List of 28 news stories.

  • Renewing Teaching and Learning in a Rapidly Changing World

    In her presentation to the World Economic Forum in Davos, McGill University President Suzanne Fortier stressed the fact that today’s young people are growing up in a world characterized by rapid and relentless change. “It’s quite clear that for people in university today,” Fortier observed, “they will have four, five, seven jobs in front of them. It’s constant reinvention of themselves and we need to prepare them for that world. They will have a longer period of work and they will have to change.” Recognizing this new reality, she concluded that the main purpose of a university is to help students “to think, how to make leaps in knowledge, and how to have imagination and rigour at the same time.”
    Professor Fortier’s comments reminded me of the research that influenced the development of our Strategic Plan six years ago. Books such as Daniel Pinks’ A Whole New Mind, Tony Wagner’s The Global Achievement Gap, and Howard Gardner’s Five Minds for Future stressed the importance of preparing young people for an increasingly complex and rapidly changing world. In addition to ensuring that they “learn how to learn,” students need to develop what Wagner termed 21st century survival skills, namely critical thinking and problem solving; collaboration across networks and leading by influence; agility and adaptability; initiative and entrepreneurialism; effective oral and written communications skills; accessing and analyzing information; curiosity and imagination.
    Here at St. George’s, as we seek to enhance our boys’ learning through the renewal of programs and instructional practices, our thinking continues to be informed by the ideas expressed by Wagner and others. For example, recent initiatives, including Connect 10, our blended learning Statistics AP course, and the introduction of interdisciplinary inquiry projects from Grades 1 through 8, are designed to promote deeper learning, higher-level thinking skills, and more active student engagement. The same can be said for the introduction of new, more flexible furniture and the renewal of our teaching spaces, as well as the many Action Research projects undertaken by our faculty in conjunction with the International Boys’ Schools Coalition.
    Our overriding goal is to ensure that we do the very best job possible of preparing our students, not only to succeed in their post-secondary studies, but also to flourish in a rapidly changing world. We know that many of our graduates will go on to pursue post-secondary programs and careers that didn’t even exist a few short years ago. Within this context, our approach to teaching and learning, along with our programs and our facilities, need to grow and evolve. That, of course, is the main focus of the Strategic Plan and its commitment to establishing St. George’s as a world leader in the education of boys. Drawing upon our own experience and the work of others, we are continuing process of helping our students, in the words of Suzanne Fortier, “to think, how to make leaps in knowledge, and how to have imagination and rigour at the same time.”
    I welcome your comments and questions, and as always, can be contacted at
  • Reflections on Recent Georgians Receptions in Los Angeles and San Francisco

    Reflections on Recent Georgians Receptions in Los Angeles and San Francisco
    Last week, I had the pleasure of attending two Georgian receptions in California, one in Los Angeles and another in San Francisco.  Attracting a wide cross-section of Old Boys, both events were well attended, and I enjoyed the opportunity to meet with alumni ranging in age from the Class of 1978 to the Class of 2015. The ensuing conversations proved to be lively and engaging.  The Old Boys were keen to ask about the School and to pass on their best wishes to their favourite teachers, while I enjoyed learning more about their experiences since graduating from St. George’s.

    As I reflect on the many conversations I had over the course of my two days in California, several thoughts come to mind.  First of all, I can’t help but feel proud to be associated with this group of impressive individuals. Without exception, the men I met were engaging and personable; even the youngest of them demonstrated strong social skills and a quiet sense of confidence.  Just as significantly, I am pleased to note their strong, ongoing connection to St. George’s.  As they shared stories about past experiences, their love of the School was palpable, as was their connection to their former classmates and teachers. 

    Finally, I am struck by the incredible diversity of post-secondary programs and career opportunities which our Californian Old Boys have pursued since leaving St. George’s.  In many cases, they changed majors while at university, and I don’t think that any of them is pursuing a career that he would have anticipated while a student at St. George’s.  Among the Old Boys I met in LA, for example, was a lawyer who represents some of Hollywood’s biggest stars, and in San Francisco as surprising number of individuals are involved with startup companies or are working with firms such as Google and Facebook.

