305 Matheson Boulevard East, Mississauga, Ontario, L4Z 1X8, Canada
451 Ellesmere Road, Scarborough - Toronto, Ontario, M1R 4E5, Canada
305 Matheson Boulevard East, Mississauga, Ontario, L4Z 1X8, Canada
451 Ellesmere Road, Scarborough - Toronto, Ontario, M1R 4E5, Canada
1995
2000
150
240
Nursery/Toddler to 5
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional, Montessori
Traditional
Varies
16 to 24
In-class adaptations
$5,140 to $10,850
$9,050
No
No
0%
0%
None
None
$0
$0
15
22
0%
0%
85%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Mar 30, 2023
Not available
Not available
No
Yes: grades JK - 2
No
No
information not available
information not available
There’s a lot to learn in the early years, one of them being a confidence to learn and to engage effectively with others. ABC, in keeping with the core tenets of the Montessori approach, was founded in 1995 to create a caring, supportive, family-centred environment, and that remains foremost in the school’s approach. An impressive roster of extracurricular activities is a draw, as is the attention to values. ABC’s reputation has been rightly gained through an individual attention to the needs of each student, and providing a solid foundation for their ongoing academic life.
View full reportCharacter development and academic excellence go hand in hand at Sathya Sai School. The Ontario curriculum is integrated with the values of truth, right conduct, peace, love, and non-violence. Holistic development is a major focus: yoga, prayer, and activities that teach calmness and concentration are regularly provided. Kids thrive in an environment of ample support and compassion delivered by school staff and volunteers in partnership with a parental commitment to those same values. Sathya Sai School offers a huge range of extracurriculars and clubs, as well as service projects which help build key traits and skills such as leadership and responsibility. Kids graduate with a sensitivity to the needs of others and a strong ethical framework as well as impressive academic credentials.
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"Our goal is to provide every student with the most rewarding and fulfilling education experience. Recognized for academic excellence, ABC Montessori offers a developmental pre-CASA program, a modern Montessori program for students aged 2 to 5 years, and an enriched traditional elementary program from SK to grade 5. Our students excel academically through a rigorous study program and grow socially, emotionally, and physically through a variety of arts, athletic, and extracurricular activities."
"The Sathya Sai School is training future leaders in our community. We offer the Ministry of Ontario Curriculum integrated with a Human Values-based character education program for students from JK to Grade 8. We are a non-profit, independent school of 240 students. The school's curriculum is structured around the five universal Human Values of Truth, Right Conduct, Peace, Love and Non-violence. This focus on Human Values has led us to be ranked a #1 elementary school in Ontario by the Fraser Institute since 2006."
"We’re a small school with big aspirations. Our families enroll at our school for the intimate learning environment meant to prepare students for success in middle school and beyond. The curriculum we teach is enhanced. The good work habits we teach are ones that stay for a life time!"
"The Sathya Sai School is founded on the universal ideals of Truth, Right Conduct, Peace, Love and Non-violence. These values are inherent in each child. Our goal is to nurture these values to achieve excellence. The Sathya Sai Education in Human Values program awakens intuition and consciousness. This brings about transformation of one’s character. We provide students with an environment that helps them gain confidence to become good, intelligent and socially responsible citizens."
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"Being a smaller school with a strong curriculum, our students excel in our nurturing environment with good life long habits that serve students well into middle school and high school. They prepare very well academically with good manners and excellent work ethic."
"Families choose the Sathya Sai School because of its highly rated academic programs and integration of character education. Families regularly comment on their child's awareness of social issues and social responsibilities. Many parents have noted that their child's behaviour at home and in the community have been recognized as exemplary. While reaching toward their highest potential, they have also changed the lives of people around them with their compassion, self-discipline and wisdom."
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"While progress can seem slow at first, the habits formed and the direction provided by teachers really begin to show mid way through the year. The students transform into well balanced students with an enviable love for learning."
"Meditation/Silent Sitting. Parents report that their children continued to engage in silent sitting/meditation at home, even after graduating from the school. There were observable improvements in their children's behaviour - they were calmer and able to handle stress better. Meditation and silent sitting have had a long-term impact on their performance in higher grades."
"The intensity with which teachers engage with students to help them and guide them along the way is what makes our experience unique. The teachers are truly our most treasured part of our school and with dedicated students, the progress they make is remarkable."
