2241 Mississauga Road, Mississauga, Ontario, L5H 2K8, Canada
#200 - 1490 W Broadway, Vancouver, British Columbia, V6H 4E8, Canada
2241 Mississauga Road, Mississauga, Ontario, L5H 2K8, Canada
#200 - 1490 W Broadway, Vancouver, British Columbia, V6H 4E8, Canada
2008
2022
180
40
5 to 12
8 to 12
Girls
Coed
Day
Day
English
English
Academic
Science and technology
Progressive
Progressive
Varies
15 to 20
In-class adaptations
In-class adaptations
$23,695 to $24,495
$1 to $23,400
Yes
Yes
15%
70%
5 to 12
8 to 12
$1
$8,000
23
8
0%
0%
90%
0%
5, 6, 7, 8, 9, 10, 11, 12
Nov 30, 2022
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades 8 - 12
No
No
Holy Name of Mary College School (HNMCS) began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time, the school was publicly funded, and while it operated continually through the years, it reopened in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, Holy Name is supported by the Felician Sisters, as well as by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though it was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find both. The values that the school promotes are those of the Catholic tradition, with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.
Read The Our Kids Review of Holy Name of Mary College School
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HNMCS began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time the school was publicly funded, and while it operated continually through the years, it was re-established in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, HNMCS is supported by the Felician Sisters, and is also supported by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find both. The values that the school promotes those of the Catholic tradition, with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.
View full reportVancouver Independent School for Science and Technology (VISST) is a tech-heavy high school where all teachers are PhDs and UBC professors. Learning is project-based and follows the B.C. curriculum at an accelerated rate in which both the sciences and humanities are taught at a challenging pace. Currently, the school is admitting Grade 8 and 9 students, with more grades, and computer science is taught from Grade 8. Fun is deeply woven into the programming, creating an environment where students are excited to learn. and learning new things is not the only metric for success—creating a learning environment where students are excited to learn is key. The school respects students’ capabilities and time, and it clearly communicates goals to each student and for each project. VISST has a flexible tuition model that accounts for each family’s financial situation and resources.
View full report
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"Holy Name of Mary College School is a vibrant & progressive independent Catholic school that provides girls with rich educational opportunities to ignite interests and broaden horizons. We offer a strong academic program, co-curriculars in arts, athletics & outdoor education - all designed to develop individuals who are compassionate, confident & creative, who will be positive role models for others. We believe in significant change, & are the catalyst for that change—helping our students be the best they can be."
"Vancouver Independent School for Science and Technology (VISST) is Vancouver's first & only dedicated STEM high school, offering the full BC curriculum with accelerated/enriched STEM taught via a mix of traditional methods and project based learning. VISST isn't just for the "math whiz" type -- you will find all sorts of students at our school, united by a shared curiosity and passion for learning. We believe science and technology fundamentals are important for any path our students might take after high school."
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"VISST is a reimagining of high school and differs from other schools in several ways. We ar a STEM school with enriched and accelerated STEM offerings, delivered by experts in our respective fields. VISST deeply values student buy-in and ownership. We include students in important decisions such as which teachers to hire. VISST staff are open and transparent with students, and avoid reinforcing power dynamics. Teachers and students are all just people, on a journey of self-improvement together."
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"Families are drawn to VISST for different reasons: the STEM curriculum, the way students are treated and respected, the project-based learning, the like-minded peers. One of VISST's key competitive advantages is our teachers. In BC, it is not required that a teacher have a degree in a subject in order to teach it. In contrast, VISST teachers are highly trained experts who buy into VISST's philosophy and values. We give our teachers the time and resources to shine and do their life's best work."
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"VISST's culture is sometimes underrated. In a word, we are a STEM school -- this features in our school's name, even. But in sentence, we are a STEM school with an utterly different school culture. At VISST students are first class citizens. Students call teachers by their first names, share social spaces with teachers, interview teacher candidates during hiring, and participate in school governance. Students truly feel a part of VISST, and in doing so they build justified self-confidence."
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"Some families think of VISST as a school for "math genius" types. While we do provide an excellent environment for students who excel in STEM subjects, VISST was created for a broader audience. We measure success by how much a student grows in 5 years, not by where they start or end up. All students at VISST enjoy STEM, are curious about it, and are capable of succeeding, but math doesn't have to be your strongest suit for you to attend and thrive at VISST. We also welcome "artsy" types!"
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The true spirit of the HNMCS experience is the relationship between caring, inspiring educators and the brilliant, curious minds of our engaged and talented students. We hold high expectations for our girls and their learning achievements, and our community accomplishments continue to make us proud.
We strive to shape the Catholic women leaders of tomorrow to “Be the Change” - knowledgeable, hopeful, confident and resilient for their future.
