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Westside Montessori School

   
95 Bellevue Avenue, Toronto, Ontario, M5T 2N8

ADD TO SHORTLIST   Website
Curriculum:
Montessori
Grades (Gender):
Nursery/Toddler to 6 (Coed)
Tuition:
$18,000 to $19,700 /year
Main Language:
English
Avg. Class Size:
10 to 24
Enrolment:
Day: 80 (Gr. NS - 6)

School Address
95 Bellevue Avenue, Toronto, Ontario, M5T 2N8

About this school:

highlights

WMS, in downtown Toronto, offers a nurturing and educational childcare environment for children (1.5 - 12 yrs.) Westsiders achieve their fullest potential; our students radiate self-confidence and exhibit a love for learning. Our children develop strong executive functions, including: planning, organizing, working memory, self-regulation, task initiation, flexibility, goal-directed persistence and sustained attention. — Visit school website




Reviews:

highlights

The Our Kids review of Westside Montessori School

our takeThere are various aspects to the Montessori model of instruction, though Westside nicely addresses not only what Montessori is, but also what it can mean in the longer-term. Maria Montessori didn’t think small—her classrooms, she felt, could be a doorway to many things, including world peace. That’s a very big thought of course, but within it is that idea of the longer-term, the belief that education is about the future of a society through addressing the future of each child. At Westside, that’s very much the intention: to give young students the basis for success in their education, and ultimately, success in life. The vibrancy of the surrounding Kensington Market community finds its way, very happily, into the classroom as well. Core literacy and numeracy are important, though there is also an attention to esteem, executive functioning, and social interaction. Rightly, families look to Westside, often principally, because of the program’s attention to those foundations.   





Principal's Message

principal

Liz Bovey, Director

Children present us with opportunities to think about the world in new and fascinating ways. I am blessed to share my days with our Westside students and my evenings with my own child, who is three. A few months ago, when explaining to my son Wyatt that I work at his school and we may see each other from time to time, he began with the “Why? Why?” that educators and parents are extremely familiar with. He wanted to know why I work at his school, “Because I like to help children and teachers.” “Why?” “Because I love children.” “Why?” Up until this moment, the conversation had been easy, really easy. This was a huge question and he was awaiting my response, “I love children because within each child lies an opportunity for a better world”.

Maria Montessori, who lived through two world wars, believed that through children, we can achieve world peace, and I quote,  “Establishing lasting peace is the work of education; all politics can do is keep us out of war.” Mahatma Gandhi met Maria Montessori in 1931, and she invited him to speak to a group of Montessori teacher trainees. He said, “If we are to create peace in our world, we must begin with our children.”

They are right, if peace doesn’t begin with the children, it doesn’t begin at all. Spending time with these beautiful souls reminds me on a daily basis that anything is possible and they will lead us there. We must give them the opportunity, trust and confidence to make it happen. We must have faith in their development and know that they will arrive. 

I invite you to set up a time to come to Westside Montessori School and learn more about our programs and the independent, motivated and compassionate students we are guiding. 


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: Every child is an individual, captivated by different things at different times. We personalize your child’s learning experience by creating individualized lesson plans based on their interests, level of understanding and experiences. In this manner, every child is introduced to all aspects of our curriculum at the right time in their development.\n\nChildren who graduate our program will be prepared for the next step in their education, private or public, with a genuine love of learning. They will have an increased curiosity about the world around them and the confidence necessary to take on new academic and social challenges.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus Language-based
    Academic French immersion


  • Pedagogies and subject courses:

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

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

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


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


    Social Studies
    • 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
    Reproduction Gr. 5
    Pregnancy Gr. 7
    Sexually transmitted infections Gr. 7
    Sex and decision-making Gr. 7
    Contraception Gr. 8
    Consent JK Gr. 9
    Sexual orientation Gr. 8
    Gender identity Gr. 8
    Misconceptions relating to sexuality Gr. 10
    Relationships and intimacy Gr. 8
    Bias and stereotyping about sex Gr. 12
    Sexual harassment Gr. 9
    Body image issues Gr. 7
    Mental illness Gr. 11
    Social justice and diversity JK

