Honouring the British Columbian Legacy of Educational Excellence
EducationinBritishColumbia
hasundergonesignificant transformationsovertheyears, drivenbyacommitmenttoexcellence, innovation,andinclusivity.Schools likeSt.MichaelsUniversitySchool (SMUS)havebeenattheforefrontof thesechanges,pioneeringnew approachestoteachingandlearning thatprioritizestudentengagement, criticalthinking,andholistic development.
The Knowledge Review's latestedition, "TheMostEminentSchoolinBritish Columbia"isdedicatedtoshowcasing themosteminentschoolinBritish Columbia:St.MichaelsUniversity School.Aswedelveintothe educationallandscapeofBritish Columbia,itbecomesevidentthat institutionslikethesehaveplayeda pivotalroleinshapingtheevolutionof educationintheprovince.
Attheheartofthiseditionliesthe recognitionofSt.MichaelsUniversity School'sprofoundimpactonthe
educationallandscapeofBritish Columbia.Byhighlightingtheschool's achievements,innovations,and contributionstothecommunity,we aimtocelebrateitslegacyandinspire otherinstitutionstofollowitslead.
Byshowcasingtheschool'sinnovative initiatives,curriculumdevelopments, andstudentachievements,wehopeto provideinsightsintothefutureof educationinBritishColumbiaand beyond.
Lookingahead,St.Michaels UniversitySchoolispoisedtocontinue playingatransformativeroleinthe educationsector Withitssteadfast commitmenttoacademicexcellence, characterdevelopment,andcommunity engagement,theschooliswellpositionedtomeettheevolvingneeds ofstudentsinthe21stcentury.Aswe navigatethecomplexitiesofaneverchangingworld,institutionslikethese willundoubtedlyremainbeaconsof inspiration,guidingthewayforward forgenerationstocome.
wehopetoconveytheessenceofwhat makesthisinstitutiontrulyexceptional andwhyitstandsasashiningexample ofeducationalexcellenceinBritish Columbia.
Have an engaging read!
Christoph
-Maria Christopher
This certificate is presented to St.
Michaels University School (SMUS)
for being recognized by The Knowledge Review magazine in an annual listing of for its commitment to academic excellence and holistic student development.
The Most Eminent School in British Columbia
FEBRUARY 2024
Mary D'souza Editor-in-Chief
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Contributing Writer Maria Christopher Anish David
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Technical Head David, Robert Jacob Smile
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February, 2024
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Outstanding Preparation for Life
20 A r t i c l e C o n t e n t s
Exploring Changes and Adaptations in British Columbia's School System
What sets our school apart lies within our distinctive academic programs and extensive extracurricular offerings.
St. Michaels University School (SMUS)
Outstanding Preparation for Life
BritishColumbia'seducational heritageisdeeplyshapedbyits multiculturalsociety The provinceisknownforitsdiverse population,andthisdiversityis reflectedinitseducationalinstitutions. Effortsaremadetopromote multiculturalunderstanding, inclusivity,andrespectforvarious culturesandlanguageswithinthe educationalcurriculum.
Astandoutrolemodelinthisdeep educationalheritageisSt.Michaels UniversitySchool(SMUS),a distinguishededucationalinstitution thathasstoodthetestoftimeformore thanacentury,flourishingand evolvingwhileremainingsteadfastin itscorevaluesandcommitmentto providingitslearnerswithexceptional preparationforlife.
Althoughtheschoollooksdifferent fromitsearlybeginnings,itsmission remainsthesame:ensuringstudents receive"outstandingpreparationfor life"—fromstartingtheireducational journeysinJuniorKindergartento
walkingacrosstheGrade12 graduationstagetoreceivetheirhigh schooldiploma.
FosteringValues
Theschoolpridesitselfonfostering corevaluesofrespect,courage, honesty,andservice.Thesevaluesare adoptedandexemplifiedbyeveryone whoattendsSMUS,withtheaimof graduatingstudentsmirroringthose samevaluesasSMUS‘alumni,’ whereverlifetakesthem.
