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12 Bannockburn Avenue, Toronto, Ontario, M5M 2M8

Grades (Gender):
Nursery/Toddler (18 months) to Gr. 6 (Coed)
$13,900 to 24,500/year
Main Language:
Avg. Class Size:
12 to 20
Day: 145 (Gr. NS - 6)

School Address
12 Bannockburn Avenue, Toronto, Ontario, M5M 2M8



About this school:


Established for over 20 years as a leading Independant school, 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: Toddler (18 months-3 years old), Primary (3-6 years old), Elementary (6-12 years old). Children grow and thrive in a nurturing and stimulating family community, unified by the love of learning. Each fully equiped classroom is directed by dedicated, qualified teachers complemented by specialist instruction in French, music, visual arts and physical education. In the heart of North Toronto, Bannockburn is situated on 5 acres of green space surrounded by mature trees. We invite you to discover how Bannockburn can make a brilliant difference in your child's life.... from the very beginning. — Visit school website



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Our Take: Bannockburn

our takeBannockburn 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.   

Principal's Message


Meg Kahnert, Head of School

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.


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 Bannockburn says: 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 balance: Young children are purposefully working to develop cognition, concentration and independence in a nurturing and carefully prepared environment.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Middle School
    High School
  • Approach:

  • Pedagogies and subject courses:

  • Mathematics Equal Balance

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.
      Learn about the different mathematics approaches  

    • What Bannockburn 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 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.
      Learn about the different early reading approaches  

    • What Bannockburn says: This information is not currently available.

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

    • What Bannockburn says: This information is not currently available.

    Writing 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.
      Learn about the different writing approaches  

    • What Bannockburn says: This information is not currently available.

    Science 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.
      Learn about the different science approaches  

    • Teaching approach: This information is not currently available.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

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

    Literature Traditional

      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.
      Learn about the different literature approaches  

    • What Bannockburn says: This information is not currently available.

    Social Studies 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).
      Learn about the different social studies approaches  

    • What Bannockburn says: This information is not currently available.

    Foreign Languages Communicative

      The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
      Learn about the different foreign languages approaches  

    • What Bannockburn says: This information is not currently available.

    • Languages Offered: • Chinese-Mandarin • French

    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      Learn about the different fine arts approaches  

    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What Bannockburn says: This information is not currently available.

    Computers and Technology 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.
      Learn about the different computers and technology approaches  

    • What Bannockburn says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Bannockburn says: This information is not currently available.

    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education: We don’t cover any topics in sex and health education

    What Bannockburn says: This information is not currently available.

    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.


    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.


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

    What Bannockburn says: This information is not currently available.

    Montessori ApproachOrthodox

    Orthodox Montessori     Moderate Orthodox Montessori    Moderately Non-Orthodox Montessori     Non-Orthodox Montessori

      Toddler Primary Lower Elementary Upper Elementary
    Age groupings 18 to 3 3 to 6 6 to 9 9 to 12
    Uninterrupted work periods
    Tests and assignments
    Graded work
    Arts and crafts
    Whole-class lectures Orthodox
    • 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
      37% of schools

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

    • Moderately Orthodox
      37% 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
      14% 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 doesn't use 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 Bannockburn says: 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.

    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 Bannockburn says about flexible pacing: This information is not currently available.

    Academic Culture Supportive

    • Rigorous
    • Supportive

    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.

    What Bannockburn says: This information is not currently available.

    Developmental Priorities Balanced, Intellectual

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

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

    What Bannockburn says: This information is not currently available.

    Special Needs Support No support

    No support

    Bannockburn offers no/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
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy

    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 Bannockburn 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.

    Homework Policy

    In grade 6, Bannockburn students perform an average of No homework of homework per night.

    Nightly Homework
    Bannockburn0 mins0 mins0 mins0 mins0 mins0 mins0 mins0 mins0 mins
    Site Average2 mins6 mins7 mins16 mins18 mins24 mins29 mins34 mins40 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Prose (narrative)-based feedbackPreschool to 6
    Habits and behaviour reportingPreschool to 6
    Parent-teacher meetingsPreschool to 6

    Class Sizes Not available

    This information is not currently available.


    What Bannockburn says:
    • Full-day students at Bannockburn can also choose from a rich variety of extra-curricular clubs. These after-school programs are facilitated by passionate and skilled instructors. Programs cover a comprehensive range of interests, including sport and team games, music and visual arts, science and technology, languages such as Spanish and French, and mathematics. All programs take place on school grounds, and meet Bannockburn’s high standards for engaging and exciting learning.

