Strathcona-Tweedsmuir School

About STS

STS is a Kindergarten to Grade 12, World IB School. Students flourish through well-balanced programming and enriched learning on our 220-acre campus minutes from Calgary, guided by talented and caring teachers. STS students become global citizens, embracing social responsibility, while striving for success in all that they do. In addition to vigorous academic curriculum, students experience a wide-variety of co-curricular activities, and benefit from a supportive community, rooted in our school’s 114-year history.

Founded in 1905
Spectacular country setting
Alberta Education Curriculum (1-12)
Superior outdoor education program
Excellent university placement
Professional, caring staff
International Baccalaureate School
Round Square School
Member of CAIS and NAIS

Our Take: Strathcona-Tweedsmuir School

Strathcona-Tweedsmuir became a school, in that name, in 1971, though it’s history stretches back more than a century. It is essentially an amalgamation of three schools that excelled in different ways: St. Hilda’s School for Girls, Strathcona School for Boys, and Tweedsmuir, a girls’ school. The current school motto, Nil Nisi Optimum, “nothing but the best,” was originally used by Tweedsmuir, as was the black watch uniforms—in that and other traditions that remain in place reflect the founding schools long, shared histories.

The amalgamation came at a time of economic growth due to a boom in oil and gas exploration in the region. Each school was outgrowing its footprint, and so looked to combining forces. The world, too, was changing, and the move to a co-ed academic atmosphere was equally emblematic of the time. The newly minted Strathcona-Tweedsmuir also moved to a sizable parcel of land, where the school remains today.

In time, the school would continue to grow its curricular offerings, including advance placement courses, adoption of Round Square, and the growth of the International Baccalaureate program. STS was also an early adopter of digital technologies in the classroom. Those things are an expression of perhaps the most important tradition that STS expresses, namely that of looking ahead, being flexible, and working to adapt the program to student need. The ideal student is one who will thrive in large, vibrant, and challenging academic environment.

RSVP for open house

Founded in 1905
Spectacular country setting
Alberta Education Curriculum (1-12)
Superior outdoor education program
Excellent university placement
Professional, caring staff
International Baccalaureate School
Round Square School
Member of CAIS and NAIS

Reviews

User-submitted reviews (none submitted)

Location and Busing

RR 2, Okotoks, Alberta, T1S 1A2

School Busing:

STS offers bus transferring. Service options offered are regular rider.

Gallery

Gallery showcasing school life and general photos of Strathcona-Tweedsmuir School.

School Facilities Gallery

Athletics facilities

Arts facilities

Campus

Classrooms

Science facilities

Shared spaces

Gallery showcasing specific locations and facilities found at Strathcona-Tweedsmuir School.

Upcoming Events Next event: September 21, 2019

Sep 21

Open House and Family Fall Fair
Strathcona-Tweedsmuir School, RR 2, Okotoks, Alberta
Join us @Saturday, September 21, 2019 from 10:00 am - 12:30 pm

Please join us on September 21, 2019, from 10:00 a.m. – 12:30 p.m. for our Open House and Family Fall Fair.

First, we’ll show your family our state of the art facilities on our natural, 220-acre campus. Then, our faculty and Head of School, Mrs. Carol Grant-Watt, will invite you to interact with them in a series of activities. You’re welcome to ask questions, of course.

Finally, we’ll all get outside to play at our annual Family Fall Fair. Your family can enjoy food trucks, a petting zoo, a farmer’s market, carnival games, face painting, campus and trail walks, and much more.

Please pass along our invitation to anyone that may enjoy a great day getting to know Strathcona-Tweedsmuir School.

Academics

Academics Summary: [Hide summary]

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

Curriculum Traditional, 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 STS : Traditional, International Baccalaureate
STS has a Traditional, International Baccalaureate approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional, International Baccalaureate?]
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a uni?ed curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.