St.MichaelsUniversitySchoolisan accreditedsecondaryinstitution andamemberofthefollowing organizations:
Ÿ NationalAssociationof IndependentSchools(NAIS)
Ÿ TheAssociationofBoarding Schools(TABS)
Ÿ CanadianAccreditedIndependent Schools(CAIS)
Ÿ IndependentSchoolsAssociationof BritishColumbia(ISABC)
Ÿ TheHeads’Conference(HMC)
Ÿ SecondarySchoolsAdmissionsTest
(SSAT)
Ÿ CouncilforAdvancementand SupportofEducation(CASE)
Ÿ IndependentEducational ConsultantsAssociation(IECA)
Ÿ WesternBoardingSchools Association(WBSA)
Ÿ TheNationalSocietyofHigh SchoolScholars(NSHSS)
ExemplaryLeadershiptoEnsure Excellence
EnshrinedinSMUS’corevaluesisthe importanceofleadershipandservice, asevidencedintheschool’svision:To learn,tolead,toserve.Students graduatewiththeseprinciples, confidentinwhotheyare,and demonstratingcommitmenttoapplying theirvalues-basedskillsandtalentsin theiraimtomeetthe21stcentury's challengesandmaketheworldabetter placeforfuturegenerations.
SMUS’distinctiveacademicprograms andextensiveextracurricularofferings arethecornerstonesofitsapproachto providingunwaveringsupporttoits teachersandstudents,enablingthem
todeliverandreceivetrulyinspiring andhigh-levellearningexperiences.
Full-STEAMAhead
Academically,theschoolplacesa strongemphasisonSTEAM(Science, Technology,Engineering,theArts,and Mathematics)anddigitalskills development.Thisholisticoffering guidesstudents’thoughtprocessesfor inquiry,two-wayorgroup communication,andcriticalthinking whileinstillingacomprehensive understandingofdesignthinking, productiteration,andtrial-and-error methodologieswithinan interdisciplinaryframework.Suchan approachempowersSMUSstudents withtheproblem-solvingprowess essentialfornavigatingthe expectations,complexities,andto achievesuccessfuloutcomesfortheir futuresinworkandinlife.
Additionally,theschoolfocuseson forgingconnectionsbetweeninclassroomlearningandreal-world
scenarios.This innovativeapproach supportsstudentswith activitiessuchaspresenting hot-buttontopicstoguestpanels suchassustainability,—andoffering entrepreneurialinsightstolocal businesses,includingcollaborating withtheCityofVictoria'smuseums andrespectivedesignexhibits.By bridgingthegapbetweentheoretical knowledgeandpracticalapplication, studentsgaininvaluablecontextual insightsanduncovernewfound passions.
Throughamyriadofinclusive initiativesandengagingactivities, SMUScreatesarobustcommunityand environmentwhereindividualsfeel valued,seen,andheard—byeveryone fromstaffandfacultytoSeniorSchool prefects.Regularcommunity-building events,collaborativeprojects,and sharedexperiencespromoteastrong senseoftogetherness.Whetherit's
We are pioneers in experiential education, forging connections between classroom theories and real-world scenarios.
throughstudentclubs,sportsteams, artisticendeavours,orspecialinterest groups,everylearnerinanyofthe threeschools(Junior,Middle,or SeniorSchool)findstheirnichewithin thissupportivecommunity
Theschool'scommitmenttoopen communication,mutualrespect,and embracingdiverseperspectivesfurther reinforcesthefeelingofbelonging. Byfosteringthesebonds,SMUS notonlynurturespersonal growthbutalsofacilitatesa lifelongconnectiontoa communitythattruly feelslikehome.
EncouragingaBalanceof Core AcademicSkills
TheSMUSJuniorKindergartento Grade12programisanintentionally designedjourneywheremeetingthe personalneedsofeachindividual learnerisparamount.
Thegoalthroughoutthevariousstages ofeducationalgrowthistoconsiderthe 'wholestudent,'promotinga harmoniousblendoffundamental academicabilitieswithartistic pursuits,sports,leadership,outdoor learning,communityservice,aswellas individualandsocialinterests.
