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Montessori Learning Centre of Pickering

   
401 Kingston Road, Pickering, Ontario, L1V 1A3

ADD TO SHORTLIST   Website
Curriculum:
Montessori
Grades (Gender):
Nursery/Toddler to 8 (Coed)
Tuition:
$6,000 to $12,000 /year
Main Language:
English
Avg. Class Size:
Varies
Enrolment:
Day: 200 (Gr. NS - 8)

School Address
401 Kingston Road, Pickering, Ontario, L1V 1A3

About this school:

highlights

MLCP caters to students aged 12 months to 14 years, following Maria Montessori's philosophies and theories. Her exciting range of materials is available to introduce new concepts and lessons. To further enrich the curriculum, the school offers French, Physical Education and Music and Movement, with Home Economics, Civics, Computer, library visits and community service for the older students. A bilingual programme is offered beginning at the Junior Elementary Level. — Visit school website




Reviews:

highlights

The Our Kids review of Montessori Learning Centre of Pickering

our takeOften what attracts parents to Montessori education is the close, community feel that many schools are able to provide, and that’s very true of MLCP. The school began in 1984 with 25 students, and growth has been less of a concern for its administrators than quality. The student population today is just 200, this in a program that spans preschool through Grade 8. Yes, there are all of the things we expect of the Montessori approach, though that’s coupled with a very close attention to the needs of individuals, both students and parents combined. Before and after care is available, and while it’s not included in tuition, the rates are very reasonable. Likewise, those programs are entirely flexible—parents pay only for what they use. In that, and in other ways, this is a school that really operates with the needs of its families foremost in mind.





Principal's Message

principal

Nicola Phillips, Principal

Nicola Phillips opened the Montessori Learning Centre in Pickering in 1984 with the view to offering the Montessori environment in the way that had excited her during her training.  The school continues to be devoted to the individualized nurturing and deveopment of each student encouraging potential in each area of the curriculum. Stong subject areas are honed and potentialized and areas in need of attention are recognized and strengthened. The nurturing element of Montessori's method is exercised at all levels with both students and staff respecting differences and encouraging growth in all areas both academic and social.


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 school says: MLCP follows the Montessori method of educating the child academically, socially and emotionally with the support of her specially created materials. Students of all ages are encouraged to learn at potential and are not limited by prescribed expectations. Students learn from teachers and other students supporting our motto of "Knowledge with Understanding"

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


  • Pedagogies and subject courses:

  • Mathematics
    • What school says: The Montessori math materials are incredibly exciting in both presentation and execution. Discovery and implementation are encouraged and supported and the students enjoy hands on manipulation of quantities and qualities allowing both a tactile and intellectual understanding of each new concept presented.

    • Textbooks and supplementary materials: Some traditional books are used as support for the Montessori curriculum at the elementary level preparing the students for high school.

    • Calculator policy: Once a concept has been grasped in practice calculators are acknowledged as time savers.


    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 school says: MLCP supports the phonetic approach encouraged beautifully by the tactile, colorful Montessori material and objects so interesting to the young mind. With this approach, word attack skills are honed at a young age allowing for stronger reading at a younger age.

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

    • What school 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 school says: Students at all levels are encouraged to explore writing strategies appropriate to both ability and age. Each student is, through the systematic Montessori materials able to move, at their pace, towards development of interesting, well thought out and creative documentation.


    Science Equal Balance

      Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
      Learn about the different science approaches  


    • Teaching approach: Curiosity is an instinct natural to students. Beginning with simple classroom experiments and growing into formalized scientific theory and substantiating evidence the student body develops through challenging instruction

    • 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 school says: This information is not currently available.


    Social Studies
    • What school says: This information is not currently available.


    Humanities and Social Sciences
    • What school says: This information is not currently available.


    Foreign Languages
    • What 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 school says: This information is not currently available.


