculum
Preschool/K Curriculum: Reggio Emilia
Curriculum Pace: Standard-enriched
Academic Culture: Rigorous
Developmental priorities: Intellectual
Special needs support: No support
Gifted learner support: Dedicated class; in-class adaptations
Language: English
Homework Policy:
Report Card Policy:

Curriculum Progressive
[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at SMUS : Progressive
SMUS has a Progressive approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive?]
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.

Curriculum at schools on OurKids.net

Progressive - 26%
Traditional - 42%
Liberal arts - 16%
Montessori - 15%
Reggio Emilia - 0%
Waldorf - 1%

What SMUS says: SMUS's curricular approach is a blend of traditional, which ensures success in provincial and AP exams, and progressive enhancements that allow students to dive deeper into topics and find their passions. This is achieved through inquiry-based learning, which speaks to learners' natural curiosity, and project-based learning that gives opportunities for them to express creativity across subject areas. Additionally SMUS is an innovator in experiential programs - ensuring students of all grades gain hands-on experiences outside the traditional curriculum, including outdoor education, leadership and service. SMUS is also a committed champion of personalized learning, shaping education around the needs and interests of each student.

Approach:

Focus

Academic
Pedagogies and subject courses:

Mathematics Equal Balance

Mathematics approach at SMUS : Equal Balance
SMUS has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).
[Show: About Equal Balance?]
These math programs feature an equal balance of “Traditional” and “Discovery” methods.

Mathematics at schools on OurKids.net

Equal balance - 66%
Traditional math - 27%
Discovery math - 7%

What SMUS says: At all levels, SMUS follows the provincial curriculum but adds enrichment using real world examples, problem solving and project work. Where possible, SMUS connects mathematics to other subject areas. At the Junior School, there is a strong focus on building foundation skills and math fluency through the exploration of number concepts, patterns and relations, spatial sense, and statistics and probability. By Middle School, students are continuing to develop concepts and skills, while emphasizing real world applications of mathematical ideas. At the Senior School, skills and concepts are developed in several different ways - numerically, graphically, algebraically, and written. After the Grade 10 level, students can choose which stream of mathematics best suits their post-secondary needs. As well, we have three levels of Calculus available to students. This includes two levels of AP Calculus to again offer the best possible preparation for university.

Textbooks and supplementary materials: There are no set texts but teachers make use of Maths Makes Sense, Quest 2000, McGraw-Hill and calculus texts from Stewart and Prentice-Hall. This is supplemented by iPads, laptops and other technological resources. Students can also enter mathematics competitions.

Calculator policy: At the Junior School, there are no calculators except where they are part of a personalized learning program. In the Middle School, calculators are introduced as a tool. By Senior School, authorized graphic calculators are a part of the curriculum but there are several chapters without calculators.

Early Reading Balanced Literacy

Early Reading approach at SMUS : Balanced Literacy
SMUS has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive , Whole Language approach).
[Show: About Balanced Literacy?]
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.

Early Reading at schools on OurKids.net

Balanced literacy - 54%
Phonics-intensive - 44%
Whole language - 2%

What SMUS says: This information is not currently available.

DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

What SMUS says: This information is not currently available.

Writing Equal balance

Writing approach at SMUS : Equal balance
SMUS has an Equal balance approach to Writing (as opposed to Systematic approach , Process approach approach).
[Show: About Equal balance?]
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.

Writing at schools on OurKids.net

Equal balance - 78%
Systematic approach - 10%
Process approach - 12%

What SMUS says: This information is not currently available.

Science Equal Balance

Science approach at SMUS : Equal Balance
SMUS has an Equal Balance approach to Science (as opposed to Expository , Inquiry approach).
[Show: About 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 at schools on OurKids.net

Equal balance - 67%
Expository - 5%
Inquiry - 28%

Teaching approach: At the primary level, integrated learning - connecting science with language and mathematics - strengthens understanding of different concepts. By Grades 3-5, students learn lab procedures and the scientific process through an inquiry-based approach. In Middle School, many of the concepts and skills students learn are gained through "hands-on and minds-on" experiments and inquiries. Accordingly, Middle School Science classes take a variety of forms including: experiments, guided inquiries, student-designed investigations, mystery guests, field trips and field work. At the Senior School, the required science courses are more expository. Students interested in marine science can take an elective course. At the Grade 11 and 12 levels, students choose from several options and motivated students are offered the opportunity to enroll in advanced courses which prepare them for the Grade 12 Advanced Placement program.

Topics covered in curriculum:

Subject offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Treatment of evolution:

Subject offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Literature Equal Balance

Literature approach at SMUS : Equal Balance
SMUS has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).
[Show: About Equal Balance?]
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

Literature at schools on OurKids.net

Equal balance - 74%
Traditional - 23%
Social justice - 3%

What SMUS says: The English department offers a variety of courses that address the interests and needs of the students. For capable students, we offer the chance to look at the traditional canon, where they study works ranging from the Anglo-Saxon Period to the 20th Century, which can lead to AP English Literature and Composition and AP English Language and Composition. These courses, particularly AP English Literature and Composition, are usually theme-based and seek to address a common question or subject, for example: literature of the road, literature of the absurd, indigenous literature and black humour. We also offer a course in creative writing, in which aspiring authors can receive guidance in writing their own poetry, short fiction and dramatic monologues, and meet visiting authors. In the years that this course has been running, SMUS students have won many provincial and national awards for their writing.

