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Aurora Montessori School

   
330 Industrial Parkway North, Aurora, Ontario, L4G 4C3

ADD TO SHORTLIST   Website
Curriculum:
Montessori
Grades (Gender):
Nursery/Toddler to 8 (Coed)
Tuition:
$10,082 to $15,500 /year
Main Language:
English
Avg. Class Size:
18 to 24
Enrolment:
Day: 370 (Gr. NS - 8)

School Address
330 Industrial Parkway North, Aurora, Ontario, L4G 4C3

Highlights:

highlights

About this school:

highlights

Aurora Montessori School is considered as one of the premier Montessori schools in York Region, with an impressive school facility and a small town family feel. Our friendly, enthusiastic and nurturing staff, want to instill and inspire an everlasting love for learning in all students. We offer authentic Montessori programs from Toddlers through to Grade 8. Our Montessori programs are naturally designed to develop the whole child; academically, socially, emotionally, physically and creatively. When you visit our campus, you will find bright and airy classrooms, a computer lab, art room, music room and French rooms. Our founder designed the building with Montessori learning in mind and it sits on a beautiful 14 acre property with a football/soccer pitch, marsh lands, an amphitheatre and gardens. Imagine your children being motivated to realize their full potential in such a rich environment. Come and see why AMS could be your family's ideal choice in education. — Visit school website




Reviews:

highlights

The Our Kids review of Aurora Montessori School

our takeAMS is a Montessori school, though in many ways it exceeds the expectations that parents might have of what a Montessori education offers. The programs are hands-on, community based, though the academic environment is large, both in terms of physical space and student population. As such the extra-curricular programs are robust, including sports as well as a fully development music program that includes group and individual instruction. Those things, in themselves, are a draw for many families. The grounds are extensive, with a porous interface between interior and outdoor learning spaces. The amphitheater is impressive, and likewise is a symbol of the school’s dedication to outdoor and environmental education. In all of that, the school’s name can risk being misleading. AMS isn’t your average Montessori school. It offers broad curricular and extracurricular programs, strong academics, and an overt attention to emotional and social development through the elementary grades. 





Principal's Message

principal

Kane Burg, Principal

I can recollect the countless opportunities when I have been asked about “the Montessori Method” and what puts our educational merits apart from any other. It’s a dangerous thing to ask such open-ended questions with a subject so close to my heart. It allows me to speak at length about the wonders and beauties of the Montessori philosophy that I have loved all my life.

All genial classrooms share at least five characteristics that guide their instruction regardless of the content or grade level. These characteristics are freedom of choice, open-ended exploration, freedom from judgement, honouring every student’s experience and belief in every student’s genius.

At AMS, our bright “genial” classrooms, our prepared environments, our beautifully organized and displayed Montessori materials are combined with highly skilled teaching teams that lovingly nurture and guide our students to be geniuses in their own right. Genius is not solely measured by the IQ (a high score on an intelligence test, the virtuosity of an attained skill or the expertise of specific theories or practices), but also through curiosity, playfulness, imagination, wisdom, inventiveness, vitality, respectfulness, flexibility and joy, just to name a few.

We inspire genius and lifelong learners by endeavouring always to keep burning within them that light which is called intelligence, never to be extinguished. There are no limitations in the quality and quantity of knowledge in all aspects that each of our children can learn. Our geniuses thrive in every, and any, way imaginable.

What you see here is only a snippet of AMS. We encourage you to continue to peruse our website and contact the school, regardless of your interest in enrolment. We will answer any questions you may have about our school or the Montessori Method. If you’d like a guided tour of our facilities and classrooms please call and arrange an appointment. We would be delighted to provide you with a glimpse into the dynamic, safe, and loving environment that is Aurora Montessori School.

We look forward to meeting your family and working together to awaken your child’s genius to its fullest potential.