"Sathya Sai School students love coming to school. When they are ill and cannot attend, they feel sad to have to miss even one day of school. A student who joined in grade 7 had been bullied at his previous school and did not want to attend school. After joining the Sathya Sai School, he was jumping out bed early in the morning and could not wait to come to school to learn and share with his friends. Many families appreciate the fact that their child has introduced meditation to them."
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ABC Montessori is an academic school with an educational philosophy based on the development of the whole child. We believe in helping a child to develop academically, intellectually, socially, emotionally and physically. In addition to teaching academic subject matter, students at ABC Montessori are taught practical life and social skills, good work habits, time management, and respect of others and the environment.
At ABC Montessori, we offer our toddler and CASA students a hybrid learning approach which includes the use of Montessori materials and traditional learning materials and methods. Our Elementary students undergo an advanced traditional curriculum based on the Ontario Ministry of Education’s base curriculum.
As a parent, you likely worry not only about your child’s academic success, but also about the social and physical environment of the school where he or she spends their day and about the teachers who are responsible for their learning and care. At ABC Montessori, our foremost priorities are to provide students with a friendly, nurturing and supportive school atmosphere and teachers who are caring, encouraging and dedicated to the overall success of every student.
ABC Montessori has a strict code of conduct that all students must follow. Students are taught to respect their teachers and classmates and how to behave in the classroom. Teaching a student respect, good manners, and how to conduct themselves is a cooperative effort between the school and parents and is a part of a student’s overall education. ABC Montessori does not tolerate physical or verbal abuse by anyone. Any student who abuses or causes harm to another student, or teacher, will not be permitted to continue at ABC Montessori.
Every student is an individual with a unique personality. We understand that each student learns at a different pace, and has his or her own strengths and weaknesses, interests, likes and dislikes and personal habits. Students receive a great deal of personal attention in the classroom; thus, the teachers have a good understanding of each student’s academic as well as social requirements. Teachers can assess the progress and understand a student’s strengths and weaknesses much more accurately by spending quality time with each individual student.
Every child deserves the support, encouragement and the opportunity to reach their full potential. At ABC Montessori, we promise to provide every student with the opportunity to succeed by giving him or her tools to build a strong foundation, in an environment that is stimulating, challenging, and very supportive. It is our goal to make every student’s experience at ABC Montessori as rewarding and fulfilling as possible.
At ABC Montessori, we believe that education is the foundation for life. The education that a child receives at an early age, along with his or her home life, are the most important factors in determining his or her future. The impact of early education is felt throughout a person’s life. A child’s school experience must be positive and fulfilling. We believe that the responsibility of ensuring that a child receives a good education is shared by the school and parents jointly. We believe that building self-confidence, independence and motivation will give a person the ability to attempt new things, be a leader and to always put forth their best effort.
Welcome to Sathya Sai School, a non-denominational, unique elementary school (JK-Gr.8) that integrates character development with academic excellence. The result has been the blossoming of human excellence through self-transformation in hundreds of students.
The universal human values, namely Truth, Right Conduct, Peace, Love and Nonviolence and the five teaching techniques – Universal Prayers, Silent Sitting, Story Telling, Group Singing and Group Activities - help develop a child holistically. Our faculty members strive to be exemplars of human values.
At Sathya Sai School of Toronto-Canada, the advanced academic programme is balanced with Daily Prayers, Meditation, Yoga, Music, Choir and Band, Physical Education, team sports, leadership and extracurricular activities. Service activities (local, national and international) are integral to the school culture.
The harmonious trilateral partnership between parents, teachers and volunteers ensures a child’s physical, social, emotional, intellectual and spiritual well-being. The parents must attend "Dynamic Parenting" classes to understand human values and inculcate the same in their children.
The universal human values, which underlie all the learning at our school, have resulted in a high level of academic achievement in our students, together with a sensitive awareness of the needs of others. This has made them welcome additions to the high schools, universities, and workplaces of their choice, where they shine as examples to others through their diligence, ethical conduct and sense of community service.
Please visit our website to learn more about our school programs.
Sincerely,
Revathi Chennabathni
Traditional
Information not available
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 unified 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.
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 unified 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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Not applicable
We offer a modern montessori program for children aged 2.5 yrs to 5 years. In their senior kindergarten year, the students reduce their reliance on montessori materials in favour of a more traiditional approach in time for their entry into Grade 1. From Grade 1 onward, our curriculum is academically intense and one that focuses on the basics of writing, reading, communication, and numeracy. Students learn traditional subjects such as English, Math, Science, Social Studies, French, Art, Music, and Physical Education.