Curriculum at schools on OurKids.net

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

STS 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 STS says: At Strathcona-Tweedsmuir School, students thrive in a culture of academic excellence. Students are empowered in their learning and strive to exceed their own expectations for achievement. STS supplements the standard Alberta Education curriculum with the International Baccalaureate Programme beginning in the Elementary with the IB Primary Years Programme, moving to Middle School with the IB Middle Years Programme and ending with the IB Diploma Programme in Senior School. Excellence in teaching and learning is fostered through critical thinking and inquiry. Throughout our students' years at STS, we focus on new and effective practices, incorporating current research and literature into all of our courses. We educate our students in an environment that combines state of the art technologies, outdoor experiential education with opportunities to develop the individual as a whole.

International Baccalaureate offered:

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

Approach:

Focus

Academic
Pedagogies and subject courses:

Mathematics Equal Balance

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

Mathematics at schools on OurKids.net

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

What STS says: The STS math curriculum balances traditional skill acquisition with real-world application. Examples of real-world application include applying knowledge of exponents to pay-it-forward challenges, using statistical analysis to debate climate change, and turning learning about profit margins to running ones own mini-business.

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

Calculator policy: This information is not currently available.

Early Reading Balanced Literacy

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

Early Reading at schools on OurKids.net

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

What STS says: Elementary students work closely with their homeroom teachers and our Early Literacy Instructor to assess, build, and challenge reading skills. Students use multiple learning tools and approaches to build reading fluency including high-frequency site words, phonics, one-on-one reading with teachers and peers and iPads among others.

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

What STS says: This information is not currently available.

Writing Equal balance

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

Writing at schools on OurKids.net

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

What STS says: This information is not currently available.

Science Inquiry

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

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

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 Traditional

Literature approach at STS : Traditional
STS has a Traditional approach to Literature (as opposed to Social Justice , Equal Balance approach).
[Show: About Traditional?]
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.

Literature at schools on OurKids.net

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

What STS says: This information is not currently available.

Social Studies Expanding Communities

Social Studies approach at STS : Expanding Communities
STS has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge , Thematic approach).
[Show: About Expanding Communities?]
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.

Social Studies at schools on OurKids.net

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

What STS says: This information is not currently available.

Humanities and Social Sciences Pragmatism

Humanities and Social Sciences approach at STS : Pragmatism
STS has a Pragmatism approach to Humanities and Social Sciences (as opposed to Perennialism , Equal Balance approach).
[Show: About Pragmatism?]
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.

Humanities and Social Sciences at schools on OurKids.net

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

What STS says: This information is not currently available.

Foreign Languages Communicative

Foreign Languages approach at STS : Communicative
STS has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual , Equal Balance approach).
[Show: About Communicative?]
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.

Foreign Languages at schools on OurKids.net

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

What STS says: This information is not currently available.

Fine Arts Creative

Fine Arts approach at STS : Creative
STS has a Creative approach to Fine Arts (as opposed to Receptive , Equal Balance approach).
[Show: About Creative?]
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.

Fine Arts at schools on OurKids.net

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

Program offers:

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

Visual studio philosophy:

Expressive
Disciplined

What STS says: This information is not currently available.

Computers and Technology Heavy integration

Computers and Technology approach at STS : Heavy integration
STS 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 STS says: Technology is woven into the curriculum from Grade 1 on. Our 1-to-1 laptop program begins in Grade 6 with school provided laptops. Grades 10-12 students use laptops and/or tablets of their choice. Students in Grades 7-9 are required to take courses in design which includes engineering, architecture, digital media, and robotics.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What STS says: The Athletics Program at Strathcona-Tweedsmuir School is consistent with our mission. Character and leadership are the cornerstones of our program and we look for ways to enhance them at every opportunity. Character is developed through successes and failures in team and individual sports including basketball, badminton, volleyball, field hockey, rugby, cross country running and track and field. It is through these athletic endeavours that students learn the values of sportsmanship and co-operation as well as determination and perseverance towards a common goal.