 

With warmest regards,

Kane Burg

Principal


Academics


Curriculum Montessori

Primary Curriculum: 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. Lessons are highly decentralized: children typically work individually (though sometimes with others) on specialized "Montessori materials" -- without interference from the teacher. The materials are self-correcting and teach the student something about the subject at hand. The method's goal is to develop children's innate desire to learn, while freeing up time for teachers to help children individually, as needed.

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.


What Aurora Montessori School says: Students are expected to work to the best of their ability so that they may develop to their highest academic and personal potential. Various instructional methods will be used to encourage student learning. Decisions regarding methods will be based upon the needs of the students and the recognition that good teaching should build strong personal values and positive attitudes, both towards content and learning. High achievement is the goal for all students. Teachers and parents are expected to work together to help students meet the expectations.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus
    Academic


  • Pedagogies and subject courses:

  • Mathematics
    • What Aurora Montessori School says: This information is not currently available.

    • Textbooks and supplementary materials: This information is not currently available.

    • Calculator policy: This information is not currently available.


    Early Reading
    • What Aurora Montessori School says: This information is not currently available.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What Aurora Montessori School says: This information is not currently available.


    Writing
    • What Aurora Montessori School says: This information is not currently available.


    Science
    • Teaching approach: This information is not currently available.

    • Topics covered in curriculum:

      Subject = offered
      Biology
      Chemistry
      Ecology
      Geology
      Meteorology
      Physics
      Physiology
      Zoology
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature
    • What Aurora Montessori School says: This information is not currently available.


    Social Studies
    • What Aurora Montessori School says: This information is not currently available.


    Humanities and Social Sciences
    • What Aurora Montessori School says: This information is not currently available.


    Foreign Languages
    • What Aurora Montessori School says: This information is not currently available.

    • Languages Offered: • French


    Fine Arts
    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • What Aurora Montessori School says: This information is not currently available.


    Computers and Technology
    • What Aurora Montessori School says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What Aurora Montessori School says: This information is not currently available.


    Sex and Health Education Ontario curriculum
    Topics covered in sex and health education:
    Topics We begin covering this topic at: Begins in Ontario
    Body parts Gr. 1 Gr. 1
    Nutrition Gr. 1 Gr. 1
    Human development Gr. 1 Gr. 1
    Puberty Gr. 4 Gr. 4
    Sexual health and hygiene Gr. 4 Gr. 4
    Reproduction Gr. 5 Gr. 5
    Pregnancy Gr. 7 Gr. 7
    Sexually transmitted infections Gr. 7 Gr. 7
    Sex and decision-making Gr. 7 Gr. 7
    Contraception Gr. 8 Gr. 8
    Consent Gr. 9
    Sexual orientation Gr. 8 Gr. 8
    Gender identity Gr. 8 Gr. 8
    Misconceptions relating to sexuality Gr. 10
    Relationships and intimacy Gr. 8 Gr. 8
    Bias and stereotyping about sex Gr. 12
    Sexual harassment Gr. 9
    Body image issues Gr. 7 Gr. 7
    Mental illness Gr. 11
    Social justice and diversity

    What Aurora Montessori School says: This information is not currently available.

    Approach:
    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.


    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.

    Traditional

    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

    Progressive

    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.


    What Aurora Montessori School says: This information is not currently available.



    Montessori ApproachOrthodox

    CLASSROOM PRACTICES
    SCHOOL POLICIES: This information is not currently available.

    Whole-class lectures
    • Orthodox

      Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    • Moderately orthodox

      Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    • Moderately non-orthodox

      Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    • Non-orthodox

      Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.



    Special education
    • Orthodox

      External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    • Moderately orthodox

      External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    • Moderately non-orthodox

      External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    • Non-orthodox

      External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.



    Specialist classes
    • Orthodox

      We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    • Moderately orthodox

      We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    • Moderately non-orthodox

      We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    • Non-orthodox

      We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.



    Modern-day technology
    • Orthodox

      Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    • Moderately orthodox

      Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    • Moderately non-orthodox

      Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    • Non-orthodox

      Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.