Social Studies Expanding Communities

Social Studies approach at SMUS : Expanding Communities
SMUS has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge , Thematic approach).
[Show: About 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.

Social Studies at schools on OurKids.net

Expanding communities - 26%
Core knowledge - 43%
Thematic - 31%

What SMUS says: This information is not currently available.

Humanities and Social Sciences Equal Balance

Humanities and Social Sciences approach at SMUS : Equal Balance
SMUS has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).
[Show: About Equal Balance?]
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

Humanities and Social Sciences at schools on OurKids.net

Equal balance - 80%
Perennialism - 10%
Pragmatism - 10%

What SMUS says: This information is not currently available.

Foreign Languages Equal Balance

Foreign Languages approach at SMUS : Equal Balance
SMUS has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual , Communicative approach).
[Show: About Equal Balance?]
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

Foreign Languages at schools on OurKids.net

Equal balance - 61%
Audio-lingual - 2%
Communicative - 37%

What SMUS says: SMUS offers a comprehensive language program. Beginning in Kindergarten, students learn French through story, theatre and music to put the language into context. In Middle School, students take French and Mandarin. In Senior School, students can continue their learning in French, Spanish and Mandarin. Languages help develop confidence, and students are often asked to put their skills into practice through public speaking.

Fine Arts Equal Balance

Fine Arts approach at SMUS : Equal Balance
SMUS has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).
[Show: About Equal Balance?]
These programs have an equal emphasis on receptive and creative learning.

Fine Arts at schools on OurKids.net

Equal balance - 61%
Receptive - 1%
Creative - 38%

Program offers:

Subject offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Visual studio philosophy:

Expressive
Disciplined

What SMUS says: Starting in Kindergarten, SMUS students are introduced to a variety of fine arts, including music, choir, strings, drama and visual art. In Middle School, students delve deeper into pursuits in visual art, choir and either band or strings. In Senior School, students have addition opportunities to broaden their skills with courses in subjects such as creative writing, drama and Advanced Placement Studio Art. Beyond the classroom, students hone skills through performances at professional theatre venues. In Junior School, the Grade 5 classes have an annual large performance - either an opera or a musical. In Middle School, students participate in a biennial musical production. In Senior School, students can participate in the annual musical program. There are opportunities for strings, band and choral performances throughout the year. Students also have access to a range of extracurricular art opportunities, such as jazz band, choral ensembles and student Art Councils.

Computers and Technology Medium integration

Computers and Technology approach at SMUS : Medium integration
SMUS has a Medium integration approach to Computers and Technology (as opposed to Light integration , Heavy integration approach).
[Show: About Medium integration?]
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

Computers and Technology at schools on OurKids.net

Medium integration - 46%
Light integration - 23%
Heavy integration - 31%

What SMUS says: This information is not currently available.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What SMUS says: It is clear from the most cutting-edge brain research, that exercise during the school day is critically important to support optimum brain function in our students. At SMUS, our physical education program is focused on using exercise to help students learn. Our philosophy articulates it best: SMUS Physical Education Program aims to maximize students’ physical, emotional and academic well-being through exercise, while developing the knowledge, skills and attitude necessary to support a healthy, active life. Our PE classes are high-energy, supportive environments inspired by a team approach and engaging modern workouts. Students learn how to maintain a healthy lifestyle, while cultivating character through a variety of team and individual experiences, as well as different skill acquisition activities.

Advanced Placement courses

AP Art History
AP Physics 1
AP Physics 2
AP Physics C: Electricity and Magnetism
AP Physics C: Mechanics
AP Psychology
AP Research (Second part of the AP Capstone program)
AP Seminar (First part of the AP Capstone program)
AP Statistics
AP Spanish Language
AP Spanish Literature
AP Studio Art: 2-D Design
AP Studio Art: 3-D Design
AP Studio Art: Drawing
AP Biology
AP Calculus AB
AP Calculus BC
AP Chemistry
AP Chinese Language and Culture
AP Computer Science A
AP English Language and Composition
AP English Literature and Composition
AP Environmental Science
AP European History
AP French Language
AP Government and Politics: Comparative
AP Human Geography
AP Macroeconomics
AP Microeconomics

Sex and health education British Columbia curriculum

Sex and health education approach at SMUS : British Columbia curriculum
SMUS has a British Columbia curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About British Columbia curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

Sex and health education at schools on OurKids.net

Follows provincial curriculum - 53%
Does not follow prrovincial curriculum - 47%

SMUS 's approach to sex-ed: This information is not currently available.
Jump to:

Mathematics

Early Reading

Writing

Science

Literature

Social Studies

Humanities and Social Sciences

Foreign Languages

Fine Arts

Computers and Technology

Physical Education

Advanced Placement courses

Sex and health education
Preschool/K Curriculum Reggio Emilia

[Show definition of Preschool/K Curriculum]

Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

Preschool/K Curriculum approach at SMUS : Reggio Emilia
SMUS has a Reggio Emilia approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Academic approach).
[Show: About 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.

Preschool/K Curriculum at schools on OurKids.net

Reggio emilia - 6%
Play-based - 18%
Montessori - 31%
Waldorf - 2%
Academic - 43%

What SMUS says: The SMUS Kindergarten program is an inquiry and play-based progam inspired by the Reggio-Emilia philosophy. At SMUS, the child is a collaborator at the centre of their learning with teachers and parents acting as partners and guides. SMUS cultivates a joyful learning experience, fostering curiousity and a love of exploration, which includes the use of nature and the environment as a third teacher. Children benefit from small class sizes, two teachers to every classroom, and additional, specialist teachers in music, PE, library, French and art.

