4075 Metchosin Road, Victoria, British Columbia, V9C 4A4, Canada
299 Fennell Avenue West, Hamilton, Ontario, L9C 1G3, Canada
1954
1901
300
1315
Preschool to 12
Nursery/Toddler to 12
Coed
Coed
Day
Day, Homestay
English, French, Spanish
English
Academic
Academic
Montessori
Traditional, Montessori
Varies
16 to 20
Learning, Developmental, Behavioral
Learning
In-class adaptations
Dedicated class; in-class adaptations
$9,565 to $32,000
$19,349 to $32,052
Yes
Yes
0%
10%
Preschool to 12
JK to 12
$5,000
$4,500
19
77
0%
0%
80%
0%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades Nursery/Toddler - 12
No
No
information not available
“HSC is committed to providing a rigorous academic environment where learning is engaging and challenging, while also upholding this rich culture of connection.”
“Fostering a strong sense of self, HSC focuses on giving every student the opportunity to become the best version of themselves, gaining confidence while learning and growing in a safe and nurturing environment.”
“HSC is one of the largest independent day schools in Canada, yet despite its size and the wide age range of students, we are told over and over again that everyone on campus feels like they’re part of a family. It’s this community feeling that brings many new families to the College and encourages many alumni to return with their own kids.”
Read The Our Kids Review of Hillfield Strathallan College
Offering a Montessori education from Preschool to Grade 12, Westmont Montessori School is located alongside 143 acres of parkland. Not surprisingly, kids at Westmount spend a lot of time outside, whether it’s hiking, bouldering, or mountain biking in the park, exploring rock pools on the adjoining beach, or gaining practical skills in the on-campus gardens. The school offers an array of inspiring and fun extracurriculars that include a Mandarin club, band, chess, STEM, mime, and table tennis. The school has bright, modern classrooms and outdoor learning shelters. While kids at Westmont tend to excel academically, teachers also focus on fostering independence and a passion for learning and developing new interests. This exciting and dynamic environment when combined with dedicated and caring teachers provides the ideal place for kids to thrive.
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The school began its life in 1901 as the Highfield School for Boys, though it has grown, amalgamated, moved, and changed its name a few times since then. All of that is reflected in the physical plan of the school, one that bears no outward signs of the school’s age. The development path included associations and amalgamations between Highfield, Hillcrest, and Strathallan schools and colleges, their names combining to form the one under which it is known today. The school has earned its strong reputation for all the right reasons, namely providing a basis for success in postsecondary school and beyond.
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"I LOVE that the kids go to school in a forest."
Michelle McClure - Parent (Feb 14, 2022)
My children love this school. They adore their teachers and have a sense of pride and ownership of t...
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"The Westmont teachers and staff are highly dedicated and committed."
Peter Scott - Parent (Feb 14, 2022)
At Westmont, my daughters have felt safe, nurtured, and valued as individuals. They appreciate the f...
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"Our experience in academics has been phenomenal."
Joslin Nelson - Parent (Feb 14, 2022)
My daughter is always thrilled to attend Westmont - she literally runs to school every single day! S...
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"...I never doubted my chances of reaching my full potential."
Elyse Creamer - Alumnus (May 22, 2018)
Throughout my time at HSC, I had the opportunity to make so many special memories that picking one i...
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"I feel that the academic program at HSC is quite rigorous."
Wendy Lam - Parent (Mar 27, 2024)
My children like the number of students at the school. It is a good size yet the classroom sizes are...
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"My kids love the school."
Andrew Liu - Parent (Mar 27, 2024)
We have nothing negative to say about HSC. Our family loves the school. We will never be regretful o...
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"Westmont aims to inspire students to learn through experiences and respecting their interests, developmental needs and speeds while following the principles of Maria Montessori. The school has expanded and evolved to meet the needs of our community and has adapted its programs based on the changing world around us. We have embraced technology in the classroom to connect students to virtual experiences while spending time in the 143 acres of forest, streams and ocean front that our 8 acre campus backs on to."
"Established in 1901, HSC is a leading co-educational school where children 18 months to 18 years learn with joy and live with purpose. We prepare students to understand their world, inspire, lead, and make a difference in their own unique ways. Our outstanding academic programs are shaped by student inquiry. Expert faculty deliver a curriculum that ignites curiosity and encourages students to explore their full potential through wide-ranging co-curricular activities in the arts, athletics, service and leadership."
