9211 Woodbine Avenue, Markham, Ontario, L3R 0K1, Canada
3080 Bayview Avenue, Toronto, Ontario, M5M 2M8, Canada
1999
1993
120
200
Nursery/Toddler to 6
Nursery/Toddler to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional, Montessori
Montessori
Varies
15 to 24
Dedicated class; in-class adaptations
Accelerated curriculum
$11,000 to $13,000
$17,975 to $27,300
No
Yes
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0%
None
None
$0
$0
11
18
0%
0%
100%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades Nursery/Toddler - 6
No
No
information not available
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Founded in 1999, TMS has developed a reputation for offering a strong academic program that maintains a high fidelity to the core of the Montessori approach as demonstrated by CCMA accreditation. The program is regularly assessed through certification and EQAO testing, and families are drawn by the keen attention to the development of core numeracy, literacy, and early exposure to French. The size of the school hits a bit of a sweet spot, allowing for a full range of curricular and extracurricular programming, while also maintaining a close, personal, community-oriented feel. The ideal student is one able to thrive in a hands-on, social, challenging yet supportive academic environment.
View full reportBannockburn is founded in Montessori, and hews close to the spirit of the method and its fundamental principles. There is an abiding attention to creating a supportive, student-centric environment, one that can stimulate and build on children’s curiosity. That said, there are a few welcome adaptations as well, such as lower teacher/student ratio that one might expect to see within a Montessori classroom. The school is very much an expression of the surrounding community—it was begun in 1993 by local parents and educators, and retains very close ties to the surrounding community today. The life of the school is informed by an active and robust parents’ association, with meetings held on the first Monday of each month. Given the location of the school, the fact that it sits on a five-acre property is an added plus, one that both adds to the atmosphere of the school, and allows for the programming, as appropriate, to spread beyond the interior instructional spaces. So, yes, the school has a strong Montessori program, though there is also a clear Bannockburn identity, one that nicely reflects the community that it serves.
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"The teachers there are top-notch."
Winnie Chan - Parent (Mar 09, 2021)
My children spent most of their childhood at Trinity Montessori School. They loved the field trips ...
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"The academic excellence at Trinity Montessori School surpassed our expectations."
E Poon - Parent (Mar 09, 2021)
Both of our daughters have been going to Trinity Montessori School since they were 18 months old, an...
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"Going to Montessori Model United Nations in New York City in grade 5 was the highlight in her school life. She had the opportunity to dive into real-world issues and worked with..."
Thomson Yip - Parent (May 27, 2021)
Trinity Montessori School is like our daughter’s second home. She started in the Casa program at t...
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"Trinity Montessori School was established in 1999 and is a CCMA accredited school located in Markham. We have an excellent reputation and receive many of our students through direct referral from current and former parents. Our staff members are friendly and nurturing. We strive to instill in children self confidence and a passion for learning through our diverse and enriched educational environment. We offer stimulating intellectual and cultural experiences for children from 1.5 to 12 years old."
"Bannockburn offers an outstanding, authentic Montessori learning environment, carefully implemented to meet the specific needs of children during the most crucial periods of their formative years. Each fully equipped classroom is directed by dedicated, qualified teachers complemented by specialist instruction in French, music, visual arts and physical education. We invite you to discover how Bannockburn can make a brilliant difference in your child's life.... from the very beginning."
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Welcome!
My name is Elena Ho, the Principal and co-founder of Trinity Montessori School. I've been an educator for 38 years, following two generations of educators, and I believe in a holistic approach to realizing a child's full academic and creative potential.
Trinity Montessori School is a private school with a longstanding tradition of achieving student success. We facilitate an environment that is equally nurturing and academically rigorous, for outstanding students to exceed beyond what they thought was possible. All of our students are uniquely supported to maximize their potential for academic excellence and further develop an independently-motivated work ethic and enthusiasm for learning, in order to broaden their horizons as citizens of their communities and the world.
I invite you to learn more about Trinity Montessori School in evaluating the best fit for your child's academic future.
