Glenlyon Norfolk School

About GNS

Each child holds our attention at GNS, a Victoria school that is firmly rooted in the values of the International Baccalaureate (IB) and the Round Square. As one of only seventeen schools in Canada authorized to offer three IB programs, GNS is proud of its unique 'IB Advantage': a 21st-Century approach which educates the whole child and creates global thinkers. Glenlyon Norfolk School offers Family Boarding options for students who are not residents of Victoria, and provides an extensive co-curricular program.

Reviews

User-submitted reviews (none submitted)

Location and Busing

801 Bank Street, Victoria, British Columbia, V8S 4A8

1701 Beach Drive, Victoria, British Columbia, V8R 6H9

School Busing:

GNS offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only, occasional rider.

Gallery

School Facilities Gallery

Athletics facilities

Senior Girls Field Hockey on the Turf at Pemberton Woods

Arts facilities

The Music Centre at Pemberton Woods

Campus

Junior School campus at Beach Drive

Classrooms

Middle School Classroom

Science facilities

Middle & Senior School Science Lab

Shared spaces

Dining Hall at Pemberton Woods

Gallery showcasing specific locations and facilities found at Glenlyon Norfolk School.

Promotional videos for Glenlyon Norfolk School.

Academics

Academics Summary: [Hide summary]

Curriculum: Progressive, International Baccalaureate
- Mathematics: Traditional Math
- Early Reading:
- Writing:
- Science:
- Literature:
- Social Studies :
- Humanities and Social Sciences :
- Foreign Languages:
- Fine Arts: Equal Balance
- Computers and Technology: Heavy integration
- Physical Education:
- IB Diploma courses:
- Advanced Placement courses :
- Sex and health education:
Preschool/K Curriculum: Academic
Curriculum Pace: Standard-enriched
Academic Culture: Rigorous
Developmental priorities: Balanced
Special needs support: Withdrawal Assistance
Gifted learner support: No Support
Language: English
Homework Policy:
Report Card Policy:

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

GNS has a International Baccalaureate approach to secondary curriculum.

Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.

What GNS says: As an IB continuum school, Glenlyon Norfolk School offers a seamless approach to the International Baccalaureate programmes for students at all grade levels. Our uniquely designed and delivered educational program allows us to challenge and support students of all abilities, allowing them to do their best in everything they do. Students are inspired by knowledgeable, committed teachers who are IB experts, and are encouraged to take risks and make inquiries surrounded by supportive peers and classmates. Regular communication with parents allows us to foster a positive partnership between student, family and school for the benefit of all parties. We also provide comprehensive exposure to athletic, artistic and service opportunities that allow us to develop well-rounded students of character. Ultimately, our goal is to ensure students graduate with the tools necessary to find success in their post-secondary studies and to live happy and successful lives.

International Baccalaureate offered:

Program offered
Primary Years
Middle Years
Diploma program
Career-related program

Approach:

Focus

Academic
Pedagogies and subject courses:

Mathematics Traditional Math

Mathematics approach at GNS : Traditional Math
GNS has a Traditional Math approach to Mathematics (as opposed to Discovery Math , Equal Balance approach).
[Show: About Traditional Math?]
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.

Mathematics at schools on OurKids.net

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

What GNS says: This information is not currently available.

Textbooks and supplementary materials: This information is not currently available.

Calculator policy: This information is not currently available.

Early Reading

What GNS says: This information is not currently available.

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

What GNS says: This information is not currently available.

Writing

What GNS says: This information is not currently available.

Science

Teaching approach: This information is not currently available.

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

What GNS says: This information is not currently available.

Social Studies

What GNS says: This information is not currently available.

Humanities and Social Sciences

What GNS says: This information is not currently available.

Foreign Languages

What GNS says: This information is not currently available.

Fine Arts Equal Balance

Fine Arts approach at GNS : Equal Balance
GNS 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 GNS says: This information is not currently available.

Computers and Technology Heavy integration

Computers and Technology approach at GNS : Heavy integration
GNS has a Heavy integration approach to Computers and Technology (as opposed to Light integration , Medium integration approach).
[Show: About 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.

Computers and Technology at schools on OurKids.net

Heavy integration - 31%
Light integration - 24%
Medium integration - 45%

What GNS says: This information is not currently available.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What GNS says: This information is not currently available.