Focus
Academic

Subject	offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Subject	offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Subject	offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Subject	offered
Computer science
Robotics
Web design

Curriculum Pace Standard-enriched

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at SMUS : Standard-enriched

SMUS has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

[Show: About 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.

Curriculum Pace at schools on OurKids.net

Standard-enriched - 57%
Accelerated - 16%
Student-paced - 27%

What SMUS says: This information is not currently available.

Flexible pacing style

Flexible pacing style	offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What SMUS says about flexible pacing: This information is not currently available.

Academic Culture Rigorous

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at SMUS : Rigorous
SMUS has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About 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”.

Academic Culture at schools on OurKids.net

Rigorous - 46%
Supportive - 54%

What SMUS says: SMUS's academic culture is more supportive until grade 10. After which, students prepare for exams and university entrance, and the culture naturally becomes more rigorous.
Developmental priorities Intellectual

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

Primary Developmental Priority: Intellectual

The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

Secondary Developmental Priority: Balanced

"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

What SMUS says: SMUS provides opportunities and feedback that supports students in becoming self-aware, both in terms of what they value and the role they can play in the world. Equally, the program positions students to be curious about those different from themselves, so that they learn to openly listen in a way that builds understanding of other perspectives. Finally, SMUS offers the reflective and technical tools to help students navigate those differences in a way that enhances the lives of all involved.

Special needs support No support

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

SMUS offers No support

SMUS offers no/limited support for students with learning difficulties or special needs.

What SMUS says about their special need support: This information is not currently available.

Academic Support:

Subject Type	offered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed ADHD:

Subject Type	offered
Accommodations
Modifications
Extra support

Summary: This information is not currently available.

A - Forms of Support

Accommodation:

Modification:

Remediation:

B - Environments

Indirect Support:

Resource Assistance:

Withdrawal Assistance:

Partial Integration:

Full-Time Class:

Special NeedNeed

Forms of SupportA

EnvironmentsB

ADHD

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.
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.

Read our guide to special needs schools and special education

Gifted learner support Dedicated class; in-class adaptations

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Dedicated gifted programs:

Program	offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)

In-class adaptations:

Program	offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What SMUS says: This information is not currently available.

Language English

SMUS offers English as the primary language of instruction.

Language of enrollment include: English
Homework Policy

[Show definition of Homework Policy]
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

In grade Gr. 2, SMUS students perform an average of 15 mins of homework per night.

Nightly Homework

K 1 2
SMUS 0 mins 15 mins 15 mins
Site Average 6 mins 15 mins 17 mins

What SMUS says about their flipped classroom policy: This information is not currently available.

	K	1	2
SMUS	0 mins	15 mins	15 mins
Site Average	6 mins	15 mins	17 mins

Report Card Policy

[Show definition of Report Card Policy]

While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades:

Lettered or numbered grades	Gr. 9 to Gr. 12
Prose (narrative)-based feedback	K to Gr. 12
Academic achievement reporting	Gr. 6 to Gr. 8
Habits and behaviour reporting	Gr. 6 to Gr. 12
Parent-teacher meetings	K to Gr. 12

Extracurriculars

[Show definition of Extracurriculars]

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

Sports Offered	CompetitiveComp	RecreationalRec
Badminton
Baseball
Basketball
Cricket
Field Hockey
Football
Golf
Ice Hockey
Lacrosse
Rowing
Rugby
Running
Sailing
Soccer
Softball
Squash
Swimming
Tennis
Track & Field
Volleyball
Weightlifting

Clubs Offered
Jazz Ensemble
Math Club
Musical theatre/Opera
Outdoor Club
Outdoor Education
Photography
Poetry/Literature club
Radio club
Robotics club
School newspaper
Student Council
Yearbook
Yoga
Art Club
Audiovisual Club
Band
Choir
Community Service
Computer Club
Dance Club
Debate Club
Drama Club
Environmental Club

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

Day (Domestic: in province) Day (Domestic: out of province) Day (International) Boarding (Domestic: in province) Boarding (Domestic: out of province) Boarding (International)

	K	1	2	3	4	5	6	7	8	9	10	11	12
Day (Domestic: in province)	$19,260						$21,980			$23,920
Day (Domestic: out of province)	$24,610						$27,330			$29,270
Day (International)	$40,170
Boarding (Domestic: in province)									$52,590
Boarding (Domestic: out of province)									$57,950
Boarding (International)									$68,810

What SMUS says about their tuition: A SMUS education is an investment, but one that we work hard to put within the reach of families from across the economic spectrum. If you are interested in an education at SMUS but lack the financial means, please contact us to discuss scholarship and financial aid opportunities.

Discounts

Discount Type	Enrollment Type	Amount
2nd child (sibling)	all students	5%
3rd child (sibling)	all students	5%
4th child (sibling)	all students	5%

Need-based financial aid

Grade range that need-based aid is offered:	K to 12
Percentage of grade-eligible students receiving financial aid	20%
Average aid package size	$11,685
Percentage of total enrollment on financial aid	20%
Total aid available	$2,500,000

Application Deadline:

July 01, 2019 Repeats annually

More information:

www.smus.ca/admissions/fees/assistance

Application Details:

This school works with Apple Financial Inc. for processing financial applications
Families interested in applying for financial assistance must complete the online application form, which you can access on the Apple Financial Services website. The online application provides instructions and help as you fill out the form. Once you have completed the application for financial assistance on the Apple Financial Services website, you will see directions for forwarding tax (and other) documentation.