    Computers and Technology
    • What school says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

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


    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education:
    Topics We begin covering this topic at: Begins in Ontario
    Body parts JK Gr. 1
    Nutrition JK Gr. 1
    Human development JK Gr. 1
    Puberty Gr. 4 Gr. 4
    Sexual health and hygiene Gr. 4 Gr. 4
    Reproduction Gr. 4 Gr. 5
    Pregnancy Gr. 4 Gr. 7
    Sexually transmitted infections Gr. 7 Gr. 7
    Sex and decision-making Gr. 7 Gr. 7
    Contraception Gr. 7 Gr. 8
    Consent Gr. 7 Gr. 9
    Sexual orientation Gr. 6 Gr. 8
    Gender identity Gr. 6 Gr. 8
    Misconceptions relating to sexuality Gr. 6 Gr. 10
    Relationships and intimacy Gr. 7 Gr. 8
    Bias and stereotyping about sex Gr. 4 Gr. 12
    Sexual harassment Gr. 7 Gr. 9
    Body image issues Gr. 4 Gr. 7
    Mental illness Gr. 4 Gr. 11
    Social justice and diversity JK

    What school says: As in all Montessori situations, topics/issues are dealt with as they arise as honestly and informatively as possible. Children are always encouraged to ask questions, and as such, level-appropriate information are shared.

    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 school says: General information about all of the above is shared as candidly as possible with the children. As always, students are encouraged to take the discussions home and clearly understand their family values and beliefs. Unbiased support is always offered as needed.



    Montessori ApproachModerately Orthodox

    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 school says: We, at MLCP, endeavour to provide an environment rich in both Montessori materials and her proven methodology and practice and in the CCEYA and HDLH foundations for learning. As such, our classrooms provide encouraging, supportive, individualized learning opportunities through the appealing Montessori materials and the carefully prepared environments.


    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 school says about flexible pacing: Montessori stresses the importance of the combined age groups supporting and nurturing each other.


    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 school says: MLCP promotes a supportive learning environment instilling a love of learning and an expectation of production at potential. Students are offered opportunities to be continually challenged and are emboldened to achieve at potential in each academic area. Montessori classrooms are created to encourage success offering each student what is needed for them to be the best person they can be academically, socially and as a valued community member.


    Developmental Priorities Balanced

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

    What school says: This information is not currently available.


    Special Needs Support Limited

    Limited

    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 No Support

    School 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.

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesNSPSJKSK12345678
    Non-lunch recessFrequency 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount
    Lunch recessAmount

    What school says: This information is not currently available.



    Extracurriculars

    principal
    What school says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Badminton
      Baseball
      Basketball
      Downhill skiing
      Field Hockey
      Ice Hockey
      Ice Skating
      Lacrosse
      Martial Arts
      Rowing
      Running
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Art Club
      Band
      Community Service
      Drama Club
      Musical theatre/Opera
      Outdoor Education

    Tuition & Financial Aid

    Tuition

    This information is not currently available.



    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 200
    Average enrollment per grade15
    Average class sizeVaries
    Gender (grades)Nursery/Toddler to 8 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission

    Application

    This information is not currently available.

    Stories & Testimonials

    News

    M.L.C.P. Celebrates 20 years!

    So much has happened in 20 year. The old adage "everything changes, yet everything stays the same", is such a reality. The beauty and strength of the Montessori has never wavered, but the growth in Pickering and surrounding areas has created such an ethnic diversity that has expannded to include not only the many cultural and religious celebrations we acknowledge, but a dedicated and diverse staff who work commendably well together to create the reputation that has come to be appreciated. We look forward to the next twenty years and what it will bring. Hopefully we will be offering Montessori to students who are children of students; a wonderful and anticipated future step. ...



    Cheryl's Story

    "What do you expect! MIRACLES?" - That was the last comment the School Board Committee gave us. Their plans for Cheryl were to put her into a special class where she would stay until she could go to Trade School. My point was that she had already been in those special classes. We had been fighting to get her the help she needed for years, and what she was getting was not working. They had no other suggestions. They felt our expectations were too high. But all we wanted was to have the doors sstay open for Cheryl. We have found people that really do care. People at the Montessori Learning Centre love children and want to help them develop into a healthy,happy well-rounded adults. With their love, understanding and the Montessori Philosophy, I believed that Cheryl will be able to do anything she sets her mind to. The joy you see on a child's face when they begin to believe in themselves brings tears to my eyes and that is what Montessori has done for us. Cheryl is happy. ...



    Associations

    Associations
    • The Canadian Council of Montessori Administrators (CCMA) Associations
    • The Ontario Federation of Independent Schools (OFIS) Associations




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