Inaddition,theschoolaimstofostera loveoflearning,whichhelpsprepare studentsforpost-secondaryeducation andlifeingeneral.
SMUS’graduatesarepurpose-driven individuals,empoweredwithstrong academicfundamentalsandtheright balanceofskillsandconfidenceto
tacklefuturechallengesand opportunitiespresentedtothem.
Theinstitution’scommitmentto studentsupportisconstantandunique; SMUShasestablishedspecific programsandparameterswithinwhich everystudentreachestheirfull potential.Inadditiontoapersonalized learningapproachandadedicated teachingteam,theschooloffersoverand-aboveacademicassistance, counselling,andawealthoflearning resources.Further,itsextensivearray ofextracurricularactivitiesencourages studentstorefinetheirskillsand exploretheirrespectiveinterests,with itsgoalofnurturingthose‘whole’ individualswhobecomepreparedfor excellenceinallaspectsoflife.
NurturingtheWholeIndividual NaashkiiSoler,Grade12
IndigenousstudentNaashkiiSoler'sAP EnglishLanguageandComposition assignmentachievedremarkablereach afterapersonalessayshepenned drewparallelsbetweenher boardingschool experienceatSMUS andher grandmother's
historyasaresidentialschoolsurvivor The Globe and Mail published Naashkii'sstory inits lastFebruary “FirstPerson”section.
Thepieceeloquentlycapturesthe contrastbetweenthetwopersonallife stories,emphasizingtheincongruity betweentheteen’sgrandmother's traumaticexperiencesandNaashkii's accesstotop-tiereducationreceived throughscholarships.Naashkii's poignantwritingreflectsher commitmenttoreshaping misunderstood,orignorantcultural perceptions,andfostering understandingandacceptanceby Canadians.
LiamPope-LauandFraserTuck, Grade8
StudentinventorsLiamPope-Lauand FraserTuckachievedastounding successintheScienceFairFoundation BritishColumbia'sYouthInnovation Showcase(YIS).Thepairsecuredboth
theInnovatorsoftheYeartitlewiththe topprizeinthe12to15agecategory andthePeople’sChoiceAward, grantingthematotalof$5,200.This awardhelpedtoadvancePope-Lau’s andTuck’sinnovativeself-heatinglife jacketconcept,aptlynamedLifeHeat.
Theirinventionincludesapouchthat, whensubmergedinwater,triggersan exothermicreactionthatemitsheat. Thelatterelementencounterscold waterhypothermiaandoffersanaweinspiringsolutionbornethrough personalexperience.Thestudents’ dedicationtoaddressingapractical issuewhilesourcingacreativesolution hasgarneredwidespreadmedia attention,withcoveragebyCBC, CTV,and Daily Hive Vancouver, amongothernewsoutlets.
StewartButterfield,’91Graduate SMUSalumStewartButterfield,a Canadianentrepreneurand businessman,standsasanotablefigure
inthetechindustry.Co-founderofthe popularworkplacecommunication platformSlack,Butterfield'svisionary leadershiphasrevolutionizedremote collaborationandcommunication.
Havingpreviouslyfoundedthephoto sharingwebsiteFlickr,whichwaslater acquiredbyYahoo,Butterfield's accomplishmentsexemplifytheimpact Our commitment to student support is unwavering. SMUS has established comprehensive structures to ensure every student reaches their full potential.
ofaSt.MichaelsUniversitySchool educationwithrespecttonurturing forward-thinkingindividualswho makemeaningfulcontributionsto globalbusinessandtechnology sectors.
CelebratingtheDifferences
Atthecoreoftheschool’sacademic approachisthecultivationofan inclusiveenvironmentwhere differencesarecelebratedandvalued. “SMUS actively encourages open dialogue on cultural understanding and creates a platform for students to engage in meaningful discussions,” statesMarkTurner,HeadofSchool.Its curriculumisthoughtfullydesignedto encompassdiverseperspectives, histories,andcultures,ensuringthat studentsareexposedtoarangeof viewpointsthatreflecttheglobal landscape.