Merit based Scholarships

Merit Scholarships Amount: $10,000	Academic Deadline: 03/15/2018
Eligibility Details: Students grade 8 to 10— Our merit scholarship program is designed to encourage boarding students from certain regions to explore the opportunities of a SMUS education. The school currently offers renewable entrance scholarships for boarding students enrolling in Grade 8, 9 or 10 and commencing in September. Scholarships range from $5,000 to $10,000 per year and are open to Canadian students from Saskatchewan, Alberta, British Columbia, the Northwest Territories and the Yukon, as well as American students from Washington State, Oregon, Alaska and California.
Application Details: Please visit the SMUS website for application information.
For more details, visit: www.smus.ca/admissions/scholarships

The Best School Year Ever® Amount: $55,000	Other Deadline: 01/07/2019
Eligibility Details: Students grade 9 to 12— Win a once-in-a-lifetime high school experience many students just dream about. Your tuition paid for a full year to live and study on campus at St. Michaels University School, one of Canada’s top-ranked boarding schools. To be eligible to enter the Contest, you must be a resident of Canada or the United States and be between grades 9 and 12. You can find the full eligibility criteria on www.bestschoolyearever.ca.
Application Details: See the website: www.bestschoolyearever.ca.

Enrollment

[Show definition of Enrollment]

Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	K to Gr. 12	Coed	Day	733
Group 2	Gr. 8 to Gr. 12	Coed	Boarding	255

Additional Statistics:

Total enrollment	988
Average enrollment per grade	76
Average class size	Varies
Gender (grades)	K to Gr. 12 (Coed)
Boarding offered	Gr. 8 to Gr. 12
% in boarding (total enrollment)	26%
% in boarding (grade-eligible)	40%

International Students:

Percentage of students are international students
Number of different nationalities within student population	52
Five-day boarding programs offfered

Student distribution:

	K	1	2	3	4	5	6	7	8	9	10	11	12
Day Enrollment	27	31	34	42	32	44	48	64	77	62	85	75	85
Boarding Enrollment									8	40	63	79	67

Admission

[Show definition of Admission]

Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		K - 12
SSAT
SSAT (out of province)
Entrance Exam(s)		1 - 12
Entrance Essay		1 - 12
Application Fee

Application Deadlines:

Day students: Rolling

Boarding students: Rolling

What SMUS says:

Please visit the Admissions pages on the SMUS website for more information.

Acceptance

Acceptance Rate: N/A

Type of student SMUS is looking for:
The profile of a SMUS student is that they are curious, passionate and ambitious. This means more than just academic success - it means challenging yourself in all areas. As a student here, you will be expected to engage in arts, athletics, leadership and volunteering. You will need to be open to new experiences, to meeting people from different walks of life, and to taking on leadership responsibilities. Admissions staff are looking for students that fit this profile and who will bring their passion and energy to the benefit of all in the school community.

Day Boarding

Student Entry Points

Student Type	K	1	2	3	4	5	6	7	8	9	10	11	12
Day Acceptance (Acceptance rate)	25 - 30	0 - 5	0 - 5	0 - 5	0 - 5	0 - 5	10 - 15	5 - 10	5 - 10	5 - 10	0 - 10	0 - 10	0 - 5
Boarding Acceptance (Acceptance rate)									5 - 15	25 - 35	30 - 35	15 - 25	0 - 5

University Placement

[Show definition of University Placement]

Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.

Services	Offered
Career planning
Internships
Mentorship Program
University counseling

Key Numbers
Average graduating class size	158
*Canadian "Big 6" placements	51
**Ivy+ placements	50

*Number of students in the past year who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

**Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

Schools our students are admitted to (last 4 years): Boston, Cornell, Johns Hopkins, NYU, Princeton, Stanford, Dartmouth, Berkeley, UCLA, UBC, Toronto,Oxford, Cambridge, Edinburgh, St. Andrews

Schools our students attend (last 4 years): Boston, Cornell, Johns Hopkins, NYU, Princeton, Stanford, Dartmouth, Berkeley, UCLA, UBC, Toronto, Oxford, Cambridge, Edinburgh, St. Andrews

What SMUS says:

61% of the class of 2018 earned scholarships
The 2018 graduating class received a total of 668 university acceptances
Four dedicated university counselors on staff with decades of collective experience.
The 2018 graduating class was offered $2.9 million in post-secondary scholarships

Notable Alumni

[Show definition of Notable Alumni]

Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.

Alumnus	Grad Year	Accomplishment
Steve Nash	1992	Professional basketball player (two-time NBA MVP) and philanthropist.
Kenneth Oppel	1985	Young adult and children's author - famous for the Silverwing series. Winner of the Governor General's Literary Award in 2007.
Stewart Butterfield	1991	Founder of Flickr, co-founder of Slack entrepreneur and businessman.
Leslie Hope	1982	Actress - famously playing Teri Bauer in the Fox TV show 24.
Rachel Curran	1990	Director of Policy in the Canadian government, reported directly the the Prime Minister.
Simon Ibell	1996	Founder of the iBellieve Foundation.
Melissa Sawyer	1994	Founder and Executive Director of the Youth Empowerment Project (YEP) in New Orleans.