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Martial Arts
      Track & Field
    • Clubs Offered
      Art Club
      Chess Club
      Community Service
      Drama Club
      Foreign Language Club
      Musical theatre/Opera
      Outdoor Club
      Outdoor Education
      Science Club

    Tuition & Financial Aid


    Day Day (Half day)
    Day (Half day)$13,900
    What Bannockburn says: New applicants are required to submit a non-refundable initial registration fee of $4,500 ($2,250 for siblings of existing students) upon acceptance. Various payment schedules for tuition fees can be arranged; additional administrative charges may apply. Bannockburn School is a registered non-profit independent school. The tuition and registration fees account for over 90% of the school revenue.

    Need-based financial aid

    Grade range that need-based aid is offered:
    Percentage of grade-eligible students receiving financial aid0%
    Average aid package size$0
    Percentage of total enrollment on financial aid0%
    Total aid available$0

    Application Deadline:

    More information:

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications

    Merit based Scholarships

    Amount: 100%
    Deadline: 01/31/2013
    Eligibility Details: —Merit-based on school criteria.
    Application Details: Every year, Bannockburn assists a number of its families with tax-free financial assistance so that they may continue with the school. While there is a limit to the funds Bannockburn makes available for assistance, every family that has been recommended for assistance thus far has received it.
    For more details, visit: www.bannockburn.ca/scholarships-and-bursaries-s12976


    Total enrollment 145
    Average enrollment per grade13
    Average class size12 to 20
    Gender (grades)Nursery/Toddler (18 months) to Gr. 6 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.



    Admissions Assessments:

    Assessment = requiredGrades
    InterviewNS - 6
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:

    What Bannockburn says: This information is not currently available.


    Acceptance Rate:


    Type of student Bannockburn is looking for: This information is not currently available.

    Student Entry Points

    Student TypeNSPSJKSK123456
    Day Acceptance
    (Acceptance rate)

    Notable Alumni


    Alumni Highlights

    • A Bannockburn education prepares the child for a meaningful and successful life beyond the school. Our graduates are characterized by a love of learning, a solid sense of self, and the confidence and character to share their gifts with the world. They are consistently recognized for their self-motivation, intellectual curiosity, connective thinking, social responsibility and respect for others. Bannockburn alumni consistently thrive in their schools of choice, which include Bishop Strachan School, Crescent School, Havergal College, Royal St. George’s College, St. Clement’s School, St. Michael’s College School, Upper Canada College and The York School. It is with pride that Bannockburn receives consistent acknowledgement from many of these schools for our graduates’ community leadership, self-motivated academic achievement and independent initiative. Many of our “pioneering” graduates return regularly to the Bannockburn community to share the tremendous impact Bannockburn had on their formative years. They have gone on to pursue their interests at universities like Northwestern University, Ryerson University, the University of Ottawa, the University of Toronto and the University of Waterloo, regularly return to the Bannockburn community to share the tremendous impact Bannockburn had on their formative years, and to simply visit a treasured part of their childhood.

    Stories & Testimonials


    Thank You Bannockburn!

    Silvia and I wanted to let you know how pleased we are with Bannockburn and the wonderful experience your school has provided Bianca over the past seven years. As you know, Bianca started attending Bannockburn in junior Kindergarten and finished Grade 6 in June. Attending the school was the best decision we could possible have, made for our daughter as Bannockburn is a truly special place. 

    We are strong supports of the Montessori teaching principles and practices. In our opinion, there is no doubt that Bannockburn delivers the best Montessori education in the city. Evidence of your school's excellent teachers, support staff and superior learning environment were confirmed when Bianca got accepted to all four schools which she applied for grade 7. As Bannockburn only goes up to grade 6, over the last year we undertook the task of trying to figure out the best school for Bianca to attend. We applied to several prominent private schools, all of which had a substantial number of applicants and rigorous admission criteria. Some of our friends were concerned that Bianca might have difficulty in being accepted to those schools due to her Montessori school, however, I am pleased to inform you that Bianca was accepted to all four of the schools to which she applied and will be attending Branksome Hall this September.

    In addition, the feedback we received from the four schools was that Bianca displayed a high level of confidence and maturity as well as exemplary communications skills. Without question, your school played an invaluable role in helping Bianca realize her academic potential and in teaching her a desire for learning. We could not be happier with the results achieved by Bianca during her time at Bannockburn nor with the results achieved by Bianca during her time at Bannockburn nor with the excellent teachers, staff and remarkable learning environment your school has provided. We highly recommend Banncockburn as a premier school, be it Montessori or otherwise, and cannot thank you enough for the kindness and support everyone at Bannockburn has shown our daughter over the years. 


