Indirect Support:
Our vision is to encourage our students to be life-long Georgians ready to use their scholarship, compassion, conscience and courage to make a difference. Our mission is to challenge and inspire each boy to become the best version of himself. We believe that school should be challenging and meaningful. We believe that knowledge matters; our collective future relies on us knowing more than we do today and acting purposefully on what we learn. We believe that each boy should be known and loved and that learning takes place within relationships. We believe that boys can be good and ambitious at the same time. They should be held to a high standard. Sometimes, pushing our boys to be more, to do more, or to act more thoughtfully and courageously, is the most loving thing we can do as adults. We believe in character and in doing the right thing. We believe in caring for one another, in integrity, and putting others before ourselves. We continue to be inspired by our founders who insisted that “Manners Maketh Men.” This is our Code. We are Georgians.
Gallery showcasing school life and general photos of Royal St. George's College.
Gallery showcasing specific locations and facilities found at Royal St. George's College.
| 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 |
| 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 |
| 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: 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.)
| 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) |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Badminton | ||
| Baseball | ||
| Basketball | ||
| Cross-country skiing | ||
| Cycling | ||
| Downhill skiing | ||
| Football | ||
| Golf | ||
| Ice Hockey | ||
| Lacrosse | ||
| Martial Arts | ||
| Rowing | ||
| Rugby | ||
| Running | ||
| Snowboarding | ||
| Soccer | ||
| Softball | ||
| Squash | ||
| Swimming | ||
| Tennis | ||
| Track & Field | ||
| Volleyball | ||
| Weightlifting |
| Clubs Offered |
|---|
| Jazz Ensemble |
| Musical theatre/Opera |
| Outdoor Club |
| Outdoor Education |
| Photography |
| Robotics club |
| School newspaper |
| Science Club |
| Student Council |
| Yearbook |
| Band |
| Chess Club |
| Choir |
| Community Service |
| Computer Club |
| Debate Club |
| Drama Club |
| Environmental Club |
| 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
| Day | $30,540 | |||||||||
| Grade range that need-based aid is offered: | 3 to 12 |
| Percentage of grade-eligible students receiving financial aid | 0% |
| Average aid package size | $0 |
| Percentage of total enrollment on financial aid | 0% |
| Total aid available | $0 |
This school works with Apple Financial Inc. for processing financial applications
Royal St. George's College is committed to attracting exceptional boys who have much to offer in terms of their academic ability, their character and their extra-curricular involvement. As a result, needs-based financial aid is available to all boys applying to Grades 7-12. Eligibility is assessed through a third-party organization, Apple Financial Service. Please feel free to contact Tom Stevens, Director of Admissions, with any questions.
The deadline to apply for financial assistance is December 31, 2016.
| Royal St. George's College Amount: $0 | Other Deadline: Rolling |
| Eligibility Details: Students grade 9 to 12—Scholarships based on report cards and SSAT results. Tax credit of approximately $2,500 offered for school's religious affiliation. | |
| For more details, visit: www.rsgc.on.ca/index.cfm?pagepath=Admissions&id=1241 | |
| Grades | Gender | Living Arrangement | Enrollment | |
|---|---|---|---|---|
| Group 1 | Gr. 3 to Gr. 12 | All boys | Day | 426 |
| Total enrollment | 426 |
| Average enrollment per grade | 43 |
| Average class size | 18 |
| Gender (grades) | Gr. 3 to Gr. 12 (All boys) |
| Boarding offered | No |
| Percentage of students are international students | |
| Number of different nationalities within student population | |
| Five-day boarding programs offfered |
| Assessment | Required | Grades |
|---|---|---|
| Interview | 3 - 12 | |
| SSAT | ||
| SSAT (out of province) | ||
| Entrance Exam(s) | 3 - 12 | |
| Entrance Essay | ||
| Application Fee |
Day students: December 02, 2016
Student Entry Points
| Student Type | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|
| Day Acceptance (Acceptance rate) | 12 - 14 (50%) | 4 - 6 (40%) | 5 - 8 (33%) | 2 - 3 (20%) | 22 - 34 (35%) | 2 - 3 (20%) | 20 - 30 (25%) | 2 - 3 (20%) | 2 - 3 (20%) | 0 |
| Services | Offered |
|---|---|
| Career planning | |
| Internships | |
| Mentorship Program | |
| University counseling |
| Key Numbers | |
|---|---|
| Average graduating class size | 68 |
| *Canadian "Big 6" placements | 45 |
| **Ivy+ placements | 20 |
*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)
| Alumnus | Grad Year | Accomplishment |
|---|---|---|
| Michael Lambert | 2004 | Olympic snowboarder |
| Andrew Bennett | 1991 | Ambassador for Religious Freedom |
| Campbell Harvey | 1977 | Economist |
| David Hewlett | 1987 | Actor |
| Eli Langer | 1986 | Artist |
| Vincenzo Natali | 1987 | Director |
| Mark Wilkins | 2002 | Race car driver |
Below, find stories and testimonials about Royal St. George's College.
