Indirect Support:
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.
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.
Additional notes: Visit https://www.smus.ca/community/support/transportation for more information.
Gallery showcasing school life and general photos of St. Michaels University School.
Student athletes can play and compete in a variety of sports, including rowing, basketball, soccer, field hockey and sailing.
SMUS is a place where musicians and performers can cultivate their talents under expert tutelage.
The Richmond Road campus is home to our Middle & Senior schools.
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.
Outdoor education is a big part of the SMUS experience, bringing the learning outside of the classroom.
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.
| Focus |
|---|
| Academic |
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
| 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 |
| Expressive | |
| Disciplined |
| Subject | offered |
|---|---|
| Computer science | |
| Robotics | |
| Web design |
| 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 |
SMUS offers no/limited support for students with learning difficulties or special needs.
| Subject Type | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject Type | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Read our guide to special needs schools and special education
| 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.)
| 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) |
In grade Gr. 2, SMUS students perform an average of 15 mins of homework per night.
| K | 1 | 2 | |
|---|---|---|---|
| SMUS | 0 mins | 15 mins | 15 mins |
| Site Average | 6 mins | 15 mins | 17 mins |
| 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 |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| 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 |
| 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 | ||||||||||||
Discounts
| Discount Type | Enrollment Type | Amount |
|---|---|---|
| 2nd child (sibling) | all students | 5% |
| 3rd child (sibling) | all students | 5% |
| 4th child (sibling) | all students | 5% |
| 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 |
This school works with other. 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.
| The Best School Year Ever® Amount: $60,000 | Other Deadline: 01/06/2020 |
| Eligibility Details: Students grade 8 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 8-12. You can find the full eligibility criteria on www.bestschoolyearever.ca. | |
Application Details: See the website: www.bestschoolyearever.ca. | |
| For more details, visit: https://www.smus.ca/admissions/scholarships | |
| Grades | Gender | Living Arrangement | Enrollment | |
|---|---|---|---|---|
| Group 1 | K to Gr. 12 | Coed | Day | 742 |
| Group 2 | Gr. 8 to Gr. 12 | Coed | Boarding | 258 |
| Total enrollment | 1,000 |
| Average enrollment per grade | 77 |
| 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% |
| Percentage of students are international students | |
| Number of different nationalities within student population | 52 |
| Five-day boarding programs offfered | Yes |
| 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 |
| Assessment | Required | Grades |
|---|---|---|
| Interview | K - 12 | |
| SSAT | ||
| SSAT (out of province) | ||
| Entrance Exam(s) | 1 - 12 | |
| Entrance Essay | 1 - 12 | |
| Application Fee |
Day students: Rolling
Boarding students: Rolling
Please visit the Admissions pages on the SMUS website for more information.
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 |
| 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)
What SMUS says:
| 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. |
Below, find stories and testimonials about St. Michaels University School.
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.
...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.
...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!
...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.”
...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."
...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.
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
...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
...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...
...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
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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.
September 25, 2017
The Best School Year Ever® Contest is Back!
Win a once-in-a-lifetime high school experience many students just dream about. ...
May 19, 2017
SMUS Appoints Award-Winning UK Educator as New Head of School
St. Michaels University School Appoints Mark Turner as New Head of School ...
December 13, 2013
Take a (Virtual) Tour Around Campus
Experience the beautiful campus here at St. Michaels University School by taking a guided virtual campus tour. ...
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