IB Diploma courses

Group 1 (Language A)
English Literature HL

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

Group 3 (Individuals and Societies)
Economics HL
History HL

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

Group 5 (Mathematics)
Mathematics SL

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

Advanced Placement courses

This information is not currently available.

Sex and health education Alberta curriculum

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

Sex and health education at schools on OurKids.net

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

Approach to sex and health education:
STS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

STS '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 STS : Academic
STS 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 STS says: Kindergarten at Strathcona-Tweedsmuir School is an innovative, collaborative and inquiry-based program that instills a joy and love for life-long learning. It promotes the development of the whole child in a safe and nurturing learning environment. We believe each day should be filled with laughter, shared stories and learning experiences so their unique talents will emerge and flourish.

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 STS : Standard-enriched

STS 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 STS 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 STS 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 STS : Rigorous
STS 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 STS 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 STS says: Our mission – to develop well-balanced students for a life of purpose by inspiring excellence in scholarship, leadership and character.

Special needs support No support

[Show definition of Special needs support]

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

STS offers No support

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

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

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 STS says: This information is not currently available.

Language English

STS 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. 12, STS students perform an average of 1.5 hours of homework per night.

Nightly Homework

	K	1	2	3	4	5	6	7	8	9	10	11	12
STS	0 mins	15 mins	15 mins	15 mins	30 mins	45 mins	45 mins	60 mins	60 mins	60 mins	90 mins	90 mins	90 mins
Site Average	6 mins	15 mins	17 mins	23 mins	29 mins	34 mins	40 mins	52 mins	57 mins	69 mins	80 mins	96 mins	109 mins

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

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	K to Gr. 12
Prose (narrative)-based feedback	K to Gr. 12
Academic achievement reporting	Gr. 1 to Gr. 12
Habits and behaviour reporting	Gr. 1 to Gr. 12
Parent-teacher meetings	Gr. 1 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 STS says:

The rich and robust co-curricular program at STS is a key component in the delivery of our ambitious mission. Because most parents typically have children in only one or two grades at any given time, it is difficult to grasp the full breadth of our co-curricular programming. The elementary division offers over 20 different clubs throughout the school year. Middle and Senior School students have access to dozens of sports teams, performing arts groups, speech and debate teams, outdoor programs, service opportunities and a host of other activities. It is through this bounty of experiences that STS develops the character and leadership qualities within our students and set them on a pathway toward living purposeful lives. Beyond the important aspect of scholarship, these constitute the key tenets of our mission. Many of these activities also have a positive impact on students’ mental and physical well-being, foster creativity, confidence and poise, and cultivate life-long interests that will contribute to their enjoyment and appreciation of life throughout adulthood.

Sports Offered	CompetitiveComp	RecreationalRec
Badminton
Baseball
Basketball
Field Hockey
Football
Golf
Ice Hockey
Lacrosse
Rowing
Rugby
Running
Soccer
Softball
Swimming
Tennis
Track & Field
Volleyball
Canoeing/Kayaking
Cross-country skiing
Ice Skating

Clubs Offered
Foreign Language Club
Jazz Ensemble
Math Club
Musical theatre/Opera
Outdoor Club
Outdoor Education
Poetry/Literature club
Robotics club
Round Square
Science Club
Yearbook
Yoga
Art Club
Band
Choir
Community Service
Debate Club
Drama Club
Environmental Club

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

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

	K	1	2	3	4	5	6	7	8	9	10	11	12
Day	$16,100	$20,700			$22,140			$23,030			$23,580

What STS says about their tuition: Private school tuition can be prohibitive for some families. If your child is a new, ideal candidate for a Strathcona-Tweedsmuir education or a current student, we can help. We are committed to making STS accessible to as many families as possible. In 2017/2018, thanks to our donors, we distributed $345,145 to Middle and Senior School students.