"At Westmont, experiential learning begins in pre-k and elementary with a focus on experiences in nature and self-directed use of hands-on tools. This expands in middle school with projects that integrate multiple subjects and require high-performance teamwork.
In our new High School program, projects are tackled through the design thinking model. We bring students to the world by creating learning experiences in progressive environments that offer knowledge from the real world, not a textbook."
"HSC is proud of the work that has been done to implement a pedagogical approach to personalized, authentic learning across all four schools. Project-based learning and inquiry are a regular part of academic programming at the College, and students are often asked to find solutions to engaging, driving questions as they explore the required curriculum. Learning at HSC is a hands-on experience designed to ignite joy and passion for discovery."
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"HSC students have the courage and confidence to take risks to achieve their goals. They are community-minded and curious about the world around them. HSC students have a growth mindset. They are empowered learners who are self-motivated to engage in their educational journey through their interests and passions. HSC students are self- and socially aware and show interest in enacting positive change in the world. They are environmentally conscientious and value their connections to family, friends and community."
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"Families seeking a highly competitive environment and/or strict discipline model may not find the learning environment at HSC to be the right fit."
"- Tailored education
- Academic excellence
- Whole child development
- Stunning nature campus
- Best of BC’s new curriculum. “Best implementation of BC’s new curriculum I’ve seen” – Ministry of Education Inspector
- Caring and supportive community. It makes all the difference in a young person’s development.
- Passion for learning. Our method ignites a fire for deep, lifelong learning. How? Choice within boundaries.
- Mentorship for life. From K-12 our students learn how to lead and be led."
"Families chose HSC because we provide a consistent and complete educational journey for students from 18 months to 18 years and beyond. Being able to attend one school for Early Education, Middle and Senior years is a significant benefit, and provides a shared familiarity between faculty and students that allows a true understanding of the student's needs and parent partnership. Our College is built upon the referrals of our families and the alumni who return to us with the next generation. Our community, which stretches across borders, remains proud in their affiliation, and giving of their time and treasure to ensure the legacy of HSC."
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"HSC is well known for it's expansive campus and well appointed facilities as well as it's engaged and community-minded student body."
"What parents often overlook from Westmont's program is the development of "soft skills" that are not addressed in traditional education models. These skills are hard to quantify but easy to identify. They can be seen in the courtesy and respect a student displays in public settings, in the self-direction and self-discipline when a student completes homework without prompting, or when a high-schooler recognizes and willingly helps a pre-schooler on the playground."
"HSC's transportation system is a valuable part of College life and makes it easy for students to participate in our wide range of after-school programs. With two evening bus runs, at 3:30 p.m. and 5:00 p.m. HSC families are rest assured that their child can take advantage of clubs, sports and other group work without the stress of scheduling pick-ups."
"We choose to be an independent organization so we can remain nimble and able to adopt and adapt new programs as our community needs them. Our autonomy gives us the freedom to partner with innovators and experts as we identify new areas of interest for our students and new opportunities to learn from some of the most interesting people and organizations in the world."
"HSC has a deeply engrained respect for the environment and commitment to sustainable practices. From electric buses to solar panels powering our electric grid, HSC is committed to mitigating impacts and operating sustainably. Our environmental ethos trickles down to student learning, such as with the Garden Curriculum in Junior School, the College-wide Green Team initiative, and HSC's outdoor learning landscape that connects students to the natural world around us."
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"HSC has recently invested in an expansive solar array installed on the roof of the Senior School to reinforce HSC's sustainability goal of being carbon neutral by 2030 and carbon negative by 2050. We have also invested in expanding our wellbeing supports for students, adding a dedicated social worker and chair of student wellbeing to our health services team."
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The moment I arrived at Westmont as a parent in the Fall of 2008, I was taken aback by the amazing campus, the incredibly warm welcome, and the instant feel of community. Little did I know that I would be celebrating my 10th year as head of school in 2021-22. It is an absolute privilege to be a part of a school that is solely focused on the well-being and growth of our youth.
There have been many changes as we expanded our programs up into Middle School and High School. Yet all the changes have been done with the single-minded focus that a more fulfilling experience for students exists, one that honors their unique spirits and passions.
The 2021-22 school year is a truly landmark year for Westmont with our very first High School graduate from Grade 12. We couldn’t be prouder of this student’s accomplishments. With the further expansion of High School for 2022-23, we are dedicated to making this unique High School experience available to students who want to make their learning more meaningful and relevant.