IB Diploma courses

Group 1 (Language A)
English Literature SL
English Literature HL

Group 2 (Language B)
French SL
French HL
Spanish SL
Spanish HL
Spanish ab initio SL

Group 3 (Individuals and Societies)
Economics SL
Geography SL
Geography HL
History SL
History HL

Group 4 (Experimental Sciences)
Chemistry SL
Chemistry HL
Biology SL
Biology HL
Physics SL
Physics HL

Group 5 (Mathematics)
Mathematical Studies SL
Mathematics SL
Mathematics HL

Group 6 (The Arts)
Theatre SL
Theatre HL
Visual Arts HL

Advanced Placement courses

This information is not currently available.

Sex and health education

GNS '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

IB Diploma courses

Advanced Placement courses

Sex and health education
Preschool/K Curriculum Academic

[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 GNS : Academic
GNS has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).
[Show: About Academic?]
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.

Preschool/K Curriculum at schools on OurKids.net

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

What GNS says: Our students are engaged in an enriched, values-based curriculum delivered by well qualified teachers with warmth, friendliness and expertise. The International Baccalaureate Primary Years Programme provides a fabulous framework of inquiry to develop strong foundation skills that allows personalized learning to be at the forefront. Pastoral care is an important part of school life for our learners as it allows all students to challenge themselves to be their very best in a safe and supportive environment. Nature school each week complements our rigorous academic programme, as does our waterfront location allowing students to engage with nature in a meaningful way.

Program	offered
Primary Years
Middle Years
Diploma program
Career-related program

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 GNS : Standard-enriched

GNS 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 GNS 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 GNS 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 GNS : Rigorous
GNS 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 GNS says: This information is not currently available.
Developmental priorities Balanced

[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: Balanced

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

Secondary Developmental Priority: Intellectual

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

What GNS says: This information is not currently available.

Special needs support Withdrawal Assistance

[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.

GNS offers Withdrawal Assistance

Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.

What GNS says about their special need support: Students who are identified as having a learning challenges are referred to the Learning Strategies team. A series of interventions are done in-class to help overcome some of these difficulties, including strategies for the classroom/subject teachers. Should these interventions be unsuccessful and the student is still having difficulties, a referral is made for the child to undergo a full psycho-educational assessment with a registered psychologist. The results of the assessment help shape the Individual Educational Plan (IEP) and this would be created together with the teachers and parents.

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: GNS has a team of learning strategists who are committed to inclusion and assistance in providing opportunities for all students to do their best. Through the collaborative partnership between subject and LS teachers, we nurture an environment that supports differentiation for each individual's learning differences. Support is provided through a model consisting of small group and in-class support. Emphasis is on individual learning in which students embrace how they learn and employ strategies independently to achieve success.

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 No Support

[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: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)

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 GNS says: This information is not currently available.

Language English

GNS 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. 5, GNS students perform an average of 45 mins of homework per night.

Nightly Homework

JK 1 2 3 4 5
GNS 0 mins 15 mins 15 mins 15 mins 30 mins 45 mins
Site Average 5 mins 15 mins 17 mins 23 mins 29 mins 34 mins

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

	JK	1	2	3	4	5
GNS	0 mins	15 mins	15 mins	15 mins	30 mins	45 mins
Site Average	5 mins	15 mins	17 mins	23 mins	29 mins	34 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. 6 to Gr. 12
Prose (narrative)-based feedback	JK to Gr. 12
Academic achievement reporting	JK to Gr. 12
Habits and behaviour reporting	JK to Gr. 12
Parent-teacher meetings	JK 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.

What GNS says:

100% of our students are engaged in the co-curricular life of the school
GNS has the #1 school soccer program in BC. Our boys and girls have won 12 provincial titles in the last 12 years.
Our Fine Arts students excel each year in performances in the community (theatre companies, youth orchestra, music conservatory) as well as semi-annual theatre productions and regular concerts within the school.

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

Clubs Offered
Jazz Ensemble
Musical theatre/Opera
Outdoor Club
Outdoor Education
Poetry/Literature club
Robotics club
Round Square
School newspaper
Student Council
Yearbook
Art Club
Audiovisual Club
Band
Choir
Community Service
Computer Club
Debate 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 Day (Domestic: in province) Day (Domestic: out of province) Day (International) Homestay (Domestic: in province) Homestay (International)

	JK	SK	1	2	3	4	5	6	7	8	9	10	11	12
Day	$17,135
Day (Domestic: in province)		$18,955						$21,315			$23,035
Day (Domestic: out of province)		$23,155						$25,465			$27,165
Day (International)		$30,150						$32,380			$34,045
Homestay (Domestic: in province)								$36,905			$38,625
Homestay (International)								$47,970			$49,635

What GNS says about their tuition: Additional fees are charged on a grade by grade basis for items such as technology supplies, curriculum-based field trips, grade camps, etc. Invoices are sent to families by the end of April, or are sent as part of the Admissions offer. Tuition and other fees are approved by the Board of Governors on an annual basis. Updated fee information is published each February.

