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Dundas Valley Montessori School / Strata Montessori Adolescent School
Dundas Valley Montessori School / Strata Montessori Adolescent School
14 Kemp Dr., Ancaster, Ontario, L9H2A7
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Contact name:
Tony Evans

Phone number:
(905) 627-1073×
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Dundas Valley Montessori School / Strata Montessori Adolescent School
 

Dundas Valley Montessori School / Strata Montessori Adolescent School

14 Kemp Dr., Ancaster, Ontario, L9H2A7
575 Lions Club Road, Ancaster, Ontario, L9H5E3

Curriculum:
Montessori
Grades (Gender):
Nursery/Toddler (18 months) to 9 (Coed)
Tuition:
$11,300/year
Main Language:
English
Avg. Class Size:
15 to 30
Enrolment:
Day: 210 (Gr. NS - 9)

Get more information

Contact Name:
Tony Evans

Phone Number:


School Address
14 Kemp Dr., Ancaster, Ontario, L9H2A7
575 Lions Club Road, Ancaster, Ontario, L9H5E3

Highlights:

highlights

About this school:

highlights

DVMS is considered a benchmark of high fidelity Montessori in Canada. Strata, it's teenage erdkinder sister school, is a land based program embedded in a 1,200-hectare conservation area. Strata is a true Preparation for Life, intellectually rigorous, while allowing adolescents real responsibilities. Historically, humans apprenticed at this age, so this is how adolescents brains best develop, and this is what Strata offers. We teach fractions while cooking, biology with bee hives and character on canoe trips.


The Our Kids review of Dundas Valley Montessori School / Strata Montessori Adolescent School

our takeThe program at DVMS hews very closely to the principles as founded by Maria Montessori. That said, that’s true not just in the ways lessons are taught or classrooms are organized, but in the spirit of the approach as well. The goal is to get kids working together, solving problems through manipulation of things, or numbers, or ideas, in creative and innovative ways. The creativity that the staff of the school bring to the lessons is also one of the things that distinguishes the school. Yes, the fidelity to the method is clear, though DVMS is unique in lots of ways as well. Strata, a sister school, continues the DVMS program, and the spirit of the program, through the middle school grades. The ideal student is one who will thrive in a vibrant, diverse, stimulating and social learning environment.



Principal's Message

principal

Tony Evans, Director

A little over a decade ago, when DVMS was just a few years old, a prospective parent came in and asked me why they should choose our school.  I knew we had a great Casa program, but so did many schools,. So I had to ask myself what made DVMS special. It challenged me to be always ask the same questions, what are we doing well and what can we do better to ensure every child thrives.

Since then we have been committed to creating the highest quality Montessori school.  A kind, caring professional staff, challenging, character developing elementary programs. Beautiful inspiring environments that allow each child their own unique path to excellence.  The proof could be found in the growth of our school - but for us what makes DVMS and Strata special is our students.

Our students look people in the eye, they challenge themselves beyond our high expectations, they take pride in having created a kind caring community.  Our students aren't afraid to try new things and are willing to learn through failure and grit.  

Perhaps this is clearest in our Strata middle school program.  They not only go on week long canoe trips, but even build a cedar strip canoe.  They not only run a succesful cafe - they forage for ingredients offering meals that would satify anyones palette.  Blacksmithing, creative writing, gardening, arts, true science, inspiring and chalelenging academics are all part of the life of our Stratalescents.

The term Education for Life gets bandied about by every school, but it is my experience that those abilities and characteristics that lead to a purposeful life are not those being created by traditional education.  By offering and encouraging authentic problem solving, vulnerable creativity and self regulation over obedience our students know who they are, and will be educated to have the resiliency, capability and self motivation to be prepared for their own unique life. 

 


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 DVMS/Strata says: At DVMS we offer a high fidelity, CCMA accredited Montessori curriculum from 18 months to Grade 9.

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


  • 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 DVMS/Strata says: We use Montessori materials and the child's natural mathematical mind to inspire a love of the "poetry of math'. Problem solving, real life challenges and direct practice are balanced in way to meet each child's interest.

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

    • Calculator policy: This information is not currently available.


    Early Reading Balanced Literacy

      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.
      Learn about the different early reading approaches  


    • What DVMS/Strata says: We use Montessori pedagogy as a basis for our early reading program. The writing road to reading.

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

    • What DVMS/Strata 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 DVMS/Strata says: We use Montessori pedagogy as a basis for our early reading program. The writing road to reading. Children love to write and we give them the opportunity to write in whatever way inspires them.


    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
      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 Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  


    • What DVMS/Strata says: We use Montessori pedagogy as a basis for our early reading program. The writing road to reading. Children love to write and we give them the opportunity to write in whatever way inspires them.