    What 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 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 school says: The Montessori classroom is a nurturing, bright and spacious environment specifically prepared for children. At WMS, children engage in a variety of activities; some enjoy a snack, one child writes a story, others work in a group and the teacher introduces a new lesson to a student. The mixed age setting enables the older children to build confidence and leadership skills through teaching and helping their younger peers. Meanwhile, the younger children are inspired to adapt the responsible, mature behaviours of their older classmates.


    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: 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 school says: This information is not currently available.


    Developmental Priorities Balanced, Emotional

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

    Secondary Developmental Priority: Emotional
    Emotionally intelligent and confident individuals, capable of leading both themselves and others.

    What school says: This information is not currently available.


    Special Needs Support Mild difficulties

    Mild difficulties

    school can provide support for mild disablities. school does NOT provide specialized support for moderate-to-severe learning disabilities, developmental disabililties, behavioural/emotional disorders, or physical disabilities.

    • 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

    Gifted Learner Support Dedicated gifted class

    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 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

     GradesNSPSJKSKK123456
    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
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount 60 60 60 60 60 60 60 60 60 60 60
    Lunch recessAmount 60 60 60 60 60 60 60 60 60 60 60

    What school says: At Westside Montessori School, we view the outdoor space as an extension of the classroom. Our students use their recess time to learn, play, explore, socialize and exercise. Our outdoor space will be renovated during the summer of 2017 and we look forward to offering our children a more natural green space as part of their school environment.



    Extracurriculars

    principal
    What school says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs offered: None


    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 80
    Average enrollment per grade7
    Average class size10 to 24
    Gender (grades)Nursery/Toddler to 6 (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)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    N/A


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


    Acceptance

    Acceptance Rate:

    100%

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



    Student Entry Points

    Student TypeNSPSJKSKK123456
    Day Acceptance
    (Acceptance rate)
    00000000

    Stories & Testimonials

    News

    Montessori Casa at Westside Montessori School

    The Montessori Casa Program is the most popular program for kids aged 2½ to 6 years. 

    The Montessori classroom is a nurturing, bright and spacious environment specifically prepared for children. Your child will explore and expand their knowledge in this social and interactive environment. In our Montessori classroom, children engage in a variety of activities; some enjoy a snack, one child writes a story, others work in a group and the teacher introduces a new lesson to a student.

    Practical Life 
    The exercises of practical life instill independence and confidence through learning to take care of oneself, others and the surrounding environment. Through doing up zippers, sewing and preparing a snack, along with other activities, children naturally develop and fine tune muscular coordination and motor skills. Through their work, the children build their sense of order, understanding of the work cycle and ability to concentrate, all of which are important skills needed for academic work.

    Sensorial
    
The sensorial materials are the tools Dr. Montessori devised for development and refinement of the senses. The children develop cognitively and through exploration learn to order and classify concepts. The classification, contrast and comparison of colour, shape, smell, feel, temperature, weight and texture are all explored. This work indirectly prepares the students for later work in Mathematics, Algebra and Geometry.

    Language
    Our students are presented with a wealth of opportunity to enrich their language through exploration while being encouraged to express themselves intelligently, with precision. Through work with Montessori language materials, children will learn at their own pace to write and as a result, to read.

    Mathematics
    Through work with tangible Montessori materials children develop an understanding of mathematical concepts. We introduce the children to numeric symbols, their quantities and the decimal system. We present the operations of addition, multiplication, subtraction and division, as well as place value. The concepts of fractions and measurements are also explored. Ultimately children aspire to abstractly understand these operations.

    Culture
    

The children study plants, animals and their parts, the life cycles of living creatures, metamorphosis and the physical sciences. Seasons and temperature are also explored. Specific biology activities include the study and classification of living things, including plants, animals, and more specifically: vertebrates and invertebrates. Geography, history, calendar, time, holidays, maps and various cultural traditions make up aspects of the culture curriculum.