Stories & Testimonials

Below, find stories and testimonials about St. Michaels University School.

Higher Learning and Life: A Look at Our Grade 10 Experiential Program

When Caitlin Farquharson ’10 thinks back to her time at SMUS, there’s one highlight that really stands out: her Grade 10 year.

That was the year, 2007 to be exact, that the school launched a pilot experiential program. Taking a group of Grade 10 students out of the regular curriculum for ten weeks in the spring, the pilot’s first group of 20-or-so student participants had the opportunity to expedite their in-class learning to make way for some unique experiences, like hiking the West Coast Trail, learning how to repair a bicycle and writing songs to perform as part of a rock band.

“The outdoor element was what attracted me to it. I came to SMUS from Banff, and I really enjoyed that part of my education there, so to be able to have that opportunity in Victoria with the school was pretty enticing,” says Caitlin, who graduated in 2010. “I liked the different experiences you’d get to have, while still being in an academic environment. Also, the timing of that program was pretty interesting: you’re right on the cusp of really having to buckle down for academics for university, but you’re still academically advanced enough that taking a semester of an experiential program isn’t detrimental.”

The pilot program was deemed a success and continued to attract a capacity group of students in subsequent years. While the outdoor element was just one piece of the experiential program, feedback from students who didn’t sign up indicated they, too, wanted out-of-the-classroom learning, but there was a misconception that outdoor education was the focus and they didn’t want to spend so much time learning in nature.

Becky Anderson, Director of Leadership Development, recalls those students telling her, “I like the idea of getting out of the classroom and exploring different areas, and I really like the idea of being with my classmates in a different environment,” but not everyone gets excited at the prospect of spending a week sleeping in the wilderness.

“So we asked, ‘What are you interested in then?’” Becky says. “We learned there are kids who really know what they’re interested in and they would just like to spend more time out of the classroom getting to focus on that. And there are lots of kids who have no idea what they’re interested in, and they’re having to make pretty big decisions in a couple of years that guide them into possible future careers, but they haven’t really had too much exposure beyond their academic experience.”

While the original Grade 10 program, which ran until the 2014-15 school year, became known for its outdoor education offerings, its scope reached far beyond that. Students participated in experiential afternoons to gain hands-on skills, such as bike mechanics, sewing, organic gardening and painting. The outdoor expeditions were another part of that experiential learning piece, as students gained firsthand leadership, teamwork, perseverance and goal-setting skills.

“I didn’t take away a huge academic benefit from it, but the educational value in terms of being a human being, and getting life experience, and learning how to problem solve, and learning life skills that aren’t easily taught in a classroom far outweighed what I may have missed in a math unit,” says Caitlin, now 23 and working for an investment firm in Vancouver.

In September the school took a big step forward by offering an experiential program to all Grade 10 students. The new Grade 10 Experiential Program centres on providing students with a variety of opportunities to get outside of the classroom to learn and to apply what they’ve learned in a classroom setting to real-life experiences (and vice-versa).

“It’s about exposure to interest areas and making real-world connections with the academic foundation that students have been given,” Becky says.

What that means is students can choose to pursue opportunities that are based on their interests or curiosities. Experiential learning is being applied in myriad ways, from a weeklong outdoor trip earlier this year to integrating an experiential unit into all the Grade 10 subjects.

Click to read more on The SMUSpaper...
...
Middle Schoolers Make a Lasting Difference on Community Service Day

Last Friday, the entire Middle School spent the day out of the classroom and lent a helping hand in the community. Community Service Day at the Middle School is a wonderful tradition, where students go to retirement homes and schools, parks and greenspaces to give back in any way they can.

“We’ve done this Community Service Day now for several years now, and it’s our way of connecting students to the larger community and to help them understand the needs that exist outside their world,” says Mr. Xavier Abrioux, Director of the Middle School. “I think at this age, particularly, a day like this is a great example of how they can experience what it’s really like to make a contribution and to understand different perspectives that help give them a greater sense of the community that they live in.”

This year, nearly 200 Grade 6-8 students and teachers headed out to remove invasive species in parks, pick up trash along the Galloping Goose trail, run games and activities at local schools, make and serve food to homeless youth and adults, lend a hand at the local food bank, spend time with the residents at retirement homes, and much more.

There is a conscious effort at the Middle School to provide meaningful service – that involves more than just showing up and lending a hand. Students are involved in Planning, Action, Reflection, Evaluation and Celebration, as it relates to Community Service Day, to help build a true sense of ownership of their community contributions.

“You try to help instill in students a sense of purpose; that they can make a difference. This is an age where their sense of themselves becomes increasingly important, and they’re able to handle and better understand different perspectives,” Xavier says. “And this way, they also get a sense of contributions that they can make beyond this day to get a broader understanding of what it means to be part of a community.”

Below, we share some student reflections from Community Service Day.

“I made a difference in the place I visited during Service Day in a few different ways. The first part of our day of service was making muffins, as well as organizing socks and toiletries to hand out at an organization called Out of the Rain. This organization is mainly for youth who need a place to sleep and eat. We did not hand out the things we made and put together, but instead went and handed out food and drinks to people on the streets of Victoria outside of an organization called My Place (a homeless shelter for people of all ages). People were very appreciative of this, and it made me feel really good about myself, and my day! We then came back to the school, and had a very informative lecture from a volunteer at Out of the Rain. We gave her the muffins, the socks and all of the toiletries so she could hand them out! I had a really fun day with my friends helping out in my community, as well as making some people’s days a little bit brighter and better!” – by Charlotte C.