Bynurturinganenvironmentthat valuesindividualitywhilerepresenting
aculturalmosaic,SMUSactively seekstodismantleculturalbarriersand pavethewayforcurrentandfuture studentstothriveinaworld characterizedbydiversity.Assuch,the school’seducatorsandadministrative staffreceivetrainingincultural diversity,whichextendstotheaddition ofanEquity,DiversityandInclusion (EDI)Coordinatoraswellasan IndigenousLiaison.
Byweavingthesethreeattributesinto everyfacetofschoollife,SMUSnot onlypreparesstudentstonavigatea diverseworldwithempathyand respect,butthemirroringofthat diversityamongitslearnerand stakeholderpopulationisemblematic oftheinstitution’scommitmentto reflectingon,andcontributingto,a moreequitableandforward-thinking society
InstillingaSenseofEmpathy SMUS’serviceinitiativesaredesigned
tobridgeclassroomlearningwith real-worldexperiences.Theschool encouragesstudentstotakeleadership rolesinplanningandexecuting communityserviceprojects.For example,studentscollaboratewith localorganizations,volunteerat shelters,engageinfundraising campaigns,andcontributeto sustainabledevelopmentprojects,to nameafewservice-ledinitiatives.
Thesehands-onactivitiesnotonly allowstudentstodevelopaprofound understandingofthechallengesfaced byvariouscommunitiesbutalsoinstil asenseofempathy,leadership,and, aboveall,acommitmenttocreating meaningfulchange.
Throughitsnumerousstudent-led clubsandorganizations,SMUS learnerscanpropose,organize,and executeservice-basedinitiativesthat alignwiththeirpassionsandinterests.
Whetherit'sorganizingfooddrives, participatinginenvironmental clean-ups,oradvocatingfor social-justicecauses,studentsare activelycontributingtothebetterment oftheirlocal,national,andglobal communities.
Communityserviceandsocial responsibilityareintegralcomponents ofawell-roundededucation.By providingdiverseandmeaningful opportunitiesforengagement,SMUS empowersstudentstobecomeactive, compassionate,andsociallyaware individualswhoareequippedtomake apositiveimpactintheirrespective communities,athome,andglobally.
ElevatingtheLearningExperiences withTechnology
SMUSrecognizesthetransformative roleofSTEAM,technology,andAIin elevatingstudents’learning.Through strategicintegration,theseelements enhancecriticalthinking,
problem-solvingskills,andcreativity. Theschool’sSTEAMprograms encourageinterdisciplinary collaborationandenablestudentsto combinetheirexpertiseinvarious fieldstouncoverandapplyinnovative solutionswiththeapplicationof technologyalongsidereal-world challenges.
Fromcodingandroboticstodigitalart anddataanalyses,studentsgain tacticalexperiencewhileapplying thosereal-worldscenarios,thereby equippingthemtonavigatean increasinglytechnology-drivensociety. Furthermore,technologyenhances personalizedlearning,whichallows educatorstotailorinstructionto individualneeds,thus,fosteringa dynamicandinclusive-learning environment.Byembracing technology,STEAM,andAI,St. MichaelsUniversitySchoolequips
studentswiththeskillsandmindsets neededtothriveinacomplex, interconnecteddigitalworld.
LayingaStrongAcademic Foundation
SMUS’distinctandrigorous educationaljourneypreparesstudents forhighereducationandfuturecareers byemployinglearningthemesof criticalthinking,globalawareness,and practicalskills.Theschool’s academicprogramsand priorities,experiential learning,andpersonalized guidancecontributeto studentsdeveloping
At SMUS, our community aims for students to graduate with passion and compassion, capable of leading, willing to serve, and dedicated to a lifelong learning journey.
At the core of our approach is the cultivation of an inclusive environment where differences are celebrated and valued. We actively encourage open dialogues on cultural understanding and create a platform for students to engage in meaningful discussions.
astrong academic foundation withoutlimiting theirpersonal passionsand exploration.