    Overall approach : Whick option best describes your overall curricular approach?
    • Orthodox
      38% of schools

      Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

    • Moderately Orthodox
      34% of schools

      Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

    • Moderately Non-Orthodox
      12% of schools

      Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

    • Non-orthodox
      16% of schools

      Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.


    Teaching Assistants: This school uses teaching assistants.

    Preschool/K Curriculum Montessori

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • 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.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What Aurora Montessori School says: Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. 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.


    Curriculum Pace Accelerated

    • Standard-enriched
    • Accelerated
    • Student-paced

    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).

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What Aurora Montessori School says about flexible pacing: This information is not currently available.


    Academic Culture Rigorous

    • Rigorous
    • 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”.

    What Aurora Montessori School says: Students are expected to work to the best of their ability so that they may develop to their highest academic and personal potential. Various instructional methods will be used to encourage student learning. Decisions regarding methods will be based upon the needs of the students and the recognition that good teaching should build strong personal values and positive attitudes, both towards content and learning. High achievement is the goal for all students. Teachers and parents are expected to work together to help students meet the expectations.


    Developmental Priorities Intellectual

    Primary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    What Aurora Montessori School says: This information is not currently available.


    Special Needs Support Limited

    Limited

    Aurora Montessori School offers limited support for students with learning difficulties or special needs.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties

    Gifted Learner Support Accelerated curriculum

    Dedicated gifted programs:

    Program = offered
    Full-time gifted program (parallel to rest of school)
    Part-time gifted program (pull-out; parallel to rest of class)

    Curriculum delivery: This information is not currently available.

    In-class adaptations:
    Practice = offered
    Custom subject enrichment (special arrangement)
    Custom curriculum compacting (special arrangement)
    Guided independent study (custom gifted arrangement)
    Cyber-learning opportunities (custom gifted arrangement)
    Formalized peer coaching opportunities (specifically for gifted learners to coach others)
    Custom subject acceleration (special arrangement)
    Career exploration (custom gifted arrangement)
    Project-based learning (custom gifted arrangement)
    Mentorships (custom gifted arrangement)

    What Aurora Montessori School says: This information is not currently available.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesNSPSJKSKK12345678
    Non-lunch recessFrequency 2/day 2/day No recess No recess No recess No recess No recess No recess No recess No recess No recess No recess No recess
    Location
    Amount
    Lunch recessAmount

    What Aurora Montessori School says: This information is not currently available.



    Extracurriculars

    principal
    What Aurora Montessori School says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Badminton
      Baseball
      Basketball
      Downhill skiing
      Ice Hockey
      Ice Skating
      Lacrosse
      Rowing
      Running
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Art Club
      Band
      Chess Club
      Choir
      Community Service
      Computer Club
      Debate Club
      Drama Club
      Environmental Club
      Foreign Language Club
      Math Club
      Outdoor Club
      Outdoor Education
      Poetry/Literature club
      Science Club
      Student Council
      Yearbook
      Yoga

    Tuition & Financial Aid

    Tuition

    This information is not currently available.



    Discounts

    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students$525
    3rd child (sibling)all students$1,050
    4th child (sibling)all students$1,500


    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 370
    Average enrollment per grade28
    Average class size18 to 24
    Gender (grades)Nursery/Toddler to 8 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    InterviewN/A
    SSAT
    SSAT (out of province)
    Entrance Exam(s)N/A
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    N/A


    What Aurora Montessori School says: This information is not currently available.


    Acceptance

    Acceptance Rate:

    100%

    Type of student Aurora Montessori School is looking for: This information is not currently available.