Need-based financial aid

Grade range that need-based aid is offered:	K to 12
Percentage of grade-eligible students receiving financial aid	11%
Average aid package size	$8,900
Percentage of total enrollment on financial aid	11%
Total aid available	$280,000

Application Deadline:

February 15, 2018 Repeats annually

More information:

www.strathconatweedsmuir.com/admissions/scholarships-and-financial-assistance/

Application Details:

This school works with Apple Financial Inc. for processing financial applications
Need-based bursaries are offered to families who demonstrate a gap between their available income and the expected cost of a STS education. Qualification is determined by the Financial Assistance Committee in conjunction with a recommendation from Apple Financial Services. Families apply for assistance through Apple Financial’s Financial Assistance for Canadian Students (FACS) application found on their website (www.applefinancialservices.ca). Apple Financial in turn makes a recommendation for bursary directly to STS. The Financial Assistance Committee reviews each application and awards assistance in accordance with School policy. For more information on the various bursary funds and STS awards, please visit: www.sts.ab.ca/admissions/FA/Bursaries.

Merit based Scholarships

STS Entry Scholarship Amount: $5,000	Other Deadline: Rolling
Eligibility Details: Students grade 5 to 12— Are you a new student entering Grade 5 to 12? Based on your excellence in scholarship, your compassionate character, and your leadership abilities, you can receive up to $5000 your first year at STS from the STS Entry Scholarship program.
Application Details: Your STS Entry Scholarship is due at the time of your application for admission to STS. Only new students to STS are eligible for STS Entry Scholarships. \r\n\r\n Apply for an STS entry scholarship now \r\n\r\n If your application for entry to the School is approved, you'll receive the result of your STS Entry Scholarship with your notification of acceptance. \r\n\r\n For more information about the STS Entry Scholarship program, please email the Director of Enrollment and Communications, Lara Unsworth '95 at [email protected]
For more details, visit: www.sts.ab.ca/admissions/STSScholars

Forever Woods Scholarship Amount: $5,000	Other Deadline: 02/10/2017
Eligibility Details: Students grade 10— Merit scholarships are awarded to students who, along with criteria specific to each scholarship, are demonstrating the potential to achieve excellence in scholarship, leadership and character. We currently offer the following merit scholarships: Forever Woods Scholarship The Forever Woods Endowment Fund supports scholarships for students entering Grade 10 at STS in the form of the Forever Woods Scholarships. Both students new to STS and continuing their education at STS are eligible to apply.
Application Details: Candidates for scholarships will be selected by the Scholarships Committee on the basis of merit and financial need. All scholarships are annual and renewable, and the Committee will consider students who best fit the various criteria outlined for each scholarship. In the event a recipient fails to sustain a satisfactory record as to scholarship and character their award may be revoked. To download application forms for printing please click here and submit to [email protected].
For more details, visit: www.sts.ab.ca/ForeverWoods

Enrollment

[Show definition of Enrollment]

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

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	K to Gr. 12	Coed	Day	675

Additional Statistics:

Total enrollment	675
Average enrollment per grade	52
Average class size	16 to 18
Gender (grades)	K to Gr. 12 (Coed)
Boarding offered	No

International Students:

Percentage of students are international students	12%
Number of different nationalities within student population	16
Five-day boarding programs offfered

Student distribution:

	K	1	2	3	4	5	6	7	8	9	10	11	12
Day Enrollment	32	36	36	36	36	54	54	66	66	66	80	80	80

Admission

[Show definition of Admission]

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

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		K - 12
SSAT		6 - 12
SSAT (out of province)		6 - 12
Entrance Exam(s)		1 - 12
Entrance Essay		7 - 12
Application Fee

Application Deadlines:

Day students: February 10, 2017

What STS says:

Early decision - November 30, 2016

Regular decision - February 10, 2017

Rolling admission begins February 11, 2017

The full application to STS includes:

1. Online Application

2. Confidential School Report Form

3. Final Report Cards from previous two years

4. Most Recent Report Card or Progress Report

5. Interview

6. Individual or Group Assessment

Acceptance

Acceptance Rate: 80%

Type of student STS is looking for:
The Strathcona-Tweedsmuir School experience encourages students to find their passions, give back to their community, and prepare themselves for a life of purpose. To that end, our students are inspired to seek excellence in scholarship, leadership, and character.