“For Service Day, I was part of the Eco-Warrior group. We started off the day with rethinking our school recycling program. We began to redesign the Tower of Power labels and researched the garbage program. Next, I began to work with my group to build the garden beds behind the playground. We were successful in completing two garden beds. After lunch we went to Browning Park and removed invasive species such as blackberries and ivy. We made a huge difference to the environment, hopefully helping it regrow to its original state. I learned about different types of native and invasive plants, and their origins. I learned about different types of solar energy and different garbage programs within the municipalities. An overall lesson that I learned was teamwork makes everything easier.” – by Christian T.

“On Service Day, the Free the Children service group baked about 150 chocolate chip muffins and gathered all 458 pairs of socks that were donated at the Middle School. There were also toiletries donated at school, and we stuffed all of them in the socks. We donated all of the muffins, socks, and toiletries to the Out of the Rain youth shelter. After that, we went to My Place, where homeless people live. We met with a homeless person and he shared his experience with us. Then we set up stands outside, and served hot chocolate and muffins to people who walked by. I really thought that Service Day was a great opportunity for us to become more aware of our community and help serve the community, We got to understand more about the experiences of some people who are less fortunate than us. In the future, we should keep helping to raise awareness of homelessness, and take action on anything that will help end it.” – by Susan G.

“At Woodwynn Farms, I helped to mulch trees and protect them from diseases. At Our Place, I helped clean up tables after they had served lunch. Helping the community is very tiring, but fun. I learned that homeless people need a friend, because they would have someone to watch over their items and have someone who could shine light in a dark time.” – by Darius R.

“My service group joined with another group and we went to Mount Tolmie to pull out invasive weeds called Daphne Laurel and ivy. These plants are very aggressive and they are not native to the area. These plants are bad for the environment. For example, ivy is horrible for the trees because they cling themselves to trees and end up suffocating them! I am very happy that we helped our environment by trying to get rid of the invasive weeds. We did not get all of the weeds, but we definitely made a difference.” – by Alex B.

“We went off campus to provide service to My Place today. In the morning, we baked muffins and sorted the socks that we had been collecting as a school. Our goal was to collect 200 pairs of socks, but we got over 450 pairs! We gave the socks and muffins to a guest speaker who came to talk to us about Out of the Rain youth shelter, for youth 15 to 25. We set up a hot chocolate stand in front of My Place, and gave out muffins, hot chocolate and chocolates. I learned a lot today. I learned that homeless people need support. I learned that even just saying, “Hi” as you pass by someone on the street will make them realize that they aren’t invisible. There are many things we can do to help. Something all of us can do is donate socks and basic necessities to the homeless. Socks are very important to homeless people because of how much they walk around, with sometimes no shoes at all. I think that there are many things we can do to make this issue be less common.” – by Flynne G.
...
Olympic Values, History Celebrated at the Junior School

Grade 5 students at the Junior School, under the leadership and guidance of Mr. Gary Barber, spent the last 10 weeks researching, studying and learning all things Olympic Games and Olympism.

Gary has been working closely with the International Olympic Committee on helping to further develop the Olympic Values Education Programme and create a learning experience related to the Olympics that can be taught in classrooms around the world. Our Grade 5 students helped pilot the educational program.

“As a teacher, I’ve always wanted to share Olympic values – which are the Pursuit of Excellence, Friendship and Respect, with the children,” Gary says. “The essence of the program is giving them activities to explore various elements – the torch, the Olympic truce, the dove as the symbol of peace, the Olympic oath, influential athletes in history, the way the Olympic Games have transformed countries and cultures, and have brought people together.”

The students also touched on the challenges of the Olympic Games, such as cheating and intolerance.

“The program tries to develop skills based around the Olympic values that extend into their lives. We want to empower them to make good choices, learn how to be a good friend, accept and value differences and diversity, and respect themselves and others,” Gary says. “Many of these elements are embedded in our school’s mission and vision; it’s not much of an extension of what we cherish at SMUS.”

Tangibly, the Olympics were integrated into history, social studies, art and English lessons.

Last Friday, the Olympic program culminated in a day-long event at the Junior School. During the day, the students shared their work and what they’ve learned with their younger schoolmates. In the evening, parents were invited to the school to see the students’ learning in action.

Each of the Grade 5 classes presented a play: one on the history of the Ancient Olympics and one that was a courtroom drama related to doping at the Olympics. Parents and audience members then played the role of jury, and had the opportunity to debate and discuss the question: Is cheating in sport ever justified?

The school was also honoured to welcome five professional athletes (three who have competed at the Olympics, and two who are training for a spot on Team Canada for the upcoming Summer Games in Rio). The athletes were Adam Kreek (Olympic gold medalist rowing 8s), Hilary Stellingwerff (Olympic 1,500m runner), Dave Calder (Olympic silver medalist coxless pairs), Rachel Francois (runner) and Thomas Riva (runner). Deanna Binder, a longtime International Olympic Committee education consultant, was also in attendance to impart her knowledge.