    Student Entry Points

    Student TypeNSPSJKSKK12345678
    Day Acceptance
    (Acceptance rate)
    0000000000000

    Notable Alumni

    highlights

    Alumni Highlights

    • Being recognized as an AMS Mentor is a great honor that carries with it great responsibly. Most forms of awards or prizes are zero-sum in nature. Meaning that the award recipients ‘win’ implies that another competing student has failed to win. Such is not the case in a mentor/mentee relationship. Mentors actively benefit those around them; they embody selfless values and make time and effort towards helping their peers succeed. Another important distinction between an AMS Mentor and a typical/idealized award recipient, lay in the fact that no formal competition exists between Mentors and mentees. The relationship between a Mentor and her peers is one of mutual cooperation and encouragement. This is aided by the fact that the subjects of interest of each child varies greatly and has no bearing on being recognized by the school as an AMS Mentor. That is to say that a mentor need not share a passion for the same area of interest of her peers in order to inspire, motivate or assist them. An aspiring athlete’s discipline and confidence can inspire a peer with different interest to approach their work with renewed discipline and confidence. A person’s virtues are just as contagious as their failings and a mentor must always take care to impart qualities that would be beneficial to those seeking their advice or counsel. The moral character and ethical behaviors exhibited by the student are thus important factors in them being considered for recognition. AMS Students Grades 7-8 Should Have The Following 10 Qualities Prior To Being Considered For Recognition As An AMS Mentor. Mentors are an important part of who we are. They allow us to go and see beyond ourselves so that we can become a mentor for others ourselves. However, to become a mentor, there are 10 qualities that one must have. Exudes Confidence A mentor will exhibit confidence, but in such a manner that does not compromise the trust and respect that others place in him. This confidence allows the mentor to take risks – something that would otherwise not be possible if others had not help the mentor build confidence by not betraying the mentors trust and vulnerabilities. The environment must offer a safe space for the mentor to attain his goals; goals that may have initially been seen as difficult or overwhelming. The mentor’s confidence and trust in others are keys to ensuring that he experiences everything that he needs to experience in order to continue feeling confident and secure. Shared Respect A mentor and learner need to have a profound respect for one another along with a common goal and underlying values. This mutual respect will establish and lay the groundwork for what a mentor and learner will come to accomplish together. Offers Encouragement & Support to Peers A mentor gives others a way to learn and growth, laying the groundwork for peers to explore and create a setting that fosters encouragement and support. Creates Listening and Learning Opportunities A mentor will come up with ways of engaging others in the subject of their own passions, by finding and respectfully maintaining common ground. The rule here is find ways of bridging the gap between a mentor’s passions and that of the mentee – to help the mentee incorporate lessons learned by the mentor in their own life. The mentor, by upholding the highest of moral and ethical standards, may become an inner voice for others – what would our mentor do – and allow peers to search for their own voice; express themselves Trust It’s imperative to have trust in our mentor; to have unconditional acceptance and feel like we belong. It allows us to be ourselves and accept others for who they are without an explanation. It’s a key part of being a mentor. When one feels accepted, they feel trusted and will take on risks. A person who has trust can feel like they can do anything without fear of being judged or ridiculed. The consequence to failure should always be a lesson learned; failing does not come to define anyone unless one decides to let it. Vision Mentors hold ideas and envision a future with endless possibilities. They strive to make their vision a reality and lead us to believe that we can make our vision a reality as well. Both the learner and mentor have a lot of faith in that vision to ensure it comes to fruition. Mutual Experiences Mentor relationships are strong when the learner and mentor have mutual respect for one another, on a level that is not merely academic. Interactions that are deep, meaningful and impactful come from a place of mutual values and friendship. Challenges Others A mentor will challenge the learner, offering them inspiration to challenge themselves – to pursue things they may not have done so before. A mentor will help their peers reach new heights. Becomes The Inspiration Learners often look up to people – have respect for people – who walk-the-talk. Mentors garner respect and become an inspiration to others by proving that the impossible can be made possible if they put their mind to it. They allow us to see in them what we want for ourselves. Offers Wise Advice Mentors give us sound advice, showing us the way things are done. They invest their energy and time to ensure we grow as a person. And, the more open we are to this learning and advice, the more things we can discover.

