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Junior School:Grades 1-6.

The Junior School academic program highlights collaboration, problem solving, and inquiry. It is enhanced by a full complement of co-curricular activities.

The students are mentored and inspired by the older students they encounter in the building daily, as well as by their peers in the Junior School. Grade 6s take on leadership roles within the Junior School.

Junior SchoolAcademics & Curriculum

The academic program at the Junior School provides a strong foundation of skills and knowledge.

Students in their Junior School years are naturally inquisitive, and this energy is focused through the use of problem-based learning. By focusing study on big ideas and allowing students to direct their learning, our students discover that learning is connected, relevant, and that it can have an impact on the world around them.

The Junior School is home to multi-disciplinary, skills-based learning in real-life contexts, supported by subject specialists.

Students have the opportunity to collaborate, problem solve, think critically, and persist through challenges.

Subjects

The Arts: Drama activities, Music, Visual Arts

French

Health and Physical Education

Language Arts: Reading, Writing, Oral Language and Media Studies

Mathematics

Library and Research

Public Speaking

LINCWell Programming

Science

Social Studies

Technology

Co-Curricular Programs

At St. Clement’s School, we are passionate about learning – and that learning extends far beyond the curriculum.

Our co-curricular and community programming is just as key to the SCS experience as the classes we offer. Spanning Grades 1-12 and catering to a wide range of interests and identities as unique as our community itself, the
co-curricular programming plays a key role in helping us all to truly “get excited” about life at SCS!

Students in Grades 1-6 have their own co-curricular schedule, with programming falling before and after school. As a school, we have worked hard to include programs to meet different needs and interests.

Everyone in the St. Clement’s community – Grades 1 to 12 students and staff – is assigned to a House: Stuart, Tudor, York, or Windsor.

LINCWell

LINCWell is a full school, Grades 1-12 approach designed to craft a school experience for each of our students that is characterized by Learning, Individualization, Nurturing, Creativity, and Wellbeing.

LINCWell’s overarching goal is to provide each one of our students with key resources, or tools, as well as the ability to know when to use each tool according to their individual needs and preferences.

Having a “toolbox” of key resources to pull from contributes to each student’s wellbeing. As our students develop these tools, they are enabled to learn well, lead well, and live well; empowering them to be able to successfully navigate the opportunities and challenges they will experience at SCS, and beyond.

 

Beyond the Classroom

To develop lifelong learners and girls who will impact the world after their time at St. Clement's, learning doesn't stop at the classroom door.

Experiential learning at SCS immerses students in authentic and dynamic experiences. Students of all ages are encouraged to think creatively, problem solve, collaborate with others, and consider varied perspectives. Regardless of the experience itself, the goal of our experiential learning programming is to allow students to come away with a deep and real understanding of what they have learned.

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Student Leadership

At SCS, leadership isn’t just modeled by one group of students. Our Leadership Program spans every grade level, and is closely aligned with our stated goal of developing and equipping courageous and adaptable learners who are empowered to make impactful contributions in their local, national, and global communities.

SCS students progressing along their personal journeys of leadership development are learning and understanding the core dimensions of effective leadership, including communication, collaboration, values alignment, and the need for reflection. In practice, leadership shows up in varied ways; there is no “typical” leader or leadership style at our School.

As students discover the type of leader they strive to be, practical leadership skill development is built into the curriculum with programming for all grades. There are grade wide opportunities for leading as well; in the Junior School that includes the Grade 4 class working with visiting kindergarten students from St. Clement’s Early Learning and Grade 6-led Halloween activities for the full Junior School.

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Upcoming Events

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Middle School

A time of transition, marked by innovative programming, academic skill building, and strong support.

LEARN MORE
Senior School

A time for deeper exploration, marked by continued academic growth and ongoing leadership.

LEARN MORE

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Congratulations to our recent Athlete of the Week, Shaeffer Q. ’27! ⚾️

Shaeffer has been an enthusiastic presence on the Senior Softball Team since the very first tryout, consistently showing a willingness to learn and apply feedback to improve their performance.

Shaeffer stepped up as our starting pitcher in a recent game, braving frigid temperatures to take on the opposing hitters with confidence and composure. At the plate and on the base paths, Shaeffer brought fearless energy - highlighted by an unforgettable somersault‑cartwheel manoeuvre to safely reach second base!