Theemphasisonleadership, communityservice,andreal-life problem-solvingarmsthemwith resilience,adaptability,andanethical mindsetthatisessentialforsuccessin anever-evolvingworld.
Whenthesewell-roundedindividuals graduate,theyarepoisedandreadyto excelintheirpost-secondaryjourneys andcontributemeaningfullyand remarkablyintheirchosenfields.
InlinewiththeSustainabilitypillarof St.MichaelsUniversitySchool’s Floreat 2030 Strategic Plan,the SMUSBoardofGovernorsapproved theestablishmentofanEnvironmental SustainabilityCommitteetoprovide strategicguidancetotheBoard,the SeniorLeadership stakeholders.
EnsuringaSustainable Future
SMUSrecognizes thatforitsnext generationof leaders,
engineers,andscientists,sustainability andenvironmentalstewardshipare criticalissues.Thisextendstothe school’scurrentresponsibilitiesof ensuringasustainablefutureforits physicallandscape.Inadditionto academicprogramming,theschool aimstoimprovethe environmental/carbonfootprintofits physicalcampusspaces,includingits buildingsandoperations.
SMUSisequallycommittedto prioritizingenvironmentalconcerns withrespecttofacilityupgradesand reducingemissionsrelatingtothe school’senergyusage.Asof2023, schoolexecutivesweredelightedthat itsstalwartsustainabilityeffortswere confirmed,asevidencedbyEco SchoolsCanada,whichawarded SMUSwithitsPlatinumAward,the highestlevelaschool’seco-footprint canreach.
PedagogicallyEquipped
St.MichaelsUniversitySchool
upholdsthedeliveryofhigh-quality educationbydiligentlyfosteringthe professionalgrowthofitsteaching staff.Throughongoingsupport mechanisms,includingtailoredgrowth plansandregularprofessional developmentopportunities,SMUS educatorscontinuallyrefinetheir teachingmethodologies,staying attunedtoevolvingpedagogical approachesandbestpractices.
Bynurturingacultureofcontinuous learning,collaboration,andinnovative teachingstrategies,theteachingstaffis well-equippedtoprovideexceptional andup-to-dateeducationalexperiences thatempowerstudentstoexcel academicallyandpersonally
“At SMUS, our community aims for students to graduate with passion and compassion, capable of leading, willing to serve, and dedicated to a lifelong learning journey,” saysMark Turner,HeadofSchool.
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Changes and Adaptations Bri sh Exploring in Columbia's School System
Intherealmofeducation,
adaptabilityiskeytoensuringthat studentsreceivethebestpossible learningexperiences.British Columbia'sschoolsystemhaslong beenrecognizedforitscommitmentto innovationandresponsivenessto changingsocietalneeds.Overthe years,theprovincehasundergone variousreformsaimedatenhancingthe curriculumtobetterpreparestudents forthechallengesofthemodernworld.
HistoricalContext
Tounderstandthecurrentstateof BritishColumbia'seducationsystem,it isessentialtoexamineitshistorical development.Theprovincehasarich traditionofeducationalreform,with significantchangesoccurringoverthe
pastfewdecades.Inthelate20th century,theintroductionofoutcomesbasededucationmarkedashifttowards amorestudent-centeredapproach, emphasizingcriticalthinking,problemsolving,andreal-worldapplicationof knowledge.Thisapproachlaidthe foundationforsubsequentreforms aimedatpromotingstudent engagementandachievement.
CurriculumEvolution
Oneofthemostnotableaspectsof BritishColumbia'seducationsystemis itscontinuouseffortstoadaptthe curriculumtomeettheevolvingneeds ofstudentsandsociety.
Curriculum E volution
Inrecentyears,therehasbeena renewedfocusonfostering competenciessuchascreativity, collaboration,anddigitalliteracy.This shiftreflectstherecognitionthat traditionalacademicknowledgealone isinsufficienttopreparestudentsfor thecomplexitiesofthe21stcentury
TherevisedcurriculuminBritish Columbiaemphasizesinquiry-based learning,whichencouragesstudentsto exploretopicsindepthanddevelopa deeperunderstandingofcoreconcepts. Thisapproachnotonlyenhances studentengagementbutalsopromotes criticalthinkingandproblem-solving skills.Moreover,theintegrationof Indigenousperspectivesacrossthe curriculumacknowledgesthe importanceofreconciliationand culturaldiversityineducation.