    Looking Back: Bannockburn From the Very Beginning

    I am writing this letter to let you know that Ryan has just graduated from The York School and will be off to Queen's University next year, taking Life Sciences. His goal is to study medicine as soon as he is eligible to write his MCAT in a couple of years. As I reflect back on his childhood and his more recent adolescent years, I cannot help but think about the true gift that Montessori gave him. Interestingly, Ryan does not recognize how special the Montessori learning methodology is, because to him it was normal, as he did not have a traditional school experience to compare it to. I wish it was the norm for all children, because it teaches them so much academically, socially and spiritually. Ryan’s strong foundation for learning and his love of school was fostered during his nine years at Bannockburn. I recall so clearly his work with the golden beads, the stamp game and the exercise to understand pi. Math has been his favourite subject ever since, and his fascination with science has been all encompassing . Ryan has excelled in school because he goes beyond expectations and sees the world in a very interrelated way. When your child is in the Montessori program it is often difficult to see what they are learning and how it will impact their future. I want to share with you that Ryan received an IB Diploma from The York School with a 95% average, and accepted at his university of choice. This past year he was also Captain of the Senior Boys Volleyball Team, Captain of the Ultimate Frisbee Team, competed on the Ontario Freestyle Mogul Team and continued to lead fundraising events to support kids with cancer at Camp Oochigeas. Bannockburn gave him the foundation for learning and the skills in time management and leadership, to help him reach his full potential. Looking back, we absolutely made the right choice to send Ryan to Bannockburn School (or as you may recall, he chose Bannockburn himself). ...

    What I Learned at Bannockburn - A Student's View

    The most valuable thing I learned at Bannockburn is organization. Bannockburn gives students the opportunity to create their own schedule for the day, and a list of work is set for them to fulfill by the end of the week. In this way,the students are trained to balance their time to work, to play and for family. Although there is a lot of pressure now - mostly from myself - to maintain a 90 average, I still have time to relax and spend time with my friends. Montessori has found an interesting way to build independence. The work students complete in Montessori shape future work ethics, judgment and character. There are no desks in the classes that seclude, but rather round tables that encourage conversation and social interaction among peers. Journal entries are made each week to develop good writing skills, while providing students a chance to reflect and express their own thoughts. This method of teaching helped me prepare for applications and interviews for high school and university. I have always dreamed of becoming a musician, and I have always loved math and being able to solve problems. To me, math itself is a language and an art that can be used to form logical solutions. I take piano and violin lessons as music makes up such a great part of my life; I want to keep improving. I am also in a community orchestra, which has been an outstanding learning experience for me. It has taught me that each member is significant to the overall success of the organization and the ability to connect with the group is the most important aspect of a good orchestra. I believe my greatest strength is my ability to follow through in anything I set my mind on. My ambitions can become reality if I work hard spend time on it. I could never have accomplished what I have without the support of my family and my group of friends. Bannockburn is the memory of my childhood that I cherish deeply. ...

    Was Bannockburn Worth It?

    We were determined to enrol Tristan in a Montessori school. We looked at all the Montessori schools within a 15-mile radius of our home and found Bannockburn School to be the best from our visits. The Montessori method gives the child the opportunity to be an individual and be responsible for choosing materials; such independence empowers the child to have a love for learning. The Bannockburn family is very close and the children feel secure and cared for in the school. This makes the children happy and confident, which then enables them to reach their full potential. Even though the financial aspect is one big item to consider, it is a matter of priority. In our opinion, it is of absolute importance to give the child a solid foundation during the early years of development. Putting our child in a private school provided him with an amazing quality of life as a young student. While it was true that he seemed more protected than if he had been immersed in the public school system, that protection and security were what we feel enabled him to be who he truly is and be confident and proud of his being. We felt that Tristan needed the right environment to fully achieve his potential. In grade 1-3, he was not interested in Math, but he did his work and he did not feel much pressure to do otherwise. Then during grades 4-6 he excelled in Math as he just found his passion for it. The fact that the Montessori environment allows a child to grow in their own pace gave Tristan more confidence. After graduating from grade 6 at Bannockburn, Tristan has constantly been on the honour roll of his school and his teachers have praised him for his love of learning. He adjusted to the new school immediately without any problems. We are very happy that Tristan stayed on at Bannockburn. We felt that Grade 7 was the perfect time for him to face the main stream. He is not only equipped educationally but he is also full of confidence and security in who he truly is. We can happily say that Tristan's life at Bannockburn from 18 months to 12 years old was worthwhile each and every day. He always wanted to be at school and never was there a day he did not want to go to School. Bannockburn prepared our son to be a confident and independent individual, and was most definitely and without a doubt, worth it. ...


    • The Canadian Council of Montessori Administrators (CCMA) Associations
    • The Conference of Independent Schools of Ontario (CIS) Associations

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