We wish to congratulate the Grade 5 students and Mr. Barber on organizing and hosting an exceptionally informative and entertaining event!
...
Eggs-periential Learning: Grade 2 Classes Welcome Baby Chicks

Mr. Giggles, Cottonball and Fluffy are the three newest members of our Grade 2 population, after the trio of baby chicks hatched in class Tuesday morning. The egg hatching project is part of a larger study on life cycles of different living things, including humans, chickens, ducks and plants.

“The kids will remember this their whole lives. They’ll never forget raising chicks and ducks in Grade 2; they’re watching life happen before their eyes,” says Grade 2 teacher Ms. Nina Duffus. “If you read a book about a chick they won’t remember it. They just learn so much more by experiencing it firsthand and by doing it.”

Grade 2 students returned from Spring Break to find fertilized eggs incubating in both classrooms. Three of the first set of eggs – the chicks – hatched this week, while the hope is that up to seven duck eggs will hatch next week.

[Grade 2 baby chicks] “They’ve been watching the eggs, they watched them actually come out of the shell, we’ve been reading and watching videos and learning about what will happen and how it changes,” Nina says. “They’re learning about life and death. We’ve already opened one that didn’t make it – a beak came through but it died before it hatched – so we see what it’ll look like as it was ready to be hatched.”

In addition to the excitement around the arrival of the chicks, and the optimism surrounding next week’s ducklings, the students are also learning about the life cycle of a bean plant.

“They have all planted seeds and are watching their bean plants sprout and take off every day, too. Generally they would be quite excited about watching their plants grow, but the plants are definitely taking a back seat to the chicks,” Nina says with a laugh. “One of the kids said breathlessly after we planted the seeds, ‘Chicks and plants? Grade 2 just can’t get any better than this!’”

As part of the life cycles curriculum, students are learning that all living things have a life cycle; they learn that offspring eventually look like their parents (but not always at birth); they compare the needs of humans, chicks, ducks and plants; and they learn what is necessary for life and to sustain life.

The students are learning about the in-class incubators and heaters, and how the technology takes the place of the mother for the baby chicks.

Nina says the classes will keep the chicks and the ducks as long as possible, before the chicks are returned to farms up-Island (where their eggs came from) and the ducks are brought to a different farm.

“They are just so engaged by this, and not only the Grade 2s, but the whole school,” Nina says. I arrive in the morning and kids from all grades are watching me get out of my car because they want to go inside and see the chicks. After school we have parents and students from all grades coming in – it’s really become a community project.”
...
SMUS is Number One in Advanced Placement Ranking

Our school recently received some truly outstanding news from the College Board: we have been ranked the number-one school in Canada for equity and excellence in the Advanced Placement® (AP) program.

Compared to nearly 600 Canadian schools, SMUS scores highest in the country for student access to the AP program combined with the exam results they achieve. Worldwide, SMUS ranks in the top 60 of 18,000 schools that offer the Advanced Placement program, which offers high school students college-level courses and the chance to earn university credits.

"We are extraordinarily proud of the equity and excellence ranking not only because it reflects another impressive performance by our students, but also because it shows we are achieving our goal of encouraging as many students as possible participate in the AP program," says our Head of School Bob Snowden. "Every year more than 200 of our students challenge themselves with AP courses and exams. That is phenomenal for a school our size and this ranking confirms that SMUS is by far the leading AP program among Canadian schools."

SMUS is the second largest AP school in Canada in terms of the number of exams taken. In the last school year, 133 out of 136 students in the graduating class took at least one AP exam. In addition, 98 SMUS students achieved "AP Scholar" status including 24 National AP Scholars, the most prestigious title awarded by the College Board to Canadian students. SMUS offers 27 Advanced Placement courses, including Human Geography, Psychology, Microeconomics/Macroeconomics, Calculus and Chemistry.

"SMUS pioneered AP in Canada as the first Canadian school to offer the program in 1978," says Mr. Snowden. "It offers students flexibility and choice in creating a program of study that reflects their passions, and it's widely accepted in colleges and universities across North America as well as internationally. Because we expect all of our students to apply to universities both within and outside of Canada, we have made it an academic priority to have a strong AP program.

"The success of our students in the AP program is a tribute to their talent and hard work, and confirms the value of integrating the AP program into our overall academic approach," says Mr. Snowden. "Encouraging and enabling our students to set their sights high and seek advanced placement in colleges and universities is part of our commitment to seek the excellence in all of us and provide outstanding preparation for higher learning and for life."
...
Boarding Community Comes Together

Summer on the Island may have been short on heat, but campus was smoking over the Labour Day weekend. Temperatures in the mid 30s greeted the newest cohort of boarding students, who were eager to see their dorm rooms and settle in to boarding life. My wife, Laurie Parker, is the Senior Assistant house parent in Timmis House, so she is close to the action. She says the most frequently asked question of the weekend was "Is this what the weather is always like?"

Admissions, Brown Hall and the house staff provided a warm welcome with dinners, BBQs, tours and words of advice. A whirlwind bus tour of Heirloom Linens, Mayfair Mall and Staples ensured everyone was hot on the trail of the essentials for their new dorm room. The new boarder orientation drew 150 people from four continents and 12 countries. SMUS will have to do some flag shopping because the group included our first boarding students from Poland and Belgium. Other flags flying on campus for this school year include the United Arab Emirates, Thailand, Taiwan, Switzerland, the Republic of Korea, the Russian Federation, Mexico, Indonesia, Hong Kong, Germany, China, Brazil, the British West Indies and the United States.