ImpactsonStudents
ThechangesinBritishColumbia's curriculumhaveprofoundimplications forstudents.Byprioritizing competenciesovercontent,thenew curriculumequipsstudentswiththe skillstheyneedtothriveinan increasinglyinterconnectedandrapidly changingworld.Moreover,the emphasisonpersonalizedlearning recognizesthateverystudenthas uniquestrengths,interests,and learningstyles,fosteringamore inclusiveandsupportivelearning environment.
Furthermore,theincorporationof Indigenousknowledgeand perspectiveshelpsstudentsdevelopa deeperappreciationforCanada'srich culturalheritageandpromotes interculturalunderstandingandrespect. ByengagingwithIndigenouswaysof knowing,studentsgainvaluable insightsintodifferentworldviewsand
learntoapproachissuesfromdiverse perspectives.
ImpactsonEducators
Foreducators,theevolving curriculumpresentsboth opportunitiesandchallenges.Onone hand,theemphasisoninquiry-based learningencouragesteacherstoadopt morestudent-centeredinstructional approaches,fosteringgreater creativityandautonomyinthe classroom.However,implementing thesechangesrequiresongoing professionaldevelopmentandsupport toensurethateducatorsfeelconfident andequippedtofacilitatemeaningful learningexperiences.
Moreover,theintegrationof Indigenousperspectivesmayrequire educatorstocriticallyexaminetheir ownbeliefsandbiasesandengagein ongoinglearningandself-reflection. Buildingauthenticrelationshipswith Indigenouscommunitiesand incorporatingIndigenousknowledge intothecurriculuminarespectfuland meaningfulwayrequirestime,effort, andcollaboration.
AsBritishColumbia'seducation systemcontinuestoevolve,thereare severalkeyareaswherefurther improvementsandadaptationscanbe made.Oneaspectthatrequires attentionistheongoingintegrationof technologyintothecurriculum.In today'sdigitalage,studentsmust developdigitalliteracyskillsto navigatethevastamountof informationavailableonlineand effectivelycommunicateinvarious digitalformats.Integratingtechnology intoteachingandlearningpractices canenhancestudentengagementand facilitatecollaborativelearning experiences.
Additionally,thereisagrowing recognitionoftheimportanceofsocialemotionallearning(SEL)ineducation. SELencompassesskillssuchasselfawareness,self-management,social awareness,relationshipskills,and responsibledecision-making.By explicitlyteachingtheseskills, educatorscanhelpstudentsdevelopthe emotionalintelligenceandresilience neededtothriveinschoolandbeyond. IncorporatingSELintothecurriculum cancontributetoapositiveschool climate,reducebehaviorproblems,and improveacademicoutcomes.
Furthermore,associetybecomes increasinglydiverseandinterconnected, thereisaneedtopromoteglobal competencyamongstudents.Global competencyentailsunderstanding globalissues,appreciatingdiverse perspectives,andcollaboratingwith individualsfromdifferentcultural backgrounds.Byincorporatingglobal perspectivesintothecurriculum, educatorscanpreparestudentsto becomeresponsibleglobalcitizenswho arecapableofaddressingthecomplex challengesfacingourworld.
Conclusion
BritishColumbia'seducationsystemis inastateofconstantevolution,driven byacommitmenttoexcellenceand equity.Thechangesinthecurriculum reflectabroadershifttowardsamore holisticandinclusiveapproachto education,onethatpreparesstudentsto navigatethecomplexitiesofaneverchangingworld.Byembracinginquirybasedlearning,personalized instruction,andIndigenous perspectives,BritishColumbia'sschool systemispavingthewayforamore equitable,innovative,andculturally responsiveeducationforallstudents.
