2 Wembley Road, Toronto, Ontario, M6C 2E9, Canada
2131 Williams Pkwy #4, Brampton, Ontario, L6S 5Z4, CanadaIndirect Support:
2 Wembley Road, Toronto, Ontario, M6C 2E9, Canada
2131 Williams Pkwy #4, Brampton, Ontario, L6S 5Z4, Canada
5,691.4 km
5,705.5 km
2013
2017
60
3500
Preschool to 6
9 to 12
Coed
Coed
Day
eSchool
English
English
Academic
Academic
Montessori
Traditional
10 to 16
Varies
Learning, Developmental, Behavioral
Learning, Behavioral
In-class adaptations
$12,500 to $18,500
$745
No
No
0%
0%
None
None
$0
$0
6
875
0%
0%
95%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
information not available
information not available
information not available
Rolling
Not available
Not available
Not available
Yes: grades Preschool - 3
No
No
No
information not available
information not available
Julia Simon founded Alive Montessori in 2001, and she remains very much the head and hands of the school today. She established the school as a means of delivering the Montessori principles, prime among them being the provision of a family-like atmosphere in which to learn. Families who enroll here are drawn to the small size of the school, allowing students to gain a heightened sense of their place within the life of the school. Instruction is personal, with pacing cues taken from the individual students, and a close attention to the talents, perspectives, and interests that they bring with them to the school each day. Students are encouraged to have a voice, and to use it in their daily lives. Numeracy and literacy are important, though passion is, too, something that Simon has rightly built the Alive program around.
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There are many things that online instruction can offer that other schools simply can’t, including distance learning and remediation. At Ontario eSecondary School, courses can be started at any point, and students are able to work through the material at their own pace. Live 24/7 online tutoring is understandably a draw, and also makes this an option for students in all time zones, anywhere in the world. Pacing is student-directed, allowing for accelerated completion. It’s an attractive option for students looking to gain the Ontario diploma or to add courses to an existing program of study. If you’d like support in deciding whether this school is the right fit for your child, you can book a 15-minute academic guidance meeting using this link.
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"They make learning fun and cater to what interests him while focusing on the core fundamentals..."
Emily Flores - Parent (Mar 02, 2020)
Before we came to Alive Montessori & Private School, my son disliked school. He dreaded every mornin... View full review
"They have every course imaginable and incredible teachers to teach the course..."
Sherri Martin - Parent (May 03, 2021)
Ontario E School provided a robust online educational experience for my daughter. She felt the in-pe... View full review
"The teachers were also very helpful and a huge reason why I did so well at OES."
Michael Hall - Alumnus (Sep 15, 2021)
My experience at Ontario eSecondary School (OES) was phenomenal. I was able to finish my grade 12 at... View full review
"The staff could not have been more supportive."
Anjali Majmudar - Student (Nov 02, 2021)
I had a great time taking this course! The staff could not have been more supportive. My teacher Ms.... View full review
"Located one short block north of Eglinton at Bathurst, Alive Montessori personalizes elementary education for Grades 1–6. No two children learn the same way, so our program adapts to each learner's pace and style. Through hands-on Montessori methods, students ignite curiosity while building genuine independence. Personalized instruction means every child gets what they need when they need it. The result? Confident, capable learners who feel truly seen and supported. We're more than a school—we're family."
"Ontario eSecondary School (OES) is a Ministry-accredited online high school providing Grade 9-12 credits toward the OSSD. We prioritize student success with 24/7 online tutoring included in every enrollment and a highly responsive support team. With year-round registration, students enjoy total flexibility, completing courses in anywhere from 4 weeks to 12 months. Offering affordable, high-quality virtual learning, OES is a trusted partner for students seeking a flexible path to graduation."
"Alive Montessori School differentiates itself by delivering an authentic, child-centered, and academically strong Montessori education, supported by engaged leadership and a deeply intentional learning environment. The ultimate outcome is students who are independent thinkers, compassionate community members, confident learners, and well-prepared for future academic and life challenges.