The essence of the Sathya Sai School lives in our five universal human values of Peace, Love, Non-Violence, Right Conduct, and Truth. It permeates all that we do by balancing character with academic excellence. Student voice and choice are embedded in the school environment so that students become active partners in the learning process. We encourage students to engage with the materials, promote collaboration, and encourage self-reflection to evaluate their learning. Learning is implemented through science fair projects, role plays, public speaking events, and service-learning assignments that run through all grades. Through hands-on methods, students inquire and draw meaningful conclusions. We are also committed to building a 21st-century skill-set critical to student success. Digital literacy begins early in primary grades, and students learn digital ethics. French also starts early in the primary grades. Teachers gather evidence of learning from various sources (triangulation of data) that accurately reflect how students work towards expectations. Assessment as of and for learning also plays a critical role in improving student achievement.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Math curriculum is focused on perfecting the basics. A thorough combination of exercises and problem solving help the student to solidify the Math base which will aid them in understanding future concepts much better.
Since each student in a mathematics classroom has a unique identity and readiness to learn new concepts and skills, learning begins with a focus on fundamental concepts and foundational skills, delivered through carefully planned direct instruction using a variety of platforms. Our resources include textbooks/workbooks, Jump Math, Mathletics, and websites such as IXL, Prodigy, SplashLearn, and manipulatives. Following that, problem-solving tasks are assigned to introduce, clarify, or apply the concept and skills learned using strategies which are then enhanced further by contests such as Gauss and Spirit of Math. This balanced pedagogy engages students and allows them to demonstrate their learning by representing, connecting, and justifying their thoughts as they find relevance in what they learn. Teachers also raise awareness of math-related careers by exploring real-world applications and providing opportunities for career-related project work, such as a business fair, where students can learn financial literacy and become budding entrepreneurs.
We utilize the "Math Advantage" series of textbooks.
Students are not allowed to use calculators. They are encouraged to be able to think on their feet and to work though mathematical calculations using their mathematical abilities only.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
Teachers present the reading curriculum using the phonics approach. Children learn to "sound-out" words using the concept of blending consonants and vowels. By using this approach, students learn to read any word. As the years progress, students have ample opportunities to read daily and to improve their reading and comprehension skills
At Sathya Sai School, we aim to ensure that our students become proficient, thoughtful readers and writers, who can think critically and communicate confidently and purposefully. To achieve these goals, we follow the balanced literacy approach to teaching language. Teachers engage students through read-aloud, modeling reading, thinking, and comprehension strategies. This enables students to see what good reading looks like and it initiates many habits of the mind necessary for proficient readers. Our classroom libraries provide students with leveled books that cater to the different interests of our young readers. Book talks, guided reading, reading buddies, book clubs, and annual book fairs are some of our successful reading programs and events that get our children excited about reading. Upper grades move to analyses of writing structures and archetypes connections.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
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.
Students learn to write short sentences at the JK level and progress to writing short journals at the SK level. At the Grade 1 level, students begin to learn how to write book reports and answer reading comprehension questions. As students progress through the grades up to Grade 5, students are presented with ample opportunities to write many different types of writing including descriptive, narrative, persuasive, and expository.
Writing is not just a matter of convenience but also a form of art to explore and express. The approach to teaching writing is also similar to reading. The teacher prepares, facilitates, guides, and models students--leading them to independence through a gradual release of responsibility. Most grades use the 6+ One Traits of Writing Model. Reflections and journal writing are aids to inculcate introspective skills. Vocabulary enrichment and phonic instructions are used to enhance reading and writing competencies as part of our balanced literacy program. Writing activities that students see as meaningful and that challenge them to think creatively about topics and concerns. Students explore various forms and styles of writing in different genres and engage in the creative process as they plan, draft, revise, and publish their work.
Equal Balance
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 programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Our Science program is theme based and students explore the various themes at each grade level through the inquiry approach, often resorting to experiments to help them learn about the themes.