It is through a rich learning landscape focused on girl’s learning that we not only foster quality standards for teaching and learning, but empower leadership, cooperation and teamwork with every girl. We are a school committed to preparing young women to meet the challenges and uncertainties of a constantly changing global future with a good moral compass.
Catholicity, being the cornerstone of our work, promotes core values focused on the spirit and teachings of Jesus Christ that nurture faith development and cultivate global awareness, community outreach and service leadership. We are supported by the Felician Sisters, and the Basilian Fathers of St. Michael’s College School who bring a rich history of faithful service. Our school culture not only shapes the minds of our girls, but touches their hearts while preparing them to become compassionate women leaders of integrity.
Welcome to the Vancouver Independent School for Science and Technology (VISST)! Before founding VISST, I was a computer science professor at UBC where I taught over 25 courses to thousands of students. At UBC I made two key observations. One, that university students are much more comfortable with well-defined short-term tasks than with ambiguity and long-term planning; this, I concluded, is likely a product of our current high school system. And two, I observed firsthand the insatiable demand for computer science at UBC and all universities around the world, which is well beyond our capacity to provide it. This is unfortunate, I felt, because kids are more than capable of learning computer science. Combining these observations with my teaching experience, I decided to create VISST along with a fantastic team. VISST is a non-profit high school in Vancouver that aims to address the struggles I observed in university students and the lack of computer science in high schools.
Our pedagogical approach is to combine project-based learning with rigorous fundamentals. The former builds teamwork skills, long-term planning, and comfort with ambiguity. The latter is an essential component to STEM excellence. An overarching theme of our educational philosophy is to have students interface with the real world as much as possible. Whether it is publishing an article, interpreting data from the news, or partnering with a community organization during a project, real-world experiences are motivating and educational. We would consider it a failure on our part if our students are left wondering, "Why am I learning this?"
We look forward to having you explore VISST. Welcome to the VISST community.
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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HNMCS provides an exemplary university preparatory programme that combines traditional curriculum with experiential learning experiences and integrates technology with 21st Century skill development. Driven by a student-centric focus on teaching and learning, we surround bright, curious minds with caring and supportive teachers who inspire a passion for learning.
Our curriculum philosophy involves a mix of rigorous fundamentals with project-based learning. Projects provide an incredible opportunity for students to pursue their interests, practice teamwork, grapple with ambiguity, and go deeper when their curiosity tugs. On the other hand, we also believe in the value of structured learning to build up fundamental knowledge and skills through practice, continually pushing the boundaries of our students’ capabilities. Our courses, STEM and otherwise, will be delivered through this combination of techniques. We have found that, often, progressive education models come at the expense of rigor. However, there is no need for this tradeoff: a curriculum can be both progressive — incorporating methods like project-based learning, inquiry-based learning, emphasis on self-reflection and mindfulness, etc. — and also highly rigorous. We are aware that an entirely project-based approach may leave gaps in students' knowledge; thus we combine projects with methodical and structured learning to achieve the best of both worlds.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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Our program aims to develop a strong writing foundation that focuses on the improvement of grammatical and spelling skills, while allowing students to explore the writing process in a real world context; connecting literature, personal interest and current events into both formal and creative writing.
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Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Students have the opportunity to be immersed in traditional literature and the importance of structure and literary devices in significant texts. HNMCS' Core Values are at the root of learning in the school and texts are selected that reflect larger social justice themes and allow students to make deeper connections and ask critical questions about the world while being engaged in meaningful texts and resources.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Our integrated programme allows historical and geographical information to come alive in a variety of ways, using an interdisciplinary approach to learning. Through the use of technology, the arts and language arts, students participate in meaningful learning opportunities that bring content to life in a relatable way.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
By integrating the significance of big ideas and present day experience, students are engaged in meaningful lessons that bring the content in social science classes to life. Experiential lessons, simulations, field trips and wide range of apps and online programs, help to make these courses educational and engaging.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These courses balance the importance of language development and the need for a deeper understanding of language structures. Teachers work with students to develop a solid foundation of language acquisition skills and develop engaging lessons where students work alongside their peers in meaningful collaborative projects that develop a deeper understanding of the language being explored.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
In Visual Art courses students are taught how to 'see'. They learn technical words and techniques to produce works which may be included for presentation in their senior years in a portfolio while applying to post-secondary programs. Assignments cover drawing, perspective, painting, printmaking, design, art history and Visual arts exams which are studio based. Each grade explores different mediums in the different disciplines.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Students are best served when the use of technology enhances the learning that takes place in the classroom. HNMCS embraces the use of technology throughout the curriculum, and our broad use of Smart Boards and interactive projectors in all classrooms recognizes the importance of technology in education. Our school is fully accessible through wireless connectivity, leverages on site servers and cloud based technologies, utilizes educational software and communities, promotes the safe use of social media, and offers a green room multimedia environment for study and exploration. All students are encouraged to bring their own device to school and engage in learning with their tablets, laptops or phones in a stimulating way. This results in the development of their expertise and competency and their development as self-directed users. Students have full access to our comprehensive technology lab and all teachers incorporate the use of technology in their teaching and assignments.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Holy Name of Mary College School Athletic Department provides opportunities for girls to pursue athletic excellence in a variety of sports while upholding Catholic core values and developing determination, resilience, balance, a sense of fair play, and pride in self and community. The athletic program at HNMCS is an integral part of the total growth experience. Student-athletes will mature physically, emotionally, socially and spiritually. They will learn to take responsibility for personal growth by developing commitment, balance, and resilience as part of a strong and caring community. Pride in self and school, integrity and commitment are continually strengthened through participation on our teams. We believe that the life lessons learned through sport help to strengthen the Catholic values that will guide our students well into the future.