Student Entry Points

Student Type	K	1	2	3	4	5	6	7	8	9	10	11	12
Day Acceptance (Acceptance rate)		32 (93%)	4 - 6 (100%)	0 - 2 (33%)	4 - 6 (83%)	15 - 20 (90%)	0 - 5 (71%)	6 - 10 (60%)	0 - 2 (80%)	0 - 2 (66%)	15 - 20 (100%)	0 - 2 (100%)	0 - 2 (100%)

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	35
**Ivy+ placements	5

*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 STS says:

The STS Class of 2016 had a total of 70 graduates, with confirmed attendance at 22 universities in four countries (Canada, USA, England, and Scotland), with offers made from 51 schools across five countries, and close to $650,000 in scholarships.

Notable Alumni

[Show definition of Notable Alumni]

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

Alumnus	Grad Year	Accomplishment
Dan Hays	1954	Retired Senator, member of the Privy Council of Canada, partner at Norton Rose Canada
Nick Graham	1976	Owner of Fresh Happy People & former Chief Underwear Officer of Joe Boxer Corp.
Shanoon Bowen-Smed	1982	President and CEO, Bowen Workplace Solutions
Jill Nation	1970	Physician and professor in the Faculty of Medicine at the University of Calgary
Justice Rosemary Nation	1971	Justice of the Alberta Court of Queen’s Bench
Albert Schultz	1981	Actor, director and founding artistic director of Toronto’s celebrated Soulpepper Theatre Company
Jamie Clarke	1986	Extreme adventurer, Everest summiteer, owner of Out There Adventure Centre & Live Out There web business
Dave Pierce	1990	Emmy award-winning songwriter, composer, producer
Judd Palmer	1990	Owner of the Old Trout Puppet Workshop
Craig Adams	1995	Professional NHL player
Heather Gilley	1978	Physician
Harvey Locke	1975	Conservationist, writer and photographer, co-founder of the Yellowstone to Yukon Conservation Initiative
James Cross	1980	Professor, University of Calgary
Ryan Harris	1990	Marine Archaeologist
Alim Mitha	1993	Neurosurgeon
Mark Alexander	1982	President – Americas, Campbell Soup Company
Susan Elliott	1989	Scientist, Entreprenuer, Principal and Co-founder, Virtus Insights Inc.
Robert-Falcon Oullette	1995	Member of Parliament for Winnipeg Centre

Alumni Highlights

The STS Alumni Association fosters a lifelong relationship with alumni, keeping our school’s deep-rooted traditions alive, while providing opportunities to be engaged with the STS community. Our ever-growing alumni community consists of more than 6,000 former students, parents, retired teachers and staff – and this family loves to get together together and reconnect with each other and the School. We hold many alumni events on the STS campus and around the globe each year. These events give our alumni the chance to reconnect, reminisce and celebrate. They also bring our current students and successful alumni together to share stories of their experiences, paths taken and lessons learned. These invaluable mentorship opportunities add to the STS student experience, giving them a supportive and nurturing network, far beyond their grade school years.

Stories & Testimonials

Below, find stories and testimonials about Strathcona-Tweedsmuir School.