    As one young Georgian said to me: “I never would have dreamt when I was a boy that I would be doing what I am now doing for a living.  I left St. George’s thinking that I would become a lawyer or a doctor; here I am now in the Bay area riding the wave of the technology boom and having lots of fun in the process.  Who would have thought it?”  Another even younger Old Boy added: “The most important thing that I learned at St. George’s was how to learn.  That skill, combined with a solid work ethic, and the ability to communicate and work effectively with others have been all important.”         

    Georgian events such as those I attended in California are important social occasions connecting old Boys to one another and to the School.  That, of course, is their most important function.  For me, however, they also provided the added benefit of enhancing my understanding of how we can best prepare our current students for an increasingly complex, rapidly changing world.  We may not know exactly what they will be studying or what they will be doing once they leave St. George’s, but we do know that they will need to employ a variety of 21st century skills, including communication, collaboration, critical thinking and creativity.  We also know that a growing number of Old Boys are keen to retain their connections to the School, as well as to their fellow Georgians. I certainly enjoy being part of that process and look forward to continuing the conversation in the spring when I attend Old Boy events in New York and Toronto.

    As always, I can be contacted at
  • Reflections on Recent School Visits

    While in San Diego for an International Boys’ Schools Coalition (IBSC) Board meeting, I recently had the opportunity to visit two exemplary schools. Although Preuss School and High Tech High are very different from one another, as well as from St. George’s, they provided me with many valuable insights, enhancing my understanding of education in general and our own School in particular. Highlighting what we do well, these schools also helped to affirm the initiatives currently underway to make St. George’s an even better school for the benefit of its students, both current and future.

    Located on the campus of the University of California, San Diego, The Preuss School is a publically-funded middle and high school “for low income students who strive to become the first in their families to graduate from college.” Recognized by Newsweek for three consecutive years as “the top transformative high school” in the United States, Preuss is a school where students benefit from a combination of high expectations and a strong sense of community. As Principal Scott Barton explained to me, at the core of Preuss is a strong advisory system through which a student is mentored by the same teacher for his or her entire time at the school. In addition to providing ongoing coaching and learning support, a student’s advisor functions as a personal counsellor and university counsellor. Visiting classes and interacting with Grade 12s, I was struck by the students’ commitment and levels of motivation, their self-confidence, and their well-developed social skills. As well, most of the learning I observed was collaborative in nature, with a strong focus on inquiry. Students at Preuss are incredibly diverse and come from disadvantaged backgrounds, but remarkably they all go on to pursue their studies at the post-secondary level, including some of the most competitive institutions in California and the United States.

    High Tech High (HTH) proved to be very different. Founded in 2000 as a single charter high school, it has grown into “an integrated network of schools spanning K-12, housing a comprehensive teacher certification program and a new, innovative Graduate School of Education.” The defining characteristic of HTH is its commitment to project-based learning. Key organizing principles include personalization, adult-world connections, a common intellectual mission, and the teacher as designer. As Director Ben Daley noted, “We are teaching students to think deeply and about content and then do something with their knowledge, not to just race through a textbook.” “You can play video games at HTH,” I learned, “but only if you make them here.” When I asked Emily, my student ambassador, to describe a typical day at High Tech High, she looked at me quizzically and replied: “There is no such thing as a typical day; every day is different. Who would want to go to school if one day was exactly the same as another?” What impressed me most about the HTH were the high level of student engagement, the commitment to deeper learning, and the omnipresence of student work throughout the school.

    As I reflected on these two extraordinary schools, several thoughts came to mind. Very different from St. George’s, they still have much to teach us about effective teaching and learning, as well as about the process of school renewal. The Preuss School reinforces the importance of having high expectations of our students while providing mentorship and support within a nurturing environment. We know that learning is highly relational and that positive relationships between teachers and students can have a powerful impact on the learning process. That is why we are continuously looking for ways of connecting to our students and of strengthening our sense of community through initiatives ranging from the enhancement of our advisory system through to our focus on student wellness. Our ideal is to be a school where every boy is known and loved.

    High Tech High, on the other hand, highlights the importance of providing students with choice, of engaging them more directly in their learning, and of providing them with real-world connections. In keeping with what I observed at HTH, as we integrate inquiry and problem-based learning into our curricula, we are making it more relevant and engaging for our students. Indeed, new programs here at St. George’s such as Connect 10, the Grade 8 Cohort, and the Grade 7 Wonder Expo reflect the focus on inquiry and project-based learning that defines High Tech High, and the feedback we have received from students, teachers, and parents thus far indicates that our boys are benefitting from these innovative learning experiences.