Discounts

Discount Type	Enrollment Type	Amount
2nd child (sibling)	all students	5%
3rd child (sibling)	all students	10%
4th child (sibling)	all students	10%

Need-based financial aid

Grade range that need-based aid is offered:	K to 12
Percentage of grade-eligible students receiving financial aid	15%
Average aid package size	$0
Percentage of total enrollment on financial aid	15%
Total aid available	$1,000,000

Application Deadline:

March 31, 2020 Repeats annually

More information:

www.mygns.ca/admissions/tuition-and-financial-support

Application Details:

This school works with Apple Financial Inc. for processing financial applications
Please note that at this time bursaries are only available to domestic day students. The application for financial assistance is separate from the application for admission. Both must be submitted at the time of application in order to be considered for financial assistance. Candidates wishing to apply for financial assistance must complete and submit the Financial Aid for Canadian Students (FACS) application form available via the Apple Financial Services website.

Merit based Scholarships

Glenlyon Norfolk School Amount: 50%	Academic Deadline: Rolling
Eligibility Details: Students grade 6 to 12— Students applying for an entrance scholarship to Grades 6-12 should have an outstanding academic history, achieve the equivalent of an "A" standing on the entrance exams, have a demonstrated interest/commitment to the visual or performing arts and/or athletics, and have a willingness to participate fully in the life of the school.
Application Details: Students applying for an entrance scholarship to Grades 6-12 should have an outstanding academic history, achieve the equivalent of an "A" standing on the entrance exams, have a demonstrated interest/commitment to the visual or performing arts and/or athletics, and have a willingness to participate fully in the life of the school.
For more details, visit: www.mygns.ca/admissions/tuition-and-financial-support

GNS Community Scholarships Amount: $10,000	Other Deadline: 04/30/2016
Eligibility Details: Students grade 9 to 12— Glenlyon Norfolk School is proud to introduce the GNS Community Scholarships, which provide entrance scholarships of up to $10,000 for new Senior School students joining us in the 2020/2021 school year. These scholarships are renewable annually, provided that each recipient meet and exceed our expectations in terms of contributions to the GNS community.
Application Details: Step 1: Complete the ONLINE APPLICATION FORM and submit your application fee. Step 2: Submit copies of your two most recent report cards. Step 3: Submit two reference letters; one academic and one personal (coach, music teacher, etc.). Step 4: Submit your personal statement about why you would be a great Community Scholar in a format of your choosing. Make a 60-90 second video, write an essay, create a work of art or come up with another unique way to present yourself and show off your unique personality. Make sure that your submission answers: Who you are, what grade you’re in and where you currently attend school; What you enjoy most about school; and How you’ll contribute to the GNS community. Steps 1 to 4 must be complete before April 30, 2016 for an applicant to be considered. Step 5: Contact the Admissions Office (250.370.6801 or [email protected]) to book a time to write your entrance test and have your personal interview. Testing and interviews will be held on April 27, May 4 and May 11.
For more details, visit: www.mygns.ca/community-scholarships

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	JK to Gr. 12	Coed	Day	690
Group 2	Gr. 7 to Gr. 12	Coed	Homestay	50

Additional Statistics:

Total enrollment	740
Average enrollment per grade	53
Average class size	16 to 18
Gender (grades)	JK to Gr. 12 (Coed)
Boarding offered	No

International Students:

Percentage of students are international students	15%
Number of different nationalities within student population	20
Five-day boarding programs offfered	Yes

Student distribution:

	JK	SK	1	2	3	4	5	6	7	8	9	10	11	12
Day Enrollment	27		35	29	40	38	44	57	59	61	61	77	75	75
Homestay Enrollment									2	5	6	16	13	5

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		6 - 12
SSAT
SSAT (out of province)
Entrance Exam(s)		3 - 12
Entrance Essay
Application Fee

Application Deadlines:

Day students: Rolling

Homestay students: Rolling

What GNS says:

Application requirements include receiving a completed application form along with a $250 application fee and the two most recent report cards for the applying student. Older students must then complete the entrance exams. We also require the completion of a confidential student report from a current teacher. For international students, we also require copies of passports for both the student and his or her parents, as these are necessary for preparation of custodianship documents. Once these items are received, we perform an onsite or Skype interview. We also prefer, where possible, for the applying student to visit the school for a day.