Marti McKay Week

In 1984 a fine arts week was founded at STS. It was created to commemorate Marti McKay, a student who died suddenly in 1981. She was a talented poet, and her creative legacy is a thriving Fine Arts Program at STS. Over 20 years later, Marti McKay Week has become an integral and much anticipated part of the School year. Every year, an artist-in-residence is invited to the School to discuss and demonstrate an art form they love. Over the years, the variety of talent represented has been incredible. Poets, writers, actors, musicians, dancers, puppeteers and sculptors have all come to the school to share their knowledge and skill with the students. The week gives students a change from their regular schedule, and allows them to explore art in a new way or medium. The interactive time with the artist involves students from all grades and can be tailored to their skill levels and interests. Marti McKay Week is evidence of the value STS places on the arts. The Fine Arts Program has an important place in the curriculum of Strathcona-Tweedsmuir School, and is as important as academics and athletics in the history and life of the School. ...
Outdoor Education Program

The Outdoor Education Program is a powerful part of the STS curriculum. Traditional classroom subjects such as science, mathematics, history and geography are enhanced with practical application and experience in the outdoors - providing a unique and concentrated opportunity for social interaction, stewardship and adventure in a remarkable and effective learning environment. Students from Grades 1-12 participate in the OE program at STS. The elementary students begin building a foundation of learning and experience that will continue to develop in junior and senior high, including an extensive program in environmental education and outdoor pursuits. Junior high students participate in cross-country skiing expeditions, canoeing, cycling and backpacking trips, designed to develop their skills. The junior high OE trips are part of the physical education requirement for all students. In senior high, OE becomes an elective. However, physical education is still a requirement and there are some aspects of outdoor education in all three years of the senior high phys-ed program. The students may take part in ski touring, multi-day backpacking, river canoeing and cycling expeditions, as well as activities such as rock climbing, telemark skiing and mountain biking. There are few, if any, more extensive programs in Canada. Students' benefit from the Outdoor Education program in many ways. Students are exposed to basic safety and survival skills; instructed on specific activity skills, such as skiing, cycling and canoeing; and challenged to work with a team and in an environment other than the classroom. Students during their time at STS are required, and then encouraged, to participate in many of the curricular and co-curricular Outdoor Education trips offered each year. This program challenges students to achieve more than they thought possible. ...
Mini Mall

In 1995, Mrs. MacLean and her Grade 5 class visited a local school to participate in an exciting math enrichment program. She was so impressed by the potential for the program and the opportunity for learning it provided, that she decided to bring it back to STS. Ten years later, Mini Mall has grown and evolved into an annual School tradition. Students, faculty and even returning alumni look forward to shopping at rummage sale prices. It is so popular that an encore edition of the "Mall" was included in the School's Centennial Celebrations Spring Fair this year. But what is Mini Mall? The central idea that guides the Mini Mall program is that owning and operating a small business requires a multitude of skills. As part of the Primary Years Program (IB), these skills begin with math, but include an introduction to marketing, credit applications and budgeting. As small business owners, the students must take into account costs for rentals, operating costs and related service fees. For example, they must pay for a health inspection if they are serving food. Other important learning that occurs is effective teamwork, paying off debts, saving for the business and contributing back to the community. This last lesson is a large part of the success of the Mini Mall program. Proceeds from Mini Mall are donated to the Kids Help Phone and used to fund the DARE Program for Grade 6 students at STS. Students are only allowed to sell "recycled" goods and must provide at least one service. It is an opportunity for kids to "spring clean" and sell unused or unwanted belongings for charity, or to create something new with existing materials. They must also enter an agreement with their parents to earn the money needed for their business by doing chores or errands for family and friends. The students receive a number of evaluations throughout the process and learning is separated into five transdisciplinary categories: Thinking, Social, Communicating, Self-management and Research skills. The Mini Mall legacy is alive and well at STS, and plans are already underway for the 2005-2006 School tradition. ...
Community Service