Whether you are a parent looking to start their child on their educational path, or are a student looking for a better learning experience, I want to thank you for taking the time to visit our website. I hope that this will be the first step in a long journey together. I look forward to getting to know you.
Welcome to HSC
Welcome to Hillfield Strathallan College—a community where children and their learning are at the forefront. Each child is known, challenged to do their best, and supported in that pursuit. We believe the best education of any child is achieved through a partnership between the school and the family, with the shared goal of helping students to achieve their full potential.
HSC consists of four small schools united by a common commitment to a shared Mission and Ideals. We are committed to ensuring a balance between the development of student independence and guidance from a caring faculty, sensitive to the age and stage of the student. We aim to develop students who ask great questions, are resilient problem-solvers and are connected to the wider world. All students learn differently, and we make every effort to address individual learning needs and styles.
True learning occurs when curriculum is meaningful and relevant, and we believe learning is not restricted to the classroom. Students who are most successful in university and beyond are those who are engaged fully in a rich program of co-curricular offerings, in addition to a solid academic program. HSC students discover and follow their passions, whether they lie in academics, athletics, fine arts, outdoor education or community service. Through shared experiences, the close-knit HSC community helps students bond with their classmates and teachers for life.
Please explore our site to learn a bit more about the incredible opportunities available at HSC. However, the true flavour of the HSC experience can only be gained by paying us a visit. You will see engaged and happy learners, students and faculty working together, students pursuing their dreams on the fields, in the gymnasia and in the theatre, or simply enjoying on another's company in the dining hall. I hope you will join us to discover what makes Hillfield Strathallan College such an amazing place.
Marc Ayotte
Head of College
Traditional
Montessori
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.
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.
Though Westmont consistently graduates students who excel at getting into and thriving at the post-secondary level, the ultimate aim of Westmont's Montessori education is much, much grander: to unleash the power of each person’s uniquely creative absorbent mind to become the moral change agent that our world desperately needs. Westmont's educational environment designed around: age-specific developmental needs, honouring of each person’s unique absorbent mind, and understanding that students must be active constructors in their own learning.
HSC offers enriched academic, art and athletic programs to students 18 months through Grade 12. We are committed to shifting practices and methodologies from a teacher-directed, content-oriented environment to one that is strongly influenced by student inquiry, creativity and innovation. The role of the teacher becomes even more important in the learning process and changes to greater facilitation, coaching and mentoring. Knowing each student’s interests, talents and skills builds an effective learning partnership that will better enable students to reach their full potential. Students learn in a resource-rich, small class environment and are encouraged to seek academic challenges and to take risks in their learning. Our curriculum is designed to foster a love of learning, and to provide a great beginning for our students as they embark on their educational journey. In a community that celebrates diversity, students share goals and aspirations, learn from each other, seize opportunities and gain different perspectives.
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.
At HSC, our students will be able to connect mathematics to the world around them and confidently use these skills in their everyday life. In elementary grades focus is put on, developing number sense, developing and understanding patterns, and problem solving. Traditionally, teachers of mathematics have relied solely on direct instruction in which teacher deliver knowledge to the students, show them examples followed by a series of practice opportunities. HSC also provides students with more opportunities to discover the joy of mathematics and to have more exposure to hands-on activities and the use of manipulatives. In the Senior School, students are offered both regular and applied mathematics depending on their mathematical ability and learning styles. As part of HSC's Advanced Placement Program, HSC students may take the AP Calculus in their final year. It is our belief that all students should be exposed to challenging problems, such as mathematics contests.
Information not available
Information not available
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.
Information not available
HSC's Early Reading curriculum consists of learning sequencing skills - top to bottom, left to right progression, recognizing child’s own first name, introducing upper and lower case letters and their sounds, discriminating between upper and lower case letters, developing rhyming skills, and organizing thought process to share ideas and stories. By the end of the program, students will be able to read and write competently and comprehensively, will be exposed to a wide variety of literature (both fiction and non-fiction), na d will be encouraged to develop a love for the written word.
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
Writing is multifaceted in a Montessori program, and it begins with journaling, story writing, and research-based reports at a young age. Writing is integrated into all subject areas. As students grow older, their writing assignments become more structured and more complex. Students are provided with many opportunities and choices for writing. This element of choice helps foster their passion for and interest in writing. Students carry out all steps of the writing process from planning to first draft, editing, and final draft. Grammar is also integral to the Montessori program and is utilized to help students understand the structure of language and to use this knowledge to enhance their writing.