    Art 
    Children are introduced to an assortment of art mediums. This introduction includes studying pictures by famous artists and visits to local galleries. In the classroom, the children will learn the specific skills of drawing, painting, cutting and pasting.

    Music 
    During Circle Time, the children sing songs, repeat rhymes and act out finger plays. Exercises with the Sound Bells introduce the children to scales and help them perceive high and low notes and match sounds. Our listening centre enables the children to gain exposure to different types of music, from Classical to Raffi to the sounds of Latin America; they love it all. You would be amazed at what a hit the Grease Soundtrack is.

    Throughout the school year WMS invites specialized teachers and artists into the school, exposing the children to a more deep understanding and appreciation of the Arts.

     

    ...



    Toddler Montessori Program at Westside Montessori School

    The Montessori Toddler Program allows children aged 18 to 30 months to function independently in an atmosphere of love and support. Toddlers flourish in an environment that believes in and encourages their innate abilities. Keeping in mind the child's natural learning characteristics, the prepared environment offers a complete range of purposeful and sensorial activities ideal for preschool years.

    Movement Area
    The developing brain is stimulated and enhanced through small and large muscle movement, which must be perfected through practice. Our movement area within the classroom allows each child to move seamlessly between large and small muscle activities as needed. Through such activities as the stairs and platform, push cart and wall bars, your child will build and strengthen the large muscle groups needed for coordination while learning how to negotiate their surroundings. Materials such as threading, stringing beads and working with puzzles develop and refine the smaller muscle groups, as well as the ability to concentrate. This work indirectly prepares the toddler for future skills, such as tying shoes and handwriting.

    Practical Life Area
    Through working with activities in the practical life area such as sweeping, caring for plants and polishing, toddlers develop good work habits and attitudes such as focus, concentration, inner discipline, task completion, pride in work and organizational skills.

    Language Area
    
The language area consists of miniature objects and picture cards, including parts of the body, animals, the neighbourhood, the school and the home. These materials are designed to increase the children’s vocabulary and expressive language. The teacher shares poetry, fiction and nonfiction books with the children. Additional activities including French and music are also part of your child’s language experiences at Westside Montessori School.

     

    ...



    Montessori Elementary at Westside Montessori School

    The elementary program at Westside Montessori School in Toronto is designed on Dr. Montessori's holistic curriculum that meets the developmental needs of elementary children aged 6 to 9. The following subjects are covered at the elementary montessori school.

    History

    History begins with natural history followed by the introduction of human history. By studying the achievements of those who have come before us, and how they have impacted our lives now, they develop an appreciation for humanity and our special human gifts. Timelines are used to help the children place themselves in time and place in relation to what has come before.

    Geography

    Geography in Montessori elementary explores geology, meteorology, oceanography, chemistry, and some aspects of economics all in an integrated manner. It is introduced with the story of the universe into which all other parts fit. The imagination is the most important tool used in their geography explorations, as it helps them to understand what is beyond their own experience. From materialized abstractions, such as the ‘air takes up space’ demonstration, or models such as the volcano or river, the children come to understand concepts, and apply these concepts to comprehend the world beyond the walls of their classroom.

    Biology

    The Elementary biology curriculum offers rich language, and an opportunity to develop and refine the skills of observation, analysis and classification, in order to further their understanding of life. Biology is a gift to the elementary child, as it engages their growing reasoning and imaginative mind, and answers some of their big “why” and “how” questions. The biology work gives the children a chance to practice scientific methods, and further their research skills. Through the study of biology from the perspective of how living things meet their needs, and with a focus on interdependencies, children develop respect, love, gratitude and a sense of responsibility for all life.

    Language

    In Montessori, language is learned through the efforts, activities and experiences of the children, creating a rich context in which they explore grammar, syntax, vocabulary, and literary conventions of their own language, as well as French. Strong literacy skills and clear communication, both written and spoken, are ultimate goals of the language curriculum.