    Finally, reflecting on these recent school visits, I was left with a deep appreciation of what already works well at St. George’s. We aren’t going to abandon tried and true practices simply for the sake of innovation; nor do we wish to become a carbon copy of The Preuss School, High Tech High, or any other school for that matter. Our work will continue to be informed by educational research and by examples of best practice elsewhere, but it will remain true to who we are and our commitment, as articulated in the Strategic Plan, to a boy-centred approach to teaching and learning.

    I welcome your comments and questions, and as always, can be contacted at

    Dr. Tom Matthews
  • Traffic, Student Safety, and the Environment

    Celebrating successes and work to be done.
    During our recent Earth Week celebrations I was thrilled to see what an impact a concerted effort to reduce our dependence on automobiles can make. It was great to see students, staff, and faculty riding their bikes, walking, using the school buses, and car-pooling to school. Students being dropped off a short distance from the school and walking the final blocks also helped to reduce congestion around the schools. Well done to everyone who participated, and hopefully you will be inspired to keep up these great methods of transport for the remainder of the year and beyond.
    The successes of Earth Week are, unfortunately, in stark contrast to what often occurs in the morning and afternoon around both our campuses. The frustrations of neighbors and our own parents are often directed to me when individuals witness poor driving habits, disregard for parking and driving laws, and the lives of our own students being put at risk. Please, do your part to help improve traffic congestion around our campuses. Most importantly, it will improve safety for your son and his classmates. Can you imagine anything worse than being the cause of an accident involving one of our students or neighbors? I can’t.
    I have written about this topic before and ask you to, please, review this article on our website.
    A few things that you can do:
    • Help your son find an alternate means of getting to school.
    • Obey all traffic signs. No Parking and No Stopping zones are for the safety of students. When you stop you illegally, you are blocking the sightlines of pedestrians and are risking lives. Please obey the signs at all times.
    • Obey the 30 km/h speed limit on West 29th Avenue between the two campuses.
    • Utilize a drop-off/pick-up point that is a block or two from the school and have your son walk the remaining distance. Chaldecott Park is a great location for the Junior School and Camosun Street works well at the Senior School. The added benefit is you won’t be wasting time in the traffic snarls in front of both campuses.
    Thank you for your help with this important matter, and let’s keep up the great momentum from Earth Week.
    As always, should you have any questions, I can be contacted at or you may speak with our Safety and Security staff.
    Dr. Tom Matthews
  • Embracing A Boy-Centred Approach To Teaching And Learning

    Under Priority A of our Strategic Plan and its commitment to “a boy-centred approach to teaching and learning,” we continue to pursue a variety of exciting teaching and learning initiatives at both the Junior and Senior Schools. Designed to enhance student learning, these initiatives also will advance our Mission and our Vision by helping to make St. George’s School a world leader in the education of boys.
  • Safety and Security at St. George's School

    As part of our ongoing Risk Management, over the past year we have made a number of security and safety upgrades at both campuses.  As well, we have now implemented a couple of items that were highlighted in our recent CAIS Accreditation Review. Some of these are visible to students and families, but others are behind the scenes. 
    These improvements address a number of concerns:
    • reducing the likelihood of an intruder-related incident;
    • allowing us to better react and mitigate damage in the event of an intruder incident;
    • reducing the likelihood of a student/vehicle accident on campus;
    • better preparing us to react in the event of a natural disaster; and
    • reducing the likelihood of losses to theft and vandalism.
  • Appreciation From The Hamper Drive

  • Technology Integration Update

    As you will recall, one of the four priorities of our Strategic Plan is a commitment to a boy-centered approach to teaching and learning.  Included under this priority is the implementation of a comprehensive plan to integrate technology into the classroom in order to enhance student learning. 
    Flowing from the work done last year by our Technology Advisory Committee (TAC) co-chaired by the Director of Learning and the Director of IT, we came to the conclusion that we should adopt a single learning management system (LMS).  As you may know, an LMS is an online space where teachers and students can communicate and exchange data. Rather than communicating and exchanging data through numerous emails, wikis, blogs, drop boxes, log ins, and other means, a single LMS will lessen complexity and increase efficiency.
  • CAIS Accreditation Visit: Preliminary Feedback