Thank you taking the time to read about Bannockburn. I encourage you to pay us a visit and see what makes Bannockburn such a special place. It starts with our Toodlers who show us that these young individuals are capable of so much more than we would normally expect, and culminates with our Upper Elementary graduates who truly exhibit that they are responsible, nurturing, peaceful young people with self-esteem and respect for others. Bannockburn graduates are self-motivated, intellectually curious, love learning and achieve academic success.
Montessori
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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.
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.
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Our elementary curriculum is based upon Montessori principles, which guide students to learn about the universe and their place in it. Our dedicated teaching staff follows an interdisciplinary approach to learning, highlighting the importance of the interconnectedness and interdependence of different subjects within the curriculum. We strive to enrich our curriculum with elements from the Ontario Curriculum, ensuring that our students are well prepared when they move on to other schools in grade 7. Through our school's participation in the Montessori Model United Nations held annually in New York, our elementary students gain valuable opportunities to engage in global citizenship and enhanced awareness of international social, economic and humanitarian issues and challenges.
Bannockburn School leads in Montessori education by offering an exceptional, enriched Montessori curriculum and a nurturing, inspiring environment carefully prepared to meet the needs of children in the formative years of childhood. Every day in the classroom is a study in the balance of young children purposefully working to develop cognition, concentration and independence in a nurturing and carefully prepared environment.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Phonics-intensive
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.
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.
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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.
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Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
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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
Zoology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
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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
Core Knowledge
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).
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).
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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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
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
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.
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Web design
Robotics
Computer science
It is a requirement of all students who are 5 years of age or older to participate in our various physical activities programs planned throughout the school year. These programs typically include swimming, skating and multi-sports lessons, although these activities may be subject to change. (Due to Covid-19, this program is currently unavailable for the 2020 to 21 school year.)
Bannockburn’s Physical Education and Athletic program is an active and exciting part of the school with many classes and events to get our students' hearts and bodies moving. Within the school day, the Physical Education program accesses all Bannockburn students from Toddler to UEL. Our curriculum focuses on providing opportunities for our students to engage in a variety of physical activity, movement, and sport in an effort to develop a wide range of physical, social, and emotional skills. In addition to our Physical Education classes, Bannockburn has been active in attending inter-school athletic activities within the Toronto community. Additionally, Elementary students have the opportunity to participate on a team with our intramural sports program during recess. The primary goal of our Athletics program is to provide our students with positive opportunities to participate in sporting events, while demonstrating their improving skill, teamwork, and sportsmanship in a supportive environment.
Montessori
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.
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.
We have four fully-equipped, bright and spacious Montessori Casa classrooms for ages 2.5 – 6 years old. The curriculum follows the Montessori approach, which offers a broad range of materials to help the child grow independently, academically and socially. Through their work, the children develop concentration, motivation, persistence and discipline, which are qualities that will help the child in their future. All Casa students will receive daily French lessons and weekly music and art lessons from specialized teachers.
The Primary-age child has an astounding capacity to learn and absorb, thus, utmost emphasis is placed on ensuring an uninterrupted work cycle. This enables the child to explore freely and learn through purposeful work in the different areas of the classroom: Practical Life, Sensorial, Language, Mathematics and Culture. Concrete, manipulative materials for each area enable the child to use the five senses to build an essential foundation of knowledge and concepts.
Accelerated
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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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.
In our Casa program, children are encouraged to work to the best of their ability in order to reach their full potential. The Montessori materials foster a love for learning and aid a child to reach for a high level of academic excellence. Our Elementary program follows the Ontario Curriculum and is enriched with the Montessori philosophy. The blend of both curriculums challenge children to a higher level of academics as well as provides hands-on opportunities to learn through enriched field trips, interactive learning and competitive activities.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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."
A balance of both intellect and emotions are criticalin a child's development. Our aim is to foster academically strong and creative individuals, who are confident and capable leaders as well. Ultimately, developing students of character and integrity, who become respected and contributing memebers of society will help prepare our students for the future.
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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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Ice Hockey |
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Ice Skating |
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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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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
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0%
$0
$0
100%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades Nursery/Toddler - 6
No
No
No
No
Yes: grades 1 - 6
No
No
No
No
No
Toddlers (18 months) to Casa (6years): Interested families are required to come in for a tour with their child.
Grade 1 to Grade 6: An assessment is required to ensure the student can cope with the curriculum provided by the school.