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Open post by stclementsschool with ID 18089498723351996
Congratulations to our recent Athlete of the Week, Shaeffer Q. ’27! ⚾️ Shaeffer has been an enthusiastic presence on the Senior Softball Team since the very first tryout, consistently showing a willingness to learn and apply feedback to improve their performance. Shaeffer stepped up as our starting pitcher in a recent game, braving frigid temperatures to take on the opposing hitters with confidence and composure. At the plate and on the base paths, Shaeffer brought fearless energy - highlighted by an unforgettable somersault‑cartwheel manoeuvre to safely reach second base!

More AP Capstone content for our timeline! On April 27, two Grade 11 students shared their AP Seminar Individual Multimedia Presentations as part of the Individual Research Project, a core component of the Capstone program. This rigorous task challenges students to investigate current, national, and urgent issues of equity and social justice in Canada and develop evidence-based arguments inspired by a unifying theme - big ideas such as social connection, community, and isolation.

Both students delivered multimedia presentations, followed by an oral defense during which they responded to teacher questions about their research process and use of evidence, as well as an audience Q&A.

Hannah A. ’27 examined maternal healthcare for women in rural communities, and Sophia S. ’27 explored the mental health challenges facing queer and gender-diverse men.

These presentations mark an important step in their development as critical thinkers and researchers, and set a strong foundation for their continued work in AP Capstone!

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Open post by stclementsschool with ID 18116094763749987
More AP Capstone content for our timeline! On April 27, two Grade 11 students shared their AP Seminar Individual Multimedia Presentations as part of the Individual Research Project, a core component of the Capstone program. This rigorous task challenges students to investigate current, national, and urgent issues of equity and social justice in Canada and develop evidence-based arguments inspired by a unifying theme - big ideas such as social connection, community, and isolation. Both students delivered multimedia presentations, followed by an oral defense during which they responded to teacher questions about their research process and use of evidence, as well as an audience Q&A. Hannah A. ’27 examined maternal healthcare for women in rural communities, and Sophia S. ’27 explored the mental health challenges facing queer and gender-diverse men. These presentations mark an important step in their development as critical thinkers and researchers, and set a strong foundation for their continued work in AP Capstone!

On April 22, a group of Grade 12 students concluded their AP Capstone journey in Powell Hall by giving their final Capstone Research presentations and oral defenses. Each student delivered a 15-minute presentation on their year-long original research, followed by a 5-minute oral defense before a panel of evaluators and their peers. This academic achievement capped off two years of collaboration and growth within AP Capstone - an innovative, challenging two-year program that sees Grades 11 and 12 students learning at the university level.

This year’s research topics reflected both intellectual depth and real-world relevance, including Sarah C. ’26 on the perceived benefits of music engagement; Ziyu G. ’26 on anglicized names and identity; Suzy M. ’26 on students’ perceptions of reflection in learning; Isla W. ’26 on leadership development through the Girl Guides of Canada; Heidi Y. ’26 on creative arts participation and emotional well-being; Jessica Y. ’26 on affinity groups and students’ sense of belonging; and Layla A. ’26 presenting virtually on the lived experiences and identity development of mixed-ethnicity youth.

Together, these projects exemplified the curiosity and evidence-based thinking at the heart of AP Capstone and learning at SCS. We are proud of these students for their dedication, and for the meaningful work they shared with our community!

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Open post by stclementsschool with ID 18195430828360160
On April 22, a group of Grade 12 students concluded their AP Capstone journey in Powell Hall by giving their final Capstone Research presentations and oral defenses. Each student delivered a 15-minute presentation on their year-long original research, followed by a 5-minute oral defense before a panel of evaluators and their peers. This academic achievement capped off two years of collaboration and growth within AP Capstone - an innovative, challenging two-year program that sees Grades 11 and 12 students learning at the university level. This year’s research topics reflected both intellectual depth and real-world relevance, including Sarah C. ’26 on the perceived benefits of music engagement; Ziyu G. ’26 on anglicized names and identity; Suzy M. ’26 on students’ perceptions of reflection in learning; Isla W. ’26 on leadership development through the Girl Guides of Canada; Heidi Y. ’26 on creative arts participation and emotional well-being; Jessica Y. ’26 on affinity groups and students’ sense of belonging; and Layla A. ’26 presenting virtually on the lived experiences and identity development of mixed-ethnicity youth. Together, these projects exemplified the curiosity and evidence-based thinking at the heart of AP Capstone and learning at SCS. We are proud of these students for their dedication, and for the meaningful work they shared with our community!
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