    Last week, we welcomed the CAIS Visiting Committee to St. George’s; they spent four days at the School as part of our first-ever Canadian Accredited Independent Schools (CAIS) accreditation process. Chaired by Mr. Bob Snowden, the long-serving Head of St. Michaels University School, the Committee consisted of a dozen highly experienced independent school educators drawn from a cross-section of Canadian schools, including St. Andrew’s College, Selwyn House, Upper Canada College, Royal St. George’s, Strathcona-Tweedsmuir, Shawnigan Lake, Lakefield, Holy Trinity, and St. John’s-Ravenscourt. The Committee also included the former Executive Director of the International Boys Schools Coalition (IBSC) and the retired Headmaster of St. Mark’s School, a leading American boys’ school.
  • University Counselling—One Boy at a Time

    At the recent “Ivy Plus” meeting featuring representatives from a number of prestigious American universities, I took the opportunity to remind the many parents and students in attendance of the philosophy underlying our School’s University Counselling Program. First and foremost, we don’t believe that there is a “best university,” despite the claims made by a number of popular university rankings. As I explained, the key is for each boy to identify the program and post-secondary institution that are the best fit for him, reflecting his unique interests, passions, strengths, and predilections. What works well for one boy may not work for another. We encourage our students to cast their nets widely, but we also encourage them to be true to themselves as they move forward with the university application process.
  • Summer Learning

    Although I always enjoy the rest and relaxation of the summer months, I also take the opportunity to focus on my own professional growth and development. The world of education is rapidly changing, and it is important that I remain current in my understanding of educational trends and organizational leadership. As I sometimes explain to the boys, lifelong learning is a concept that applies to all of us, regardless of age or position.
  • Why I Love Saints

    As we begin the 2014-15 school year, I want to warmly welcome all of our new, as well as our returning, families. After several weeks of planning and organization, it is wonderful to have the School back in full operation. The energy of the boys, as well as the commitment of my colleagues, the faculty and staff of St. George’s, never fail to leave me feeling inspired and uplifted.
  • ERASEBullying

    Flowing from Priority B in our Strategic Plan (A Boy of Character), we are working hard to build and reinforce a culture of empathy and respect here at St. George’s. At our Professional Development Day on April 25, for example, one of the faculty workshops was an ERASEBullying certification session led by Ms. Theresa Campbell. The President of Safe Schools Together, Ms. Campbell has been a leading expert in ensuring safe and caring schools for more than 20 years. She served as the Manager of Safe Schools for the Surrey School Board prior to being mandated by the Ministry of Education to develop British Columbia’s ERASEBullying Prevention Training Strategy. Ms. Campbell’s presentation to the St. George’s faculty was engaging and informative, and it reinforced the importance of a positive, proactive, and multi-facetted approach to character education.
  • Educational Technology Implementation

    One of the four priorities of our Strategic Plan is a commitment to a boy-centered approach to teaching and learning, thereby making St. George’s School a world leader in the education of boys. We have been working toward integrating technology into the classroom in order to enhance student learning. Please click here to read more!
  • Building Fine Young Men. One Boy at a Time

    I would like to begin by welcoming back all of our students and their families, as well as our faculty, from the Spring Break. Once again, many boys participated in school trips, including the Rugby Tour to Argentina, the Robotics trip to Singapore, and the Rowing and Golf trips to California. Others enjoyed the opportunity for rest and relaxation in Vancouver, enjoyed time in Whistler, or travelled further afield with their families in search of sunshine.
  • Diplomacy Is Not a Spectator Sport!

    Last weekend, over the course of three days, approximately 1000 students and teachers gathered at the Hyatt Regency Hotel in downtown Vancouver for the 13th annual Vancouver Model United Nations (VMUN). The largest Model United Nations conference in Western Canada, VMUN provides student delegates with the opportunity to debate and seek resolution to a variety of challenging and sometimes bewildering world issues. Although the organizing committee includes students from several local schools, VMUN is a Saints organized and hosted event involving well over 100 of our boys from Grade 7 through to Grade 12. In addition to VMUN, we have students participating in Model United Nations conferences this year in Chicago, New York, and San Francisco.