Acceptance

Acceptance Rate: 72%

Type of student GNS is looking for:
We are looking for well-rounded students that exhibit the 5 As: Academics, Athletics, Arts, Adventure, and Active Citzenship. A student who is curious, engaged and kind and who will appreciate the small, close-knit community that is GNS and will take advantage of all of the opportunities given to them here whether it be in the arts, athletics, the IB program, service, or the Round Square.

Day Homestay

Student Entry Points

Student Type	JK	SK	1	2	3	4	5	6	7	8	9	10	11	12
Day Acceptance (Acceptance rate)	23 - 30 (72%)	0	7 - 11 (72%)	2 - 3 (72%)	3 - 4 (72%)	3 - 12 (80%)	2 - 6 (72%)	16 - 17 (80%)	10 - 19 (80%)	10 - 15 (80%)	11 - 19 (72%)	15 - 21 (72%)	14 - 16 (72%)	0 - 4 (90%)
Homestay Acceptance (Acceptance rate)								0	0	0	0	0	0	0

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	75
*Canadian "Big 6" placements	26
**Ivy+ placements	2

*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 GNS says:

The 55 members of the Class of 2019 has earned 182 offers of acceptance and has been offered $739,000 in scholarship dollars.
Our 55 Grads of 2019 are going to: University of Victoria - 33%; Universities in Ontario - 25%; UBC or UBC-Okanagan - 18%; Outside of Canada - 11%; Other provinces - 7%; Other BC institutions - 7%. Over 65% of the group of 55 will move away from Victoria.

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
Jonnie Penn	2004	Jonnie Penn is the creator, executive producer and cast member of MTV series The Buried Life and co-author of the book “What Do You Want To Do Before You Die?”.
Atom Egoyan	1978	Atom Egoyan is one of the most celebrated contemporary filmmakers on the international scene. His body of work includes theatre, music, and art installations.
Timothy Williams	1983	Timothy Williams is a multi award-winning composer and orchestrator of film, TV, video games and theatre, with over 63 feature film credits.

Stories & Testimonials

Below, find stories and testimonials about Glenlyon Norfolk School.

Being the Change We Want to See

As a child, Ammar Inaytali grew up in a family where helping others in the community was extremely important and part of their daily lives. He tagged along with his father as he went fundraising door-to-door in their Ontario community, educating others about the Aga Khan Foundation and the charity’s work "to sustainably improve the quality of life of poor, marginalized communities in Asia and Africa."

When he was thirteen, Ammar had a revelatory moment as he watched news about the Haiti earthquake. He realized that there were people in need and that he had the ability to provide a sense of hope and relief. The charitable activities in his childhood suddenly took on new meaning. This new awareness allowed Ammar to embody his values and become an active part of the change he wanted to see.

Fast forward to the present—about four years and hundreds of volunteer hours later—when Ammar’s outstanding community work has now been recognized by the United Way of Greater Victoria. He is a 2014 recipient of a United Now Individual Volunteer Award representing youth between the ages of 15 to 19. Ammar was one of 17 nominees selected by the United Way of Greater Victoria Youth Now Advisory Council (YAC), a group that exists to promote leadership, volunteerism and philanthropy among youth. Ammar impressed the selection committee with his achievements within both his school and community, despite having moved to Victoria only three years previously.

Ammar began his fundraising efforts for the Aga Khan Foundation’s World Partnership Walk in elementary school with two other school communities before becoming a student at GNS in Grade 9. Since then, Ammar has championed the cause at GNS and has been a vital member of the GNS Round Square Committee.

Like a true leader, Ammar won’t take much credit for his accomplishments. He credits his parents as mentors in how they have influenced his service work. Ammar is a quiet leader who has the great ability to take action for the good of others. This award has given him further inspiration to keep pursuing his work.

As a current Grade 11 student, he has already started planning for life after GNS. Ammar’s tentative plans are to pursue economics then law at university. He hopes that he will be able to continue his advocacy work and become a more powerful voice for good in the future.

...
300 (and more) for 300 (and more)
“Don’t be afraid to make changes in your life if you’re not happy with where you are.” That was the central message—and key metaphor—at the heart of Hollywood composer Tim Williams’ address to our school on Monday in the Hall.