The most anticipated event of the weekend wasn't the Link Leader activities led by Keith Driscoll or the first meal in Brown Hall, it was, of course, roommate introductions. It is a nervous time for the students because they will spend the next eight months in close proximity to one another. One of the greatest aspects of boarding is learning to live with people you've never met and take the opportunity to expand your understanding of other cultures. This weekend will include our opening Chapel Service and House Games, house picnics and all sorts of ice-breaker activities. It is a full slate for the weekend and we are expecting great weather again.
...
Students Start Year with Leadership

Both the Middle and Senior Schools welcomed their newest members with student-led programs designed to help their younger peers quickly settle into SMUS. Grade 9 students took part in the Link Leader program while Grade 6 students completed Where Everyone Belongs (WEB). WEB focuses on helping students get to know each other, team-building and orientation. The Grade 8 leaders are paired up with a small group of students who can turn to them throughout the year for help and advice. After some fun and games in the gym, the small groups broke off to complete exercises surrounding personal goals and their hopes for the year. Link Leader helps students settle in a similar way. The games for the Grade 9 students focused on lessons to cope with life at the school, including demonstrating the challenges of multi-tasking. Given the size of the SMUS campus, a tour was a very practical way to help new students prepare for the next four years. See photos
...
A Grand Opening For Boarders

The first week at a new school tends to be overwhelming, and my first week at SMUS was no exception. Had someone told me eight months ago that I would be moving to a new school a continent away from my parents at the end of the summer, I would never have believed them. I recently repatriated to Canada after living in Ireland for three years and Iâve never boarded before, so I was prepared to be unprepared. However, despite the hours of orientation and information meetings, I began to feel at home very soon after moving into Timmis house. From the house parents to the other students, everyone was very welcoming and I quickly hit my stride. Name games, house meetings and weekend activities quickly dissolved any anxiety I had coming into this experience. In fact, finding my classes was the only real snag, and I only failed to do that once. Of course, they keep us busy here. I havenât even had time to be homesick. I canât speak for the experiences of the other new students, but my first week was made immeasurably easier and more enjoyable by the work of my teachers, house parents and upperclassmen. Thanks to them, I find myself looking forward to the weeks to come. Watch video
...
Contemplating the Ivy League

Unlike many, the Ivy League schools haven't always been my dream post-secondary institutions. In fact, I hadn't considered them as a viable option at all until quite recently. The reason for their descent from a number of mythical words with grandiose connotations (roll the words Harvard or Yale around in your mouth for a second) to the realm of reality, for me, comes down to becoming more informed. Informed on what it really takes to get into an Ivy League. How their need-blind policy works. What they look for in an applicant, and how they weigh the different aspects of your application. Despite this information reinforcing the idea that these schools are highly selective and wade through enormous pools of applicants before they choose those fit to enter their doors, I began to consider them as an option. Read more...
...
SMUS Students Get Spirited

This week was another fabulous SMUS Spirit Week, with some amazing new events. In assembly on Tuesday, the entire school was dressed in their most colorful house gear. To kick off the competition, each group had to send their most promising members into competitions for having the longest air, being the shortest girls, or creating the best original cheer. At lunchtime, the competition centred around eating. A chilly November day added some extra obstacle to a slurpee-eating competition, and four students had so much school spirit that they entered an onion-eating competition. On Wednesday, students dressed as staff members, donning everything from lab coats to outdoor adventuring gear. At lunch, there was a challenging game of jeopardy, where students and teachers tried to answer questions from "What is Lady Gaga's real name?" to "Name pi to 15 decimal points," which Grade 10 student Richard Cunningham did. Thursday, the Arts and International Councils combined to host an acoustic concert. Students, dressed as hipsters, performed all kinds of music. From Chinese and Armenian songs, to unique instrumentals, to English songs from international bands, like Sweden's The Tallest man on Earth. The week will officially wrap up on Friday, with a spirit-themed school dance. Photos
...

Principal's Message

Mark Turner, Head of School

From all my enquiries, anecdotal, empirical, and statistical, SMUS is a world-class school built on the solid foundations of its extended community. At the heart of that community are the students, some drawn into boarding from a diverse range of cultures and others who are deeply rooted in Victoria and its environs. The students are inspired by a large, dedicated and highly qualified faculty who over the years have established a reputation for going beyond the call of duty to nurture individual interests and enthusiasm.

The school mission is to aim for the “excellence in all of us.” As anyone who aspires for the highest standards will know, this is no easy task. A starting point is that “you have to be good to be great” but an outstanding education requires a holistic view that provides opportunities for the development of the mind, body, and the soul to enable young people to ask the big questions and really find out who they are.

We believe in both passion – come with a spark of enthusiasm and it will be fanned into a blaze – and compassion – education is a shared experience and we all journey together. Indeed, the school’s commitment to service and leadership has a reach far beyond BC; it is truly international.

Learning should be fun, but it should also be appropriately challenging. Rigor instills resilience, which we are told will be increasingly important as the world becomes more competitive. This should also be the time for reflection; the chance to pause and think and dream.

SMUS students have achieved remarkable success in a broad range of professions. Many report that this is down to quiet inner confidence, the ability to think independently, and a commitment to civilized values.

By providing a vast range of competitive sports, clubs, and activities, we hope to provide something for everyone to find their niche.

We invite you to come and meet us at our beautiful sites on Richmond Road and Victoria Avenue, and to find out first-hand the blend of people, place, tradition and innovation that makes St. Michaels University School such a special place.

In the News