Students are provided hands-on opportunities in school or through science field trips in order to develop and refine their inquiry skills, problem-solving skills, and critical and creative thinking skills while discovering fundamental concepts through direct instruction. The activities offered enable students to Engage, Explore, Explain, Elaborate, and Evaluate, promoting collaborative, active learning in which students work together to solve problems and investigate new concepts by asking questions, observing, analyzing, and drawing conclusions. Science fairs are held at the school with little guidance, allowing students to become freethinkers while they analyze how the science behind everything works. Opportunities to relate knowledge and skills to wider contexts by integrating science with other subjects motivates students to learn in a meaningful way and become lifelong learners.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Students at the Grade 4 and 5 level dwell into novel studies, reading and studying in depth one novel per term. Each novel is dissected to help students explore the literature by exploring not only the facts, but also symbolism and imagery.
The study of Language and Literature in Sathya Sai School is focused on developing language skills essential to students for understanding themselves and others so that they find fulfilling careers and become responsible citizens. Students are encouraged to exercise their higher-order thinking skills to voice their perspectives as they read various forms of literature. The school uses strategies and resources that recognize and reflect diversity in the classroom and cater to the individual strengths and needs of students. Students are encouraged to connect with their own experiences as well as with the world through different lenses. Students read and analyse works of recognised, diverse writers from their own time as well as earlier eras. Thus by reading from a wide spectrum of materials they are challenged to become receptive to varying ideas and perspectives as they grow in their ability to think independently and critically.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
The Social Studies curriculum focuses on Canada and its people; however, as the students progress, activities help to tie in the rest of the world. Students learn not only about Canadian geography and history but also the history and geography of the countries from where Canada's immigration originated.
Social Science at the Sathya Sai School, especially for the early grades, is highly linked with the backgrounds and experiences of the local community. More traditional geography and history lessons are used at the lower grades. However, the emphasis overall is on projects about family and community histories. Social justice also plays a central role. Children learn quite a lot about the historical experiences of minority communities in Canada and are encouraged to think critically about their own communities and the roles they played.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Humanities and social sciences in the Sathya Sai School provide a vehicle for our moral philosophy of universal human values. History and geography are used to examine past and current social and moral issues in the world which are then linked back to our understanding of universal human values. More traditional geography and history lessons are used at the Junior and Intermediate levels, focusing on the development of Confederation, settlers, and their impact on Indigenous communities. In geography at the higher levels, the focus is on World Human Patterns and Economic Systems and Immigration with an emphasis on Canada. However, the emphasis overall is on projects about family and community histories. Social justice also plays a central role. Children learn quite a lot about the historical experiences of minority communities in Canada and are encouraged to think critically about their own communities and the roles they play.
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.
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.
Our French program commences at the pre-school level and its main objective is to have the students become familiar with the language, both phonetically and grammatically. Through a mix of grammar lessons, oral lessons, reading, and writing, students become proficient in the French language so that they are able to converse, read, and write the language with reasonable fluency at the Grade 5 level.
At Sathya Sai School, the teaching of Core French begins from Junior Kindergarten (JK). Our students are introduced to the fundamentals of the French language through recitations, poems, songs, dialogues, and other modes of communication. French is taught once a week from JK to Grade 3. However, it is taught everyday from Grade 4 to Grade 8, in line with the Provincial Ontario Curriculum. The students go through the four strands of learning: listening, speaking, reading, and writing. The students learn a lot through various audio visual means, as well as group and individual project work. This boosts their confidence in writing, speaking or expressing themselves in the French language.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
Every class integrates the subject of arts to include visual arts, dance, drama, and music. Students explore various mediums of visual arts through out the year and tie these explorations with various themes during the year. Our drama, dance, and music program culminates into a fantastic Concert each year in which, every student participates and learns to appreciate the various cultures represented at our school.
The Sathya Sai School offers an enriched arts education for students in music, drama, yoga, dance, digital arts and visual arts. Visual Art is taught independently as a subject and is integrated into other subjects. The school's philosophy of universal human values is embedded into Performing Arts curricula. The goals of the school are to enrich and accelerate aesthetic development; to stimulate creativity and original thinking; and to create an enduring respect and passion for learning within a climate of artistic and academic excellence.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
As a pre-school, kindergarten, and lower elementary school, technology use is still at its infancy. We believe that students must first perfect their ability to read and comprehend before they learn to use technology in the classroom. As students progress to our upper grades 4 and 5, the use of computers are encouraged to supplement research for project and to produce research reports. Starting in 2023, students will be introduced to coding
Computers and technology play a fairly central role at the Sathya Sai School despite not being an explicitly "technology-focused" school. Nonetheless, coding is a central part of every grade's curriculum. Technology should be implemented into education as quickly as possible, but only when it is relevant. When nothing else works, technology can often achieve educational goals, but only when it is employed as a tool to boost learning. Students at this age require more scaffolding, but technology can help them develop higher-order thinking skills if used responsibly.