At HSC, we believe students need to be given opportunities to become better communicators. As a result, we provide activities that allow students to express themselves in a variety of ways, such as formal, creative, and reflective writing, which is then shared as text, orally, or through multi-media presentations. Extension and enrichment takes place both in and outside of the classroom through activities such as the Writer-in–Residence Program, Unfinished Writing Tours, Public Speaking Contests and Writing Contests
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.
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At HSC, units of study in the science curriculum provide authenticity, academic rigour, components of meta-cognition, community involvement, process skills and the appropriate technology in addition to content. In later years of Senior School, students are able to branch in to specific topics in the science curriculum, including biology, chemistry, physics and earth and space science. As part of HSC's Advanced Placement Program, students are offered the opportunity to earn college credits through AP Biology, AP Chemistry, and AP Physics.
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 social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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HSC emphasizes the consolidation of the literacy,communication, and critical and creative thinking skills nec-essary for success in academic and daily life. Students analyzea range of challenging literary texts from various periods,countries, and cultures; interpret and evaluate informationaland graphic texts; and create oral, written, and media texts ina variety of forms.
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
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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).
In the elementary grades, the Montessori Curriculum integrates social studies with science, language (and even math). Students are taught about history at a young age, beginning with the history of the universe, evolution, and also the history of specific countries and cultures. They also learn a great deal about geography (both physical and political), studying maps of continents at a very young age, and advancing to specific countries, states, and provinces. The Montessori materials help provide them with concrete representations of the concepts and places studied.
Students in HSC Social Studies investigate the world from a variety of perspectives. A strong emphasis is placed on understanding our local community through field trips, guest speakers and research of personal history and interests. Students are introduced to a global perspective through investigations of world cultures and the exploration of our planet’s physical forces. A strong emphasis is placed on making connections between historical events and society today, as well as the exploration of current world issues.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
The Humanities and Social Science programs at HSC place a strong emphasis on making connections between historical events and society today, as well as the exploration of current world issues. Students mix traditional skills (mapping, text research, model building and oral presentation) with 21st century skills (collaboration, internet research and interactive presentations) and demonstrate these skills to their peers and the wider community. Ultimately, authentic learning opportunities in social studies lead students to a greater understanding of the world that we depend on and a willingness to contribute positively to our society.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Our foreign language programs foster learning of other languages and other cultures; and to develop written and oral communication skills necessary to express ones’ self in real life practical situations. Our interactive programs develop inquisitiveness, motivation and persistence in learning via specific communication challenges presented to students; it addresses all learning styles and can be adapted to both new language learners and those seeking enrichment opportunities. To further empower our students and to allow them to expand their foreign language skills, we offer language experiences in both Quebec and France. As part of HSC's Advanced Placement Program, students have the opportunity to take AP French.
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
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.
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In Visual Arts, students create new and original artwork using a variety of media. In Middle School, music students in Grade 5 build on choral skills established in the Junior and Montessori schools prior to learning a musical instrument in Grade 6. Dramatic skills are developed through cross-curricular opportunities and the Drama program in Senior School. At HSC, students are encouraged to expand their artistic interests by taking part in the extensive co-curricular program, ranging from musicals, plays, wind ensemble, jazz, and visual arts clubs. Whether they are performing on stage or having their artwork on display throughout the College, our students form a real sense of pride and self-confidence in their artistic abilities.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Our view is that computers and technology have educational value insofar as they are integrated with Montessori philosophy. Computers are therefore used a practical life material in the Montessori classroom. In grades 1 to 3, they are used minimally, but are available in the classroom as a shared tool for research and/or word-processing. In grades four and up, computers and technology are increasingly used to help students develop the technologically relevant skills they will need to operate in the world such as making online presentations, researching, utilizing email, and word processing. Students are also exposed to age-appropriate coding programs throughout their time at the school.
HSC is a BYOD school, allowing students to bring devices that they are comfortable using, and connect to the school’s Wi-Fi networks. Technology use is built into the curriculum through everyday use of software like Firstclass, Google Drive, and the use of Smartboard technology in every classroom. In the Senior School, all grade 9 students are required to take “Exploring Technologies”, where they will be work with a variety of tools, equipment, and software commonly used in industry. If they choose so, they can continue taking courses in HSC’s Technological Education program, including “Communications Technology” (print, web, radio, broadcast media), and “Technological Design” (interior design, architecture, robotics). Starting in grade 10, students can also take “Computer Science”, where, if they continue to progress, will learn programming languages like python, Java, HTML/CSS, and even code their own smartphone application.