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The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Our environment is student-centred and tailored to girls' learning
VISST heavily incorporates project-based learning into the curriculum. During projects, students work at their own pace and can dive as deeply into a topic as their curiosity takes them. Outside of projects, VISST provides individualized instruction through small class sizes, expert teachers, and community mentors.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our main goal at HNMCS is to develop the whole person. Building a strong academic foundation allows our girls to become innovative thinkers who can draw on their wealth of knowledge and experience to tackle real world problems.
Students attend VISST because they are looking to challenge themselves. That said, a core value at VISST is balance. VISST students are not expected to sacrifice a good night's sleep due to homework. We want to make the most of students' high school experience, using time effectively, but we recognize the boundaries. We want our students to have both a great education and a happy childhood.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
HNMCS promotes the importance of a balanced lifestyle that integrates a strong academic foundation based on our core values and key developmental priorities
Balance is a key value at VISST. We view the purpose of school as beyond academics. The primary purpose of school is intellectual development, but school should also help students understand their passions and learn about career options; it should be a time of character development and personal growth; it should be a place where lifelong friendships are forged; and it should be fun! We keep all these purposes in mind when making decisions at VISST.
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Fencing |
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Ice Skating |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
5 - 12
8 - 12
15%
70%
$1
$8,000
90%
0%
5, 6, 7, 8, 9, 10, 11, 12
Nov 30, 2022
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades 8 - 12
No
No
No
No
Yes: grades 5 - 12
No
No
Yes: grades 8 - 12
No
No
Holy Name of Mary College School welcomes applications from candidates eager to be a part of the school's enriched academic environment. At Holy Name of Mary College School, we offer you the opportunity to develop your academic interests, as well as a wide range of sporting options, visual and performing arts and other clubs and activities to engage in. HNMCS is fortified by a strong liberal arts education, a sound understanding of the role of technology in the world, and a belief that in our community we acknowledge and celebrate the many and varied gifts and talents of our classmates and teammates. We offer applicants the chance to demonstrate that they can be successful here. Each application is considered and assessed individually. We look for demonstrated academic achievement and the ability, and desire, to reach your true potential. There are no hidden social criteria; we simply want the best students to apply, regardless of their background. So whoever you are, and wherever you come from, if you have the ability, the enthusiasm and the motivation to study here, then we want to hear from you.
We are looking for students who want to be challenged and who demonstrate the potential to meet those challenges. A strong applicant will also demonstrate that they understand what VISST is about and that they would really like to be a part of this unique school and community. As a STEM school, we are looking for students with an interest in STEM, but this does not have to be your only interest! On the contrary, we welcome students with a broad range of interests; a diverse student body will enrich the experience for everyone. You will find that VISST innovates, and employs amazing teachers, in all subject areas.
The admissions process to Holy Name of Mary Catholic School is a straightforward once you've decided that this is the school for your daughter:
1. Complete application online: apply.hnmcs.ca
2. Attach a recent student photograph.
3. Scan and upload to the Application portal, copies of the applicant’s Academic Documents (final report cards from the previous two years and the most recent report card for the current year and, if applicable, a current Ontario Student Transcript copy).
4. Complete the Confidential Student Profile and ensure that it is sent directly from the applicant’s current principal, guidance counsellor or teacher to HNMCS ([email protected]).
5. Submit a non-refundable Application Fee of $125. Application fee for international students is $250.
6. Please submit all the above application information by November 30. Applications received after this date will be accepted and reviewed based on available space.
7. Register for the Admissions Test, which will be written in early December. To register for the test, go to: holynameofmarycollegeschool.com/admissions.
8. Once all requirements have been completed, the Office of Admissions will contact the family to schedule a one-on-one meeting with the candidate.
9. Offers of Admission will be sent by email in late February.
While Holy Name of Mary College School is an independent school, the tuition is not intended to exclude students on a financial basis. An income-based bursary programme is available for those in need and we encourage families to seek financial assistance when it is required. Applications for financial assistance must be submitted by November 30.
For more information, contact [email protected]
See https://www.visst.ca/admissions for admissions information.