RSGC’s peer tutors might not get a lot of recognition, but the work they do is invaluable to strengthening the school community.
The Peer Tutoring club, which is now in its third year, began with a pilot program in 2013-14, led by then-prefect Shawn Wu ‘14. The idea for such a program came out of discussions at Camp Arowhon around doing something meaningful for the RSGC community. The program has now grown to include 20 peer tutors, and 22 tutees in both the Junior and Senior Schools.
The program is flexible and designed to meet the needs of the participating students. In the Junior School, students meet with their peer tutors once a week for one hour in the library. Tutors are avail- able for the whole term, but many end up forming longer-lasting relationships with their tutees. In the Senior School, the tutor-tutee relationship is less structured and more flexible. Tutoring sessions may be for one day or several weeks, and might focus on one or multiple subjects. Boys are responsible for setting up the meetings. Some Senior students even tutor more than one peer at a time, depending on their schedules and the students’ needs. Faculty members work as a team to recruit tutors and identify students who could benefit from tutoring.
The program also provides training for the peer tutors, and opportunities to learn about themselvesand their own learning styles. Sessions cover topics like “Education 101,” learning styles, how to open up dialogue with your tutee, and more. Tutors also have the opportunity to engage in classroom observations, and many report that they gain valuable insight into their own teachers’ methods and strategies in the classroom.
“The tutors really learn so much, and they’re able to share their experiences and learn from each other,” says Laura McPhedran, Senior School learning strategist and Peer Tutoring program coordinator. In addition to the training sessions, tutors keep a weekly log documenting their successes and challenges, and meet with the program coordinator approximately once a month to reflect, ask questions, and get feedback.
What makes the peer tutoring model so effective? “The relational piece is the most important part of the program,” says Laura. “Research shows that peer-based relational learning is a very effective learning method for boys. If students know they are liked and respected, they will be more open to learning.”
For Robert K, a Grade 11 student who has been involved with the program since its inception, these relationships are the most rewarding aspect of being a tutor. “It’s really nice to be able to meet and ge to know all these young Georgians. I’m still tutoring a Grade 5 boy, and I met his entire grade. I’m friendly with them at this point, and they recognize me when they see me on campus. I remember when I was in [the Junior School], I looked up to the senior boys, and I’m glad I can be that guy you see across the tarmac and connect with.”
Peer tutor and Grade 10 student Jeremy R feels similarly: “When I was in the Junior School, I looked up to the older boys a lot. I thought it would be really great to be a role model and have an opportunity to form relationships with the younger boys at school. It’s been very positive to have those relationships.” According to Jeremy, his sessions with his Junior tutee are “both academic and social.” Each tutoring session enables his tutee to work through his homework, ask questions, and get support. But the tutors learn just as much – if not more – than the peers they are tutoring. “I’ve learned about [my tutee’s] learning style and how kids learn in general,” says Jeremy. “The reflective process helped me to learn about myself and my own strengths, too. I learned that I like helping people, being encouraging and supportive, and not giving up.” Feeling connected to his community is a major motivation for Jeremy to continue as a tutor next year.
Robert also plans to continue tutoring, as well as pursue a position as a camp counselor this summer. He says that his experience as a tutor has taught him more than any other leadership experience. Moreover, tutoring has helped him gain insight into his own learning style and has inspired him to work hard on his studies. “I think I’ve learned to be a better student through tutoring. My work ethic has improved by seeing these students, as young as Grade 3, be so willing to commit the time to catching up and excelling.”
...November 30, -0001
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