Web design
Robotics
Computer science
Outdoor programming from early years to Grade 12 required daily.
The HSC Physical Education program offers participants exposure to a variety of physical activities in a co-operative and enjoyable environment. The emphasis is on experiencing fun and fitness through physical activity and on actively participating. Creativity, confidence and general physical fitness are developed through movement exploration and an introduction to basic sports skills. The activities allow practice, repetition, modification, refinement, consolidation and application of physical skills to movement activities. Academic skills are reinforced through the use of games that emphasize active learning. The health units explore healthy active living, growth and development and substance use/abuse with a focus on preparing the students to make informed decisions. In upper years of Senior Schools, students are provided the opportunity to spend a week in Hawaii where they will earn their "personal trainer certification".
Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The Montessori philosophy at Westmont gives students the freedom to make their own choices within an environment which is thoughtfully and intentionally structured. Any barrier to learning is removed. The 3-year age groupings allow students to initially look up to others and be inspired and then provide the opportunity to share knowledge and be leaders. Pre-school and kindergarten programs are designed to prepare students for later lessons. The programs focus on developing the whole child who has a love of learning and can then develop academically.
We have been providing exceptional early education programs in both our Junior and Montessori Schools, both offering full programming options for children age 18 months to age 9/Grade 4, for decades. Each of the schools curriculum is designed to foster a love of learning, and to provide a great beginning for our youngest students as they embark on their education journey. For more information on our Montessori School please visit: www.hsc.on.ca/montessori For more information on our Junior School please visit: www.hsc.on.ca/junior
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
Information not available
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.
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”.
Westmont has reimagined school based on the world its students will live in and has created an experiential, dispersed and partnered learning model of education. Using the BC Curriculum and Montessori philosophy as our foundation we use projects and problem-solving to allow us to continually evolve our curriculum by monitoring and adapting to new trends, world events, environments, and listening to the interests of our students. We use a partnership model that allows us to continually expand our environments and our access to expertise. We focus on the self-paced mastery of concepts prior to moving on to new areas of study.
HSC provides a rigorous academic learning environment to best prepare our students for post secondary success. This programming is delivered in a supportive and individualized fashion, to ensure that the unique learning needs of each student are met.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
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.
At Hillfield Strathallan College (HSC), we will encourage your child to learn with joy and live with purpose. In our supportive environment—1 College, 4 Schools—your child’s full potential will be realized at every age and stage of development.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
Students with identified learning exceptionalities have an HSC Individual Learning Plan (ILP) created by our Learning Services Specialist in consultation with the school administration, the parents and the student. For further information please contact our Admissions department at [email protected].
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
Preschool - 12
JK - 12
1%
10%
$5,000
$4,500
80%
0%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades Nursery/Toddler - 12
No
No
No
No
No
Yes: grades 5 - 12
No
No
No
Yes
Our students are interested in learning and inspired to improve. They are asking questions and self-motivated. They are looking for a sense of community and school they are excited to come. Our families embrace new experiences, value collaboration, and looking for a higher teacher to students ratio. Our students are eager to learn about themselves, how to advocate for themselves, build their confidence and learn skills that are needed for their future success.
Through our admissions process, we endeavour to select students who will be active participants in all aspects of College life.
We are accepting applications for all Early Years to Grade 12 programs on a rolling basis. Space is limited and some programs are waitlisted.
Step 1 – Tour
Interested families are encouraged to visit our campus. Westmont has tours available every Thursday morning, during the school year, to see our programs in action. No tours are available July and August.
Step 2 – Apply
Please complete an Application form.
This can be dropped of at the school with the Application Fee. Please submit any supporting documents as required, i.e. report cards, diagnostic testing, occupational therapy reports, etc.
Step 3 – Student Visit
Westmont does require that all students have a mandatory visit so that teachers can get to know your child. This visit is a half day for Early Primary and two days for Elementary/Middle School.
Step 4 – Enrolment
Enrolment may happen after the student visit. Successful enrolment depends upon available spaces, suitability for the program, and the ability to meet any special learning needs a student may have.
For more details please follow the link: https://westmontschool.ca/admissions/.
HSC's application process requires you to submit an application form together with an application fee. School reports for the current school year and the final report from the previous two years are also required as supporting documents.
You can book a one-on-one virtual meeting at HSC here.