    Stories & Testimonials

    News

    Alumni

     

    After graduating from Aurora Montessori in 2008. I was accepted to Saint Andrew's College here in Aurora. In my Grade 9 year, I played U16 soccer and hockey for the school while maintaining an overall average of over 80%. In Grade 10, I played U16 football and hockey. We were fortunate to win the hockey championship last year. I also kept my average over 80% in all subjects. This year, Grade 11, I am playing varsity football and I hopefully will make the junior varsity hockey team. So far this year, my average is over 90% overall. Throughout high school I have also played AA hockey in Aurora. Last year we won the Minor Midget AA York Simcoe championship. This year, we moved from Willis Drive to Knole Haven Drive in Aurora. Our family has had a fairly busy time in the last few months. I owe a lot of the scholastic and sports success to the Montessori School where I learned to be a better student and a team player in both sports and life. I still keep in touch with the other students from the school, I look forward to reading about the other graduate student updates over the next few months.

     

    ...



    Alumni

    My name is Rebecca Shaw and I am a second year student working towards my masters in Sociology at Trent University. I attended Aurora Montessori School from grades 4 -8 (1998-2003), which not only provided me with great experiences, but also with a foundation of knowledge and creativity that has allowed me to succeed throughout the rest of my schooling. With the help of AMS and its staff, I was able to realize some of my capabilities at a young age and work my hardest to achieve success rather than 'limit' my learning. AMS encouraged me to be involved in the community and treat others with respect. I remember volunteering at Resthaven Retirement Residence. I also remember field trips to Medieval Times and the Science Centre. AMS provided me with not only advanced academic knowledge, but also confidence that has assisted me throughout numerous aspects of my life. One of the biggest benefits of attending Aurora Montessori School for me was the encouragement to participate and ask questions in class. Some of my favourite things about AMS are the friendly atmosphere and fun learning environment, along with the fact that the teachers want their students to succeed and they hard to ensure their success. The small classes present a great opportunity to make close friends and really get to know your teachers.

     

     

     

    ...



    Alumni

    My name is Karoline Antonsen, I have previously been attending AMS for eleven years. After graduation, I now attend Toronto Montessori School in Richmond Hill. It is an IB (International Baccalaureate) School, therefore the work is much harder. In my preparation for coming to TMS, I was doing more advanced math that would be done in grade nine at the academic level of a public high school during grade seven and eight. Also, much of the science and geography that I am currently doing relates back to what I was doing in grade seven and eight. This way, even thought the work I'm doing now is much harder, I feel that going to AMS has made it easier for me.

    ...



    Alumni

    High school is great. AMS has taken me on a spectacular journey, giving me learning skills, many friends to remember and the courage to stand up on my own feet and face the world. I am doing very well in my courses and hope to become a very successful woman.

    ...



    Alumni

    My time at Aurora Montessori was amazing! Mr. Vucko was my first teacher when I first came to AMS at 3 years old. I learned to read before I was five and my love for reading continues today. I made many lasting friends, and what I learned at AMS helps me every day in high school and the way I live my life has been influenced by my AMS experience. The teachers at AMS are fantastic and the Montessori methods, such as "the checkerboard" helped build a strong foundation in math, where I am getting straight A's in high school. The teachers integrate learning with fun, and this helped me learn through application. The clubs were a great way to have fun and learn new skills after school. My favorite time at AMS was grade 7 & 8 because Mr. Rossiter made learning an adventure, not a chore. I will never forget the camping trip up north and all of the hiking trips we took. I would recommend AMS to anybody who wants more than just school.

    ...



    Parent


    As a parent of two girls who have benefitted from an AMS education, I have observed many advantages the school has given our girls: an early education second to none, team spirit, and an obligation to help those in need in our community. What a wonderful start! I want our girls to grow and develop strong friendships, as well as a responsibility to others. AMS complements their home experience in developing their character, to help them develop into young women who are confident and learn how to make their own successes.

    ...



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