    Every year, one of the highlights of VMUN is the keynote address delivered by a leading international figure. Past speakers included Lieutenant-General Roméo Dallaire and Justin Trudeau. This year, the keynote speaker was Doc Hendley, the American humanitarian and clean water activist who was named one of the Top 10 CNN Heroes for 2009. The founder of an NGO named Wine to Water, Hendley aims to help 1.1 billion people worldwide gain access to clean water. In a powerful and thought-provoking presentation, he spoke to the students about his own personal journey that took him from bartending in North Carolina to Darfur, Sudan where he risked his life installing water systems for victims of the government-supported genocide.

    On Saturday afternoon, I enjoyed wandering around VMUN for four or five hours, observing various debates and discussions and meeting with students and faculty. What impressed me most about my visit was not just how incredibly professional VMUN is in every aspect of its organization, but also the incredibly high level of student participation and engagement. Our students assume responsibility for every aspect of the conference, from developing the program and booking facilities through to registering the delegates and managing crises as they arise. Equally impressive is how seriously the hundreds of students participating in VMUN take their responsibilities as they research issues, engage in debate and discussion, and work together to resolve an array of real-world issues.

    For me, the most inspiring thing about VMUN is the way in which it actively engages its student delegates as well as its organizers. We know that boys learn best when they are actively involved in the learning process and when they are provided with authentic learning opportunities with real-world relevance. VMUN is one of these authentic learning experiences. The students grow from these experiences, while honing the skills and predispositions that will make them more successful in their later studies and career endeavours. They also become better informed and more responsible global citizens.

    All of this, of course, ties in beautifully with our Mission of “building fine young men” and of our Vision of establishing St. George’s as “Canada’s World School for Boys.” My overriding hope is that through activities such as VMUN, today’s students will go on to become tomorrow’s leaders, and that they will be well equipped to grapple with and ultimately solve the many world problems whose solutions have evaded previous generations. To quote from the VMUN website, “Diplomacy is not a spectator sport!”

    As always, I can be contacted at

    Dr. Tom Matthews
  • Our Renewed Commitment to Professional Development and Faculty Collaboration

    Underlying Priority A of the Strategic Plan (A Boy’s Learning: We will embrace a boy-centered approach to teaching and learning) is a dual commitment to professional development and faculty collaboration. In particular, this year’s Operational Action Plan identifies several interrelated actions that advance Priority A, but that also require a significant amount of faculty collaboration. 
  • Launching the Senior School’s New Learning Commons

    With the return of students, faculty and staff from the Christmas break, there has been much excitement about the transformation of the Senior School’s library into a Learning Commons. Reflecting our commitment to boys’ learning and 21st century educational principles, over the course of about a six-week period, we have completed a dramatic renovation project that makes the newly-launched Learning Commons primarily a place of learning rather than a mere repository for books.

    Although it still houses books and other print resources, as well as an array of digital tools and online resources, the Learning Commons has been designed to perform a variety of additional functions.  In the words of Mr. Marc Crompton, the Senior School’s Head of Library, “The new Learning Commons addresses the ever-changing needs of students to learn in different ways and in different configurations.  In particular, it allows students to modify their learning spaces to what’s needed at the time.”

    Reinforcing its key role as a place of learning, the Learning Commons includes varied and flexible furnishings that will support a variety of learning experiences.  It also recognizes that learning is often a social activity.  There are quiet work areas, but there also are other spaces where comfortable seating and tables invite collaboration and interaction.  Technology is readily available through a set of laptops that students are able to sign out and use should they not have their own computers on hand.  Aesthetically, the Learning Commons is much more inviting and visually appealing than the former library.  It has a bright and airy appearance, and there is a variety of seating and working spaces ranging from desks and tables on wheels through to comfortable upholstered chairs. 

    The Senior School’s Learning Commons is yet another important step in the renewal of the School’s teaching and learning facilities, and it attests to the leadership provided by Mr. Marc Crompton, the Head of Library, and Mr. Neil Piller, our Director of Operations.  It also is a direct consequence of the generosity of the St. George’s community.  In addition to a grant from the Parents’ Association, contributions to the Annual Giving Campaign played a key role in bringing this project to fruition.

