305 Matheson Boulevard East, Mississauga, Ontario, L4Z 1X8, Canada
16379 The Gore Road, Caledon, Ontario, L7E 0X4, Canada
1995
1994
150
94
Nursery/Toddler to 5
2 to 12
Coed
Coed
Day
eSchool, Day
English
English
Academic
Academic
Traditional, Montessori
Traditional
Varies
10 to 15
Dedicated gifted school
$5,140 to $10,850
$19,500 to $22,000
No
Yes
0%
10%
None
2 to 12
$0
$2,000
15
9
0%
0%
85%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades 2 - 12
No
No
information not available
information not available
There’s a lot to learn in the early years, one of them being a confidence to learn and to engage effectively with others. ABC, in keeping with the core tenets of the Montessori approach, was founded in 1995 to create a caring, supportive, family-centred environment, and that remains foremost in the school’s approach. An impressive roster of extracurricular activities is a draw, as is the attention to values. ABC’s reputation has been rightly gained through an individual attention to the needs of each student, and providing a solid foundation for their ongoing academic life.
View full reportThe King’s program was designed to meet the needs of students who are, academically, at the very top of their peer group. It’s challenging, though it also doesn’t shirk from some of the basics that get short shrift elsewhere, such as mental math, grammar, and vocabulary. Explicit attention is also given to higher order skills and attributes, such as interpersonal relations, communication, self-reflection, confidence, and leadership. The intention is to graduate students who aren’t simply primed to succeed at university, but to excel there, blazing a trail through to a satisfying and fulfilled professional life. The students at King’s have many gifts, though they need support, too, including a sense of belonging within a context that recognizes and values their interests and abilities.
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"Our goal is to provide every student with the most rewarding and fulfilling education experience. Recognized for academic excellence, ABC Montessori offers a developmental pre-CASA program, a modern Montessori program for students aged 2 to 5 years, and an enriched traditional elementary program from SK to grade 5. Our students excel academically through a rigorous study program and grow socially, emotionally, and physically through a variety of arts, athletic, and extracurricular activities."
"At King's College School, we are dedicated to providing a nurturing and safe environment for your child. We are ideally suited for the engaged, motivated, and bright child who wants the freedom to learn in his or her own way. Students can attend in person or synchronously online. Our extraordinary results speak for themselves: 100% of our graduates go to university, 100% of graduates are accepted to their university of first choice, and 100% of graduates receive scholarship offers."
"We’re a small school with big aspirations. Our families enroll at our school for the intimate learning environment meant to prepare students for success in middle school and beyond. The curriculum we teach is enhanced. The good work habits we teach are ones that stay for a life time!"
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"Being a smaller school with a strong curriculum, our students excel in our nurturing environment with good life long habits that serve students well into middle school and high school. They prepare very well academically with good manners and excellent work ethic."
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"While progress can seem slow at first, the habits formed and the direction provided by teachers really begin to show mid way through the year. The students transform into well balanced students with an enviable love for learning."
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"The intensity with which teachers engage with students to help them and guide them along the way is what makes our experience unique. The teachers are truly our most treasured part of our school and with dedicated students, the progress they make is remarkable."
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ABC Montessori is an academic school with an educational philosophy based on the development of the whole child. We believe in helping a child to develop academically, intellectually, socially, emotionally and physically. In addition to teaching academic subject matter, students at ABC Montessori are taught practical life and social skills, good work habits, time management, and respect of others and the environment.
At ABC Montessori, we offer our toddler and CASA students a hybrid learning approach which includes the use of Montessori materials and traditional learning materials and methods. Our Elementary students undergo an advanced traditional curriculum based on the Ontario Ministry of Education’s base curriculum.
As a parent, you likely worry not only about your child’s academic success, but also about the social and physical environment of the school where he or she spends their day and about the teachers who are responsible for their learning and care. At ABC Montessori, our foremost priorities are to provide students with a friendly, nurturing and supportive school atmosphere and teachers who are caring, encouraging and dedicated to the overall success of every student.
ABC Montessori has a strict code of conduct that all students must follow. Students are taught to respect their teachers and classmates and how to behave in the classroom. Teaching a student respect, good manners, and how to conduct themselves is a cooperative effort between the school and parents and is a part of a student’s overall education. ABC Montessori does not tolerate physical or verbal abuse by anyone. Any student who abuses or causes harm to another student, or teacher, will not be permitted to continue at ABC Montessori.
Every student is an individual with a unique personality. We understand that each student learns at a different pace, and has his or her own strengths and weaknesses, interests, likes and dislikes and personal habits. Students receive a great deal of personal attention in the classroom; thus, the teachers have a good understanding of each student’s academic as well as social requirements. Teachers can assess the progress and understand a student’s strengths and weaknesses much more accurately by spending quality time with each individual student.
Every child deserves the support, encouragement and the opportunity to reach their full potential. At ABC Montessori, we promise to provide every student with the opportunity to succeed by giving him or her tools to build a strong foundation, in an environment that is stimulating, challenging, and very supportive. It is our goal to make every student’s experience at ABC Montessori as rewarding and fulfilling as possible.
At ABC Montessori, we believe that education is the foundation for life. The education that a child receives at an early age, along with his or her home life, are the most important factors in determining his or her future. The impact of early education is felt throughout a person’s life. A child’s school experience must be positive and fulfilling. We believe that the responsibility of ensuring that a child receives a good education is shared by the school and parents jointly. We believe that building self-confidence, independence and motivation will give a person the ability to attempt new things, be a leader and to always put forth their best effort.