    Social Studies Expanding Communities

      The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
      Learn about the different social studies approaches  


    • What DVMS/Strata says: We use Montessori pedagogy as a basis for our early reading program. The writing road to reading. Children love to write and we give them the opportunity to write in whatever way inspires them.


    Humanities and Social Sciences Pragmatism

      Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
      Learn about the different humanities and social sciences approaches  


    • What DVMS/Strata says: We use Montessori pedagogy as a basis for our early reading program. The writing road to reading. Children love to write and we give them the opportunity to write in whatever way inspires them.


    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  


    • What DVMS/Strata says: We use Montessori pedagogy as a basis for our early reading program. The writing road to reading. Children love to write and we give them the opportunity to write in whatever way inspires them.

    • Studying a foreign language is required until:   9
    • Languages Offered: • 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
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • Visual studio philosophy:

      Expressive
      Disciplined
    • What DVMS/Strata says: We use Montessori pedagogy as a basis for our early reading program. The writing road to reading. Children love to write and we give them the opportunity to write in whatever way inspires them.


    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 DVMS/Strata says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What DVMS/Strata says: We offer both regular gym classes and experiential gym classes. Swimming, Skating, Curling, Rock climbing, canoeing We also focus heavily on Outdoor Education.


    Religious Education
    • Approach to teaching religious and secular curricula

      Completely segregated
      Mostly segregated
      Completely integrated
      Mostly integrated
      Not applicable
    • Approach to teaching religion

      Scripture as literal
      Scripture as interpretive
    • What DVMS/Strata says: This information is not currently available.


    Sex and Health Education
    Topics covered in sex and health education: This information is not currently available.

    What DVMS/Strata 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 DVMS/Strata says: Seminar based following the Ontario Curriculum



    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
      42% 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
      11% 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 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 DVMS/Strata says: High Fidelity Montessori


    Curriculum Pace Student-paced

    • Standard-enriched
    • Accelerated
    • Student-paced

    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.

    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 DVMS/Strata 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 DVMS/Strata says: This information is not currently available.


    Developmental Priorities Balanced

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

    What DVMS/Strata says: Each child needs to be understood to survive. Evidence shows that a teaching model that balances high expectations with positive support is most effective in allowing each unique child to thrive.


    Special Needs Support High

    High

    DVMS/Strata provides a high degree of support for special needs students.

    • 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
      Accommodations
      Modifications
      Extra support
    • What DVMS/Strata says: Learning resource teachers have MACAR training for ADD and Dyslexia. We believe in working with parents to help them understand limitations and potential within each child.

    • Support for moderate-to-severe special needs:
      Special needs
      Learning disabilities
      ADHD (moderate to severe)
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Dyscalculia
      Dysgraphia
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Developmental
      Autism
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Physical
      Dyspraxia (Developmental Coordination Disorder)
      Blindness
      Deafness
      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
      Psychotherapy
      Speech-language therapy
    • What DVMS/Strata says: Learning resource teachers have MACAR training for ADD and Dyslexia. We believe in working with parents to help them understand limitations and potential within each child.


    Gifted Learner Support No Support

    No Support

    DVMS/Strata does not offer any specialized programming for gifted learners.

    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 9, Dundas Valley Montessori School / Strata Montessori Adolescent School students perform an average of 30 mins of homework per night.

    Nightly Homework
    NSPSJKSK123456789
    DVMS/Strata 0 mins0 mins0 mins0 mins0 mins0 mins0 mins15 mins15 mins15 mins30 mins30 mins30 mins
    Site Average0 mins2 mins5 mins7 mins16 mins18 mins24 mins30 mins34 mins41 mins54 mins59 mins71 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Prose (narrative)-based feedbackNursery/Toddler to 9
    Parent-teacher meetingsNursery/Toddler to 9

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesNSPSJKSK12345678
    Non-lunch recessFrequency
    Location
    Amount
    Lunch recessAmount

    What DVMS/Strata says: This information is not currently available.



    Extracurriculars

    principal
    What DVMS/Strata says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Football
      Ice Hockey
      Lacrosse
      Rowing
      Rugby
      Running
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Chess Club
      Choir
      Yearbook

    Tuition & Financial Aid

    Tuition

     
    NSPSJKSK123456789
    Day$11,300


    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 210
    Average enrollment per grade15
    Gender (grades)Nursery/Toddler (18 months) to 9 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    Interview
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    N/A


    What DVMS/Strata says: This information is not currently available.


    Acceptance

    Acceptance Rate:

    100%

    Type of student Dundas Valley Montessori School / Strata Montessori Adolescent School is looking for: This information is not currently available.



    Student Entry Points

    Student TypeNSPSJKSK123456789
    Day Acceptance
    (Acceptance rate)
    0000000000000

    Associations

    Associations
    • The Canadian Council of Montessori Administrators (CCMA) Associations





    Get more info

    Contact Name
    Tony Evans

    Phone Number:
    click to view number


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