    I wish you and your family all the best in 2014. I look forward to providing you with regular updates on school issues through this eNews column, and as always, can be contacted at
  • Educational Technology Integration Retreat

    Last Saturday, a diverse mix of students, faculty, staff, senior management, and Board members gathered in the Social Studies Learning Commons on the senior campus to grapple with some key questions related to integrating technology into teaching and learning here at St. George’s. Under Priority A and its emphasis on “a boy-centred approach to teaching and learning,” our Strategic Plan commits the School to broadening the role of technology as an instructional tool.
  • It’s All about Participation!

    Here at St. George’s, our Annual Giving Campaign plays a key role in helping to enrich the educational experiences of our students.  With tuition revenue covering only about 72% of the School’s operating costs, the financial support we receive through Annual Giving is indispensable. Every year it impacts every boy, helping us to cover the cost of a long list of necessities, including classroom resources, furnishings, athletic equipment, theatre and art supplies, band instruments, technology and transportation.

    Once again, this year our focus is on participation, with an ultimate goal of 100% participation.  All gifts of any size will help make a difference to the lives of our boys and the whole School. In particular, building on the success of our two Pilot Projects, we hope to move forward with a number of exciting initiatives stemming from our commitment to 21st century, boy-centred learning.  One of this year’s flagship projects is the transformation of our somewhat tired and uninspiring Senior School Library into a dynamic and flexible Learning Commons.  With your support, not only will we be able to boost participation, but we also will be able to translate this and other dreams into reality.  As well, as a registered charity, we’ll provide you with a donation receipt that will be useful for the coming tax season!

    I look forward to your support, and as always, can be reached at
  • The Greening of St. George’s School

    One of the actions arising from our Strategic Plan is the development and implementation of “comprehensive Environmental Stewardship Program.”  Along with many others, I believe that the environmental challenge may be the decisive issue of the 21st century. A leading educational institution such as St. George’s therefore has a responsibility to function as a positive role model and to provide its students with the knowledge and skills that will allow them to address the many challenges confronting our planet.  I’m reminded of the notion underlying Richard Louv’s bookLast Child in the Woods that someone lacking an appreciation of the natural world will be less likely to want to save it from destruction.
  • Hamper Drive

    With only five weeks to go, we have kicked off the organizational process for our annual Hamper Drive, through which we assemble and deliver Christmas hampers to needy families in the Lower Mainland. Initiated more than 30 years ago by Geof Stancombe ’62, a much-loved Old Boy and retired faculty member, the St. George’s Hamper Drive has grown from its original 6 hampers to a total of 325 hampers, making it the second largest in the province. Following Geof’s retirement, Ed and Danette Mortimer stepped in to take his place, and following Ed’s retirement last year, Santhe LeBlanc graciously volunteered to take on the role of Hamper Drive Coordinator.

    The Hamper Drive fulfills a variety of needs. First and foremost, it provides food, along with household items and gifts, to disadvantaged families that otherwise might not have enough to eat over the holiday period. As one school official recently explained, many families “are experiencing poverty to the extent where there is no food in the cupboard, no money to buy it, and no money for bus fare to get to the Food Bank.” Every year, we receive letters of appreciation from the recipients of hampers, reflecting the fact that the Hamper Drive alleviates the impact of poverty on our city’s most vulnerable families. To quote a social worker connected with one particular school:
    It is thanks to the generosity and hard work of St. George’s staff, parents and students that so many of our needier families have a much brighter Christmas. As you know, many of our families do not have extra money to buy groceries and extras for Christmas. You make this possible and we appreciate your efforts immensely… YOU MAKE A DIFFERENCE!
  • Traffic Concerns and the Safety of our Students

    In recent weeks, I have received a growing number of complaints from the School’s neighbours and other Dunbar residents about the dangerous and disrespectful driving habits of some members of the St. George’s School community, particularly parents.  The over-riding concerns are twofold. First of all, far too many boys are being driven to school, even though we provide free bus service into a wide range of neighbourhoods in the Greater Vancouver area. At a time when we all need to mindful of our carbon footprint, it is disappointing that more families don’t avail themselves of this convenient service and that more boys don’t ride their bikes or walk to school.