    Music

    It is not only a way to explore sound, but also movement, language, history, essentially any and all of the subject areas. The children are introduced to musical theory and have the opportunity to learn to read and write music. They use the tone bars, a Montessori material that builds on the sound bells, as well as other instruments including their own voices, in their musical explorations.

    Mathematics

    The progression through the Elementary Math manipulatives leads the children from work that is focused mainly on process, to written work, which becomes increasingly symbolic, enabling them to check for accuracy. The children learn the rules of math as a result of their own activity, in other words they discover them as opposed to being told. This allows for a deeper understanding of the algorithms. The elementary child’s reasoning and imaginative mind pushes them to explore the literally infinite world of mathematics, including properties of numbers, and numeration, work with the four operations (addition, subtraction, multiplication, division) and the order of operations, powers of numbers, integers, other base systems, fractions, decimals, squaring and cubing, as well as word problems.

    Geometry

    We begin with the etymology of the word Geometry, a story that takes us back to ancient Egypt, during the seasonal flooding. Geometry offered solutions to some of the challenges that the people faced and it continues to do so today. This approach immediately roots geometry in its applications. The materials lead the children through explorations in equivalence, similarity and congruence, lines, angles, polygons, area, and solid geometry including volume. This work exercises the elementary child’s reasoning mind and helps build higher and clearer cognitions, thereby increasing children’s mental capacity.

    Art

    Art, like music, is integrated into the curriculum and is often a part of whatever the children are doing, whether it be focusing on the history of art, or using art to explore history. The arts curriculum will encompass visual arts such as painting, sculpting and photography, as well as physical arts like theatre and dance. Exposure to and experience within the arts has shown to support the development of creativity, confidence, problem solving, perseverance, focus, non-verbal communication, receiving constructive feedback, collaboration, dedication and accountability.

    Physical Education

    Physical education should be a vital part of any elementary program, as it is essential in the development of strong healthy minds and bodies. The children will be introduced to a variety of physical activities. Every week the children have an hour-long specialty class in the afternoon. These classes may include martial arts, dance, rock climbing, skateboarding, etc., and each runs for 6-8 weeks throughout the year, allowing time for the children to get a feel for it, and perhaps even discover a hidden talent. On another day of the week, we alternate between a nature program including a hike in High Park, and Sportball (indoors or outdoors), where a Sportball coach teaches skills used in all different sports.

    Digital Technology & Computors

    We take seriously our responsibility to make thoughtful decisions about when and how technology is introduced. Digital education should not only include operation of hardware, software, and the Internet, but also social media. In terms of using digital technology as a research tool, children should have certain skills in place first. The Internet is a wealth of information, however it can also be overwhelming, especially to a non-discerning mind. Books and encyclopedias allow children to develop research skills, and it has been proven that hard copies lend themselves to better navigation and reading comprehension. Therefore, technology will be introduced towards the end of lower elementary and as with all other work it will depend on the child’s readiness and interest.

    Going Out

    As the elementary child is in search of answers to how the world works, many of the materials, such as those in sciences, and social sciences, are purposefully limited to create a need to explore the actual world beyond the classroom walls. These explorations may take place in the library, museums, institutes, parks or even local shops and businesses and offer the children meaningful learning opportunities, beyond just what they discover about the topic being explored. These outings involve planning, and are student-led from beginning to end. This process will have them planning from the proposal stage, to mapping out how to get to their destination, to knowing the hours and costs. It will require learning how to appropriately and politely acquire information from people over the phone or via email and in person and of course showing appreciation to those who took time out of their day by sending thank you notes. The natural consequences they may face due to lack of planning are invaluable learning experiences, as are their successes.

    ...



    In the News

    News

    June 19, 2014 - Westside Montessori School Toronto Expands Elementary Grades

    Think montessori education is only for preschool aged kids? Think again. Montessori education in elementary offers unparalleled development. ...



    Associations

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


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