Web design
Robotics
Computer science
The objective of the physical education program is to help students improve their fine motor and gross motor skills, while improving their strength, flexibility, and fitness as they grow. Various routines are taught to address our objective and game play and skills development are introduced to further enhance the program.
The Sathya Sai School's Physical Education curriculum endeavours to create a healthy mind in a healthy body alongside a good sense of fair play. Good morals and manners come first and so sportsmanship is the first priority. Students are to be strong competitors while still being fair competitors. Basketball, badminton and cricket are some of our top sports and teams either exist for them or are in the works. There is also an all-grades sports day that runs every year.
Play-based
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our CASA program is much more academic focused than the traditional material-only based Montessori program. Students work with textbooks, workbooks and readers as well as the Montessori materials and related activities. Language and math are the core of the curriculum.
We focused on teaching and learning within the four frameworks namely: Belonging and Contributing, Self-Regulation and Well Being, Demonstrating Literacy and Mathematics Behaviour, Problem Solving and Innovation. This school creates a heart culture that enables everyone to feel welcomed and belonged. Our twice-a-day Meditation and bi-weekly Yoga practices play an integral part in the student’s self-regulation and well-being. This balances their overall mental and emotional health. The children gain Mathematics and Literacy concepts through various learning experiences in a play-based inquiry method. The kindergarten teachers create opportunities for students to render service which ultimately leads to individual transformation because the school believes that a student’s holistic growth is an inspiration and contribution to society.
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.
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.
We have a student-centred approach based on their learning abilities. We encourage students to think out-of-the-box, with curiosity and creativity.
Supportive
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”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
The academic culture at our school is strong. Our main focus on the whole schooling approach is highly academic with a focus on achieving fluency in literacy and mathematics, while supported by studies in French, Science, Social Studies, Music, and Physical Education.
Our foundational philosophy at the Sathya Sai School is to leave no student behind. Towards this end, our teachers ensure that all students’ academic styles and learning approaches are understood and that teaching material is delivered in a student-centred manner. We know that each student is unique, and our program is designed to help students reach their highest potential. Our teachers inspire students to be confident lifelong learners, responsible global citizens and champions of excellence.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We are committed to academic excellence, personal growth and most importantly, fostering a love for learning.
We inspire human excellence through our approach that balances the child's emotional, physical and intellectual needs. This holistic style uses the five Universal Human Values of Truth, Right Conduct, Peace, Love and Non-Violence. We realize that every child is innately divine. Our teaching method employs direct instruction through songs, storytelling, meditation and group activities. We integrate these five human values into the more comprehensive curriculum and enrichment activities.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
85%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Mar 30, 2023
Not available
Not available
No
Yes: grades JK - 2
No
No
No
No
Yes: grades 1 - 5
Yes: grades 3 - 8
No
No
No
No
Our students have a natural curiosity for learning and are well adjusted individuals who exhibit good behaviour and a sense of respect for their teachers and classmates alike. We believe that a well adjusted and well mannered child will have the necessary traits to gain the most out of their classroom exposure.
Students of the Sathya Sai School are expected to strive to: - Achieve academic excellence; - Apply the five Human Values in daily life; - Develop good study and work habits such as concentration, time management and commitment; - Display friendliness and cooperation by forming positive relationships with peers and adults; - Show respect for other people’s feelings, values and beliefs; - Show initiative and willingness to accept responsibility; and - Render selfless service to the community.
For students entering Grades 1 to 5, an entrance assessment covering reading, writing, and numeracy is administered. Following a successful assessment, an admission offer is presented and parents may subsequently prepare the application package based on an enrollment link provided by the school. All registrations are to be completed online using our enrollment and payment system TUIO.
The application must be made using the online Application for Admission.
All applicants and parents for Junior Kindergarten to Grade 2 will receive an in-person interview to determine whether our school and your family are a good fit. Applicants will then be placed in a pool and students will be selected by lottery.
All applicants for Grades 3 to 8 will write a Placement Test, based on the curriculum of the student’s current year. Applications are open to siblings of students already enrolled, subject to the same criteria as other applicants.
The decision of the Admissions Committee will be final.
Applicant must be either a Canadian Citizen, a Permanent Resident, or on a Student Visa.