Williams, an Alumnus of Glenlyon, is a multi award-winning composer for film, TV, video games and theater. His presentation was wide-ranging: the attentive audience heard an insider’s perspective into major film production; we saw several clips from recent films that Williams had scored; and he found time at the end of the presentation to deliver an inspirational message.

Discussing his trajectory from Glenlyon graduation to present day, Williams recounted two significant “U-turns” in his life. He started out as a pre-med student but then realized it was not for him. He then made the audience laugh by recounting how, a few years later, he “tried law” by being accepted to Osgoode Hall (at York University), then dropped out after one day (thus trying his parents’ patience). He commented upon how his alma mater helped his career along by contracting him to compose the music for the Norfolk House 70th Anniversary. But his message was simple: “Don’t be afraid to take risks and make changes in your life if you’re not happy with where you are.”

Without actually needing to remind his audience of GNS’s motto, Williams then recounted “having the courage to pursue [my] dream: to compose for a West End show.” That he did, with Napoleon—upon which he collaborated with fellow Canadian, Andrew Sabiston. “With this dream accomplished,” Williams said, “I embarked upon the pursuit of an even bigger ambition—to compose for film in Hollywood.”

One of the recurring taglines we use in the promotion of our school is “GNS: A world of opportunity.” Williams reinforced the power of taking advantage of the small opportunities that life occasionally provides in his recounting of his ‘big break’. Working on the massive blockbuster 300, Williams was afforded the opportunity to compose the music for the film’s final scene.

Suffice to say, he never looked back after that!

Williams’ presentation was not only inspirational, but it was fascinating as well. The audience was rapt as he described the pressures facing the modern film composer: “Most people think that when the movie trailers are out, that ‘that’s it’. But that’s really when a film composer’s job is just beginning! The turnaround time between trailer and release is very narrow,” Williams chuckled. It was also quite instructive to see the ‘magic’ required to marry the score to the action on the screen—something we all-too-easily take for granted as we enjoy any film production.

Williams’ final message was simple and humble: “I attribute so much of my success—success and joy, actually—to collaboration…to working with a team of people.” With our Head Boy and Head Girl in absentia due to IB exams, Senior School Principal Mr. Calderwood was called upon, impromptu, to thank Mr. Williams for his excellent presentation. Mr. Calderwood was quick on his feet in explaining the absence of the HB and HG and then pointed out how one of the IB’s primary tenets in preparing our students for the real workplace of the 21st Century is, after all, risk-taking and collaboration—and that Mr. Williams is thus an inspiring example.

For the 300+ students and faculty on hand—including former Heads of School Hamish Simpson, Keith Walker and Peggy Wilmot—this was a wonderful way to close the Centennial Speakers Series. It was also another opportunity for all of us to feel proud of what our Alumni make of their lives and to see that the values of our school are carried proudly beyond the space and time of GNS.
- winner of 3 Thea Awards—‘Best Score’
- a Dora Award nomination
- winner of 6 ASCAP Plus Awards
- an Emmy Award nomination
...
GNS’s Evan Letkeman in Canadian world swimming trials!

Evan Letkeman, currently in Grade 12 at GNS, is swimming into unchartered waters—and it is a wonderful thing. In March, he qualified for the Canadian swimming trials for a place in the team that will, ultimately, head to the World Championships in Barcelona this summer.

These trials are ongoing, this week, at the Saanich Commonwealth Pool; Swimming Canada describes them as their “flagship event of the Spring. Canada’s best swimmers will race to represent the country at the FINA World Aquatics Championships in Barcelona” [July 19 – August 4].

Letkeman will be participating in three events: the 200m butterfly; a 400m individual medley; and the 200m backstroke. Currently in the top 30 in the men’s category, provincially (an impressive ranking, given that the age range is 16-25), Letkeman is very humble in his expectations. “I hope to improve my times,” said Letkeman, “as well as to move up in the provincial and national rankings.”

Before his Grade 12 year, Letkeman considered the year upcoming and decided upon a major goal: to meet the Senior National Standard times in his chosen events. After his coach allowed him to perform in a time-trial, Letkeman met this goal and thus qualified for this week’s major event.

“I have dedicated quite a bit of time to swimming, for many years,” he said. Letkeman started swimming competitively at the age of 9 and has followed a very rigorous routine since then. “I train at least 9 times per week—most days before and after school, with each session lasting at least two hours.”

Letkeman was also generous in his praise of his two swim instructors: Peter Vizsolyi, currently Head Coach of the UVic Swimming team, as well as Ron Jacks—recognized as one of the top coaches in Canada.