    Secondly, when driving to and from school, too many members of the Saints community speed or drive in an unsafe or disrespectful fashion.  The litany of complaints received from our neighbours involves both the Junior and Senior campuses and includes the following specific concerns:        
    • Speeding along West 29th and Camosun mainly, even though West 29th has a 30kmh speed limit along its entire length, due to the fact that it is a bike route, and Camosun has a park along its length, as well as a school zone at Southlands.
    • Driving too fast along West 27th, 28th, and 30th, as well as through the laneways between West 27th, 28th, 29th, and 30th. These are residential streets and lanes, not designed to carry through traffic.
    • Failure to stop at stop signs, particularly the four-way stops at the intersection of West 29th and Crown; West 29th and Camosun; and Wallace Street at 33rd Avenue.
    • Stopping in the middle of the road to let boys out in front of both campuses.
    • Failure to give way along West 29th between Dunbar and Highbury.
    • Exceeding the 30 km/h speed limit in front of Southlands Elementary and failing to stop for the school’s crosswalk.
    • Parking in front of driveways or too close to corners.
    • Disobeying “No Stopping” and “No Parking” regulations.
    • Making u-turns in the middle of West 29th Avenue.
    • Obscuring or blocking the crosswalk at the St. George’s Trail entrance across from the Senior School.
    • Sitting with engines running.
    • Not giving way for school buses so that they can stop or park.
  • Ministry Inspection and CAIS Accreditation Update

    As a BC independent school belonging to Canadian Accredited Independent Schools (CAIS), St. George’s undergoes two substantial but very different evaluation processes.  The inspection conducted by the BC Ministry of Education focuses primarily on compliance with specific Ministry policies and guidelines, while the CAIS accreditation is much more far reaching, addressing all aspects of the School with an uncompromising focus on school improvement.

    Earlier this month...
  • Michael Gurian and the Purpose of Boys

    Rooted in the knowledge that boys learn differently, our Strategic Plan focuses on our belief that St. George's is ideally positioned to meet our students' learning needs through our uniquely boy-centred programs and approaches. We know, for example, that boys are highly relational in their learning and that they flourish in an environment in which they are provided with choices and are actively engaged in the learning process. We also know that in a boys-only environment they feel less constrained by the gender stereotyping so widespread in the popular media, and they are more willing to move outside their comfort zone and to take healthy risks. As well, at St. George's, they willingly embrace a culture of excellence that encourages them to do their best.
  • It’s All about Fit!

    Every year, our graduates go on to attend a wide range of post-secondary institutions across Canada and the United States, as well as around the world. Last year’s graduates are no exception. The 162 young men comprising the Graduating Class of 2013 were highly successful in being offered positions at a wide range of universities, including a number of highly competitive programs and institutions. Overall, they were accepted at 140 different schools worldwide.
  • Strategic Plan Update

    Every year, I prepare and present to the Board, as well as to the entire St. George's community, an Operational Action Plan identifying the key strategic initiatives for the year through which we will continue to advance the four Priorities of the School's Strategic Plan. As you may recall, the essence of our Strategic Plan is a commitment to the development of a unique boy-centered approach to teaching and learning that will advance our Mission of building fine young men, while establishing St. George's as a world leader in the education of boys. We know that boys learn differently, and we believe that we are ideally positioned to meet their learning needs through our boy-centered programs and instructional practices.
  • Welcome Back!

    Welcome Back to St. George's School for the 2013-2014 school year!

Headmaster's Office

List of 2 members.

  • Tom Matthews 

  • Nancy Kudryk 

    Senior Executive Assistant to the Headmaster
Founded in 1930, St. George's School is a world-class boys' university preparatory school, offering a day program in Grades 1-12 and an Urban Boarding program in Grades 8-12. With 1160 students, 110 of whom are boarders from over 20 countries worldwide, St. George’s School is a vibrant community committed to authentic learning.
St. George’s School
Junior Campus: 3851 West 29th Avenue, Vancouver, BC Canada V6S 1T6
Senior Campus: 4175 West 29th Avenue, Vancouver, BC Canada V6S 1V1
604-224-1304 |