Strathcona-Tweedsmuir School regards community service as an integral part of student life. The School's humanitarian and global focus and the School's high expectation for academic excellence encourages and reinforces a balanced lifestyle that includes giving back to the community. Volunteering is a rewarding endeavour that brings self-fulfillment and allows the individual to expand the borders of their own experience and awareness. To this end, the Agencies Program is a mandatory requirement of the Grade 11 Social Studies curriculum. Students spend an afternoon every week volunteering in seniors' homes, rehabilitation centres and daycares for an entire semester. The Agency Program encourages students to leave the comforts of classroom and school for the unfamiliar environment of public community and institutions. Helping the elderly and working directly with immigrants, disadvantaged children and disabled youth and adults to improve their quality of life makes the students aware of the invaluable gift of volunteerism. Through their participation in the program, STS students are given the unique opportunity to offer their time and talent to benefit others in their community For many of our students, exposure to the needs of others begins in Grade 1. Since its debut in 1988, the Elementary Jump Rope for Heart has been an eagerly anticipated, boisterous and entertaining event benefiting the Alberta Heart and Stroke Foundation. The Grade 1 students invited seniors from a local retirement lodge to join their physical education class regularly throughout the year. The program is a great success and ended for the summer with a celebratory picnic. The entire School takes part in the Terry Fox Run, which is organized by the School Prefects each September. Though the primary objective of the run held at STS is the participation of all students and staff, funds raised from the event go to a worthy cause. Through the generous support of our families, friends and staff, STS has consistently raised significant funds for cancer research. The Community Service Program at STS is preparing for a new stage of development. The very popular and successful Humanitarian Outreach Program is evolving to Round Square, a worldwide association of schools. The six pillars that guide Round Square, I.D.E.A.L.S., stand for Internationalism, Democracy, Environment, Adventure, Leadership and Service. STS is well aligned to become part of this association, as our flagship programs and mission statement demonstrate, and we look forward to the next stage in our Community Service Program. ...
David Pierce 1976-1988

Dave Pierce's most recent accomplishment was as musical director of Alberta's Centennial show in Calgary, performed for the Queen and Prince Phillip. He worked on the show with Bill Avery, who is also the producer/director of Calgary Stampede's Evening Show. Avery and Pierce have collaborated musically for over a decade on the annual Stampede extravaganza, and their long friendship began when Avery was impressed by Pierce's performance as a drummer with the Calgary Fiddlers. "Dave has tremendous enthusiasm, talent and ability, and these traits have enabled him to thrive professionally," says Avery. Pierce's enthusiasm, talent and ability were evident early on at STS, where he spent much of his school career. He was involved in many of the School's musical productions. "Dave was a wonderful musician at an early age. He was my first student to need an independent teaching plan because he was just so far ahead in his musical development," says Suzanne Colborne, Pierce's elementary music teacher. He was a drummer/percussionist extraordinaire for a number of School shows including the first STS Broadway musical, Annie Get your Gun in 1982, at 10 years of age. Musical talent runs in the family; his father, Arnold, accompanied the STS musical productions for many years on the piano. "My time at STS provided me with amazing connections to life-long friends and associates that now impact my daily life. The team building and personal skills learned through the Outdoor Education program, Marty McKay Week and Speech Day are tools I draw on every day," says Pierce. Now Pierce has a multi-faceted career in music. A composer, arranger and producer, he has worked with Jann Arden, Michael Bublï¿½Ian Tyson and Petula Clark. His composition, "Century ? Portrait of Alberta", was performed by the Calgary Philharmonic for the Queen, and conducted by Pierce himself. "When I visit the School nowadays, I?m so happy to see the evolution of a quality music and drama program. The growth at STS is fantastic. Kudos to all staff and parents for structuring a great environment for the students to learn, make friends, and grow into adults." Pierce currently lives in Calgary, Alberta, and has just completed the 10-day run of the 2005 Calgary Exhibition and Stampede's Grandstand Show. ...
Albert Schultz