Letkeman already has been accepted at the University of Alberta, but is still weighing his options as he contemplates a very bright future—in and out of the pool. Best of luck to Evan this week, and a warm congratulations to him from the GNS community.
...
Grade 9s Dazzle at Science Fair 2012

“The creativity and imagination shown by these kids is just marvelous,” said GNS parent and UVic professor Dr. Andrew Weaver after serving as a judge in our school’s 2012 Science Fair. From colour-blindness hypotheses to the impact of pheromones on mate selection, and from an inquiry into the accuracy of Da Vinci’s designs to creating the ideal camera stabilizer—and truly so much more!—this was another enormously successful GNS Science Fair.

Dr. Wendy Topic, who teaches IB Chemistry but who also teaches Science 9, was effusive about the history of this event as well as the overall product in the 2012 Science Fair. “What I like the most about it (the Science Fair) is that the students are able to select from the areas that interest them the most,” she said. “It’s a privilege for me to know them a little better as a result of the subjects they investigate; they grow as scientists by collecting, analyzing, and interpreting their results.”

Dr. Topic added, “Because our students are passionate about their chosen subjects, they work so hard to understand and teach their projects to the other students, to the teachers, and to the judges.” She also referred to the rich history of this event, specifically citing Michael Peters’ “Actuator” invention when he was in in Grade 9, in 2006. It would be an invention that would go on to win him provincial and national science fair competitions—culminating in his recent Canada’s Top 20 Under 20 award for innovation (for more on this, see pp. 22-24 of this past summer’s Traditions magazine).

Dr. Kim Venn, also a GNS parent and UVic professor, joined Weaver as one of the six community judges, and said, “These kids are high-flyers! They are really good projects, here; the students are outstanding.”

A warm congratulations to all of our Grade 9 students for a wonderful display at GNS’s 2012 Science Fair.

...
GNS Service Day 2012: ‘The gift of significant contribution’
Wednesday, October 3rd was a significant day for our school. Every student and member of faculty at GNS dispersed around fifteen separate locations on the lower island to participate in a whole-school day of community service. That is 750 people from the GNS community!

Service is a cornerstone value of both the International Baccalaureate Organization, as well as the Round Square, and is enshrined in the Vision Statement of Glenlyon Norfolk School:

By leading through truth and courage, GNS prepares outstanding young men and women of character who will contribute to the world through their skills, their leadership, their commitment to service and their understanding that we are all responsible for the future of our communities.

It is therefore incredibly appropriate, as Mr. Simon Bruce-Lockhart, Head of School, said to the Senior School in Friday assembly, that one of our first celebrations of our Centennial was a Day of Service.

In his Friday address to the Senior School, Mr. Bruce-Lockhart identified three ways in which the day was an unqualified success:
1. the sense that many hands make light work;
2. that service operates on many different levels;
3. and that while service is about giving to others, it is also about receiving.
With regard to the last two points, in particular, he said, âThe organizers of Wednesday made a brilliant decisionâto mix the classes up, so that older students were working alongside younger students.â At GNS, there is always an endeavor to unite the community across grade boundariesâwhether in athletics, the arts, debate, or on days such as these. The mentoring of the younger students by our older ones is one of the more magical aspects of the GNS community.

Mr. Bruce-Lockhart closed his speech by addressing the reciprocity inherent in service, reminding the school that such a meaningful contribution by our community âis that rare commodity which gives in every direction: to those who receive the service and, equally, to those who give the service.â

To watch the video (above) is to appreciate what Mr. Bruce-Lockhart means when he celebrates âthe gift of significant contribution.â A special thank-you to the remarkable organizers of this event: Ms. McKerlich and Mme. Girard in the Senior School; Ms. Horne and Ms. Waugh in the Middle School; and Ms. Emmerson and Mrs. Graham in the Junior School. They were all led by Mrs. Hicks, who chaired the committee and worked tirelessly to make Wednesday such a success.
...
GNS – The Celebration Begins

On the afternoon of September 24, over 750 members of our community joined together to launch our Centenary celebrations. The assembled group formed a '100' on our famous turf field. This was the first act of a very exciting year—one where we will celebrate this school's heritage, tradition, and century-long commitment to understated excellence.

...

Principal's Message

Dr. Glenn Zederayko, Head of School

GNS is a place made special by its people, its programs, and the synergy they create together.

Our mission: "to challenge and support our students to do their best through truth and courage in learning and in life" lies at the very heart of everything we do, establishing the values we live by every day.

In the News