Welcome to King's! We are delighted to have recently celebrated our 25th Anniversary of providing superior education for university-bound children in the Caledon area of Ontario. We are now delighted to be able to offer the benefits of a King's education to children regardless of where they live by providing real time, synchronous virtual learning. Your child will be a full member of the class whether he or she attends full-time in person, full-time virtually, or flex (attending in person on some days and working from home on other days). Please visit our website and enjoy exploring all that King's has to offer. We look forward to meeting you in person or virtually!
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Not applicable
We offer a modern montessori program for children aged 2.5 yrs to 5 years. In their senior kindergarten year, the students reduce their reliance on montessori materials in favour of a more traiditional approach in time for their entry into Grade 1. From Grade 1 onward, our curriculum is academically intense and one that focuses on the basics of writing, reading, communication, and numeracy. Students learn traditional subjects such as English, Math, Science, Social Studies, French, Art, Music, and Physical Education.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Our Math curriculum is focused on perfecting the basics. A thorough combination of exercises and problem solving help the student to solidify the Math base which will aid them in understanding future concepts much better.
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We utilize the "Math Advantage" series of textbooks.
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Students are not allowed to use calculators. They are encouraged to be able to think on their feet and to work though mathematical calculations using their mathematical abilities only.
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Balanced Literacy
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.
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.
Teachers present the reading curriculum using the phonics approach. Children learn to "sound-out" words using the concept of blending consonants and vowels. By using this approach, students learn to read any word. As the years progress, students have ample opportunities to read daily and to improve their reading and comprehension skills
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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.
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.
Students learn to write short sentences at the JK level and progress to writing short journals at the SK level. At the Grade 1 level, students begin to learn how to write book reports and answer reading comprehension questions. As students progress through the grades up to Grade 5, students are presented with ample opportunities to write many different types of writing including descriptive, narrative, persuasive, and expository.
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Equal Balance
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.
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.
Our Science program is theme based and students explore the various themes at each grade level through the inquiry approach, often resorting to experiments to help them learn about the themes.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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.
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.
Students at the Grade 4 and 5 level dwell into novel studies, reading and studying in depth one novel per term. Each novel is dissected to help students explore the literature by exploring not only the facts, but also symbolism and imagery.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
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).
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.
The Social Studies curriculum focuses on Canada and its people; however, as the students progress, activities help to tie in the rest of the world. Students learn not only about Canadian geography and history but also the history and geography of the countries from where Canada's immigration originated.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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.
Our French program commences at the pre-school level and its main objective is to have the students become familiar with the language, both phonetically and grammatically. Through a mix of grammar lessons, oral lessons, reading, and writing, students become proficient in the French language so that they are able to converse, read, and write the language with reasonable fluency at the Grade 5 level.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Every class integrates the subject of arts to include visual arts, dance, drama, and music. Students explore various mediums of visual arts through out the year and tie these explorations with various themes during the year. Our drama, dance, and music program culminates into a fantastic Concert each year in which, every student participates and learns to appreciate the various cultures represented at our school.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
As a pre-school, kindergarten, and lower elementary school, technology use is still at its infancy. We believe that students must first perfect their ability to read and comprehend before they learn to use technology in the classroom. As students progress to our upper grades 4 and 5, the use of computers are encouraged to supplement research for project and to produce research reports. Starting in 2023, students will be introduced to coding
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Web design
Robotics
Computer science
The objective of the physical education program is to help students improve their fine motor and gross motor skills, while improving their strength, flexibility, and fitness as they grow. Various routines are taught to address our objective and game play and skills development are introduced to further enhance the program.
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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.
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Our CASA program is much more academic focused than the traditional material-only based Montessori program. Students work with textbooks, workbooks and readers as well as the Montessori materials and related activities. Language and math are the core of the curriculum.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Elementary students may achieve 'Reach Ahead' credits and may move through each grade level expectations at an accelerated pace.
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”.
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”.
The academic culture at our school is strong. Our main focus on the whole schooling approach is highly academic with a focus on achieving fluency in literacy and mathematics, while supported by studies in French, Science, Social Studies, Music, and Physical Education.
King's academic culture is that of magnificence. It is a culture that is created to allow 100% of our graduates to go on to university, to receive acceptance to their university of first choice, and to receive scholarship offers while also developing high competency leadership and social contribution.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We are committed to academic excellence, personal growth and most importantly, fostering a love for learning.
King's aims to shape our students into people with academic, personal, and executive excellence; people with a passion for being the best they can be; and people who demonstrate leadership and contribution to their world.
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Field Hockey |
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Ice Skating |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
2 - 12
0%
10%
$0
$2,000
85%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades 2 - 12
No
No
No
No
Yes: grades 1 - 5
No
No
No
No
No
Our students have a natural curiosity for learning and are well adjusted individuals who exhibit good behaviour and a sense of respect for their teachers and classmates alike. We believe that a well adjusted and well mannered child will have the necessary traits to gain the most out of their classroom exposure.
We are ideally suited for the engaged, motivated, and bright child who wants the freedom to learn in his or her own way.
For students entering Grades 1 to 5, an entrance assessment covering reading, writing, and numeracy is administered. Following a successful assessment, an admission offer is presented and parents may subsequently prepare the application package based on an enrollment link provided by the school. All registrations are to be completed online using our enrollment and payment system TUIO.
305 Matheson Boulevard East, Mississauga, Ontario, L4Z 1X8, Canada
16379 The Gore Road, Caledon, Ontario, L7E 0X4, Canada