Albert Schultz is well recognized by Canadians, as the lead in two well-known CBC dramas and as the three-time host of the Gemini Awards. He is now the artistic director of the Soulpepper Theatre Company in Toronto, which is committed to performing theatre from classic writers. Part of Soulpepper's mandate is to provide opportunities for youth. Through their Youth Outreach Program, the company is dedicated to bringing the performing arts to children who wouldn't otherwise have the opportunity. Schultz explains how this desire to give back to the community was nurtured and encouraged through the programs at STS. "I was in drama at STS. Pat Foster was my drama teacher and I got involved with the theatricals and they were one of my best times. In Grade 12, I also taught drama to the young kids. I went into the Grade 3 class and taught them. That's where the beginning started for me ? and the joy that I got out of that is the seed that has sprouted into what I'm doing now." "I have STS to thank for a lot of this stuff. There were a lot of things that were quite remarkable. In Grade 11, Jack Hay sent us out into the community for the Agencies Program. Those volunteer programs are vitally important for a young person even if they don't understand it at the time. The lessons that you've learned of citizenship and understanding and that you exist not as an individual, but as a community and have civic responsibilities, is what you take away with you. There's a deep sense of spiritual pride that occurs even in a Grade 11 student." Soulpepper also provides classical training and mentorship for artists by offering several professional development opportunities for actors and directors. His commitment to the next generation also has its roots at STS, as Schultz taught elementary drama classes while at the School, and returned as an artist-in-residence for the junior and senior high drama program a few years after he graduated. Schultz is currently busy with his summer season of classic plays, and is preparing for Soulpepper's move to a new location in the fall. He currently lives in Toronto. ...
Harvey Locke Class of '75

Harvey Locke is an internationally respected environmentalist. He has served on and founded many important committees including the Canadian Parks and Wilderness Society and the Yellowstone to Yukon Conservation Initiative. In September of 1999, Time Canada named Locke one of Canada's leaders for the 21st century. Locke says his time at Strathcona School for Boys and at STS played an important role in shaping the man he has become, who is so actively involved in conservation today. "The public school system is the bedrock of democracy, but it doesn't always meet the needs of all students. I was struggling in public school. When I entered Strathcona in Grade 6, I was introduced to teachers who were interested in me personally. And they challenged us to think more broadly, outside of conventional ideas," says Locke. "The value of the School goes beyond paying tuition and wearing a uniform. Schools like STS are the safety valves for the public system." He has fond memories of the people and times at STS, and is still close to a few of his teachers. The boy who was once a struggling elementary student became a silver medal winner at law school and had a successful, 14-year legal career in Calgary. Locke has found his calling in his current conservation and management duties with various environmental organizations. He has written many works on conservation and the environment that have been published around the world. "STS stressed the importance of citizenship by introducing us to a variety of social contexts and viewpoints. They encouraged us to engage the world." Currently spending time in Nahanni National Park, NWT and in Waterton National Park, AB, Locke continues his work, hoping to improve and preserve the earth's natural places. He lives in Toronto, Ontario and will cross Canada on a speaking tour in the fall of 2005. ...

Principal's Message

Mrs. Carol Grant-Watt, Head of School

As I join the community here, the first thing I notice is that staff, students and alumni refer to Strathcona-Tweedsmuir School as a family. I feel so welcomed already. I extend a warm and special welcome to those considering STS as their school of choice. To our current community, I say thank you. I am so grateful for your trust in, and support for, the STS educational journey. On behalf of everyone at STS, thank you for being the very essence of our family.

Great schools exist when there is a strong partnership between home and school. We share a priority — the well-being and educational success of your children. As your incoming Head of School, I am enthusiastic to get to work. I’m excited to create meaningful opportunities and dwell in possibility.

Excellent learning opportunities in both the classroom and a diverse co-curricular program are at the heart of my educational philosophy. We do that exceptionally well at STS. I encourage students to get involved and take advantage of these experiential opportunities. You’ll make lifelong friends, experience adventure, and find balance in your lives. As exciting as these myriad opportunities are —and our students take part in some fantastic learning opportunities — the real gift of STS is the talented staff and faculty. They’re here to serve your family. It’s the people, not the programs that make a school great, and STS has an outstanding faculty and operations team.

In the News