Safe and Nurturing Environment:
- Safe, loving, and supportive atmosphere
- Caring and friendly teachers and staff
- Emphasis on emotional development and social skills
- Community building
Individualized Learning
- Low teacher-to-student ratio
- Personalized or individual programs
- Encouraging curiosity and a love of learning
Values and Character Development
- Teaching empathy, leadership, and respect
- Emphasis on diversity and inclusion
- Encouraging positive values and emotional growth
Our students develop into independent and confident learners."
"Many Ontario high school students register with OES as they search for online high school courses with flexibility. We offer a range of compulsory and elective courses for grades 9 through 12 in subject like english, science and math. We also offer upgrade courses which are courses you need to repeat in hopes or earning a higher mark for post-secondary admissions."
"At our school, we are deeply committed to creating a safe, nurturing, and individualized learning environment where each child can thrive emotionally, socially, and academically. To achieve this, we have made deliberate tradeoffs that reflect our core priorities.
Personalized learning over standardization: We maintain a low teacher-to-student ratio and develop individualized programs tailored to each child’s needs. This means we do not focus on highly standardized curricula or teaching every student the same material at the same pace. The result is that children receive meaningful attention and can progress according to their unique strengths and interests, even if it requires extra planning and flexibility from our teachers.
By making these choices, we create a warm, caring environment where children feel safe, supported, and inspired to learn. Families who join our school understand that our priorities are about cultivating the whole child—academically, emotionally, and socially."
"Ontario eSecondary School is dedicated to providing personalized, flexible, and accessible education for students across Ontario. Our commitment to core values—such as academic integrity, student-centered learning, and inclusivity—drives everything we do. However, this focus means we intentionally prioritize quality, individualized instruction and support, sometimes at the expense of offering a wider variety of extracurricular activities or advanced technological features. We believe that fostering deep, meaningful learning experiences is more important than simply expanding options, ensuring that every student receives the attention and resources they need to succeed. This approach reflects our unwavering dedication to student outcomes over quantity."
Information not available
"Since our founding in 2017, securing inspection and recognition by the Ontario Ministry of Education has been pivotal in establishing our credibility and ensuring our courses align with provincial standards. This recognition opened doors for our students to pursue post-secondary education confidently. Another significant moment was the expansion of our course offerings to include specialized programs like French Immersion and Equity & Social Justice, reflecting our commitment to offering diverse and inclusive education. Additionally, the implementation of our Prior Learning Assessment & Recognition (PLAR) program marked a key development in acknowledging and valuing students' prior knowledge and experiences. These junctures have collectively shaped OES as a flexible and student-focused institution, committed to providing high-quality online education that meets the diverse needs of our learners."
"Ideal Students:
Children who benefit from smaller class sizes and individual attention
Those who learn best with hands-on, sensorial materials and real-world applications
Students needing to master fundamentals at their own pace
Children with natural curiosity who can take ownership of their learning
Those who struggle in large, conventional classroom settings
Ideal Families:
Parents who prioritize strong foundations in reading, writing, and math
Families seeking rigorous academics with Montessori methods
Those who value independence, self-discipline, work ethic, and life skills alongside academics
Parents willing to be partners in education and support reading at home while limiting screen time
Families concerned about: public school standards, lack of individual attention, bullying, anxiety in large settings, or children being bored/behind
Deep commitment to their child's educational success and willingness to invest in private education for a solid foundation."
"Ontario eSecondary School offers a dynamic, flexible learning environment ideal for self-motivated, independent learners who thrive in a digital classroom. Students who excel in our school are proactive, organized, and possess strong time-management skills. They are comfortable navigating technology and are eager to take ownership of their learning journey. Families who will benefit most have high expectations for personalized education and value a balance between academic rigor and flexibility. They understand the importance of clear communication, trust in the online model, and support their child’s autonomy while fostering a strong partnership with educators to ensure success."
"We provide all meals and snacks with strict nutritional standards—no outside food is permitted due to our focus on low sugar/carbohydrate nutrition and severe allergy concerns. If you prefer packing your child's lunch, have specific dietary requirements we cannot accommodate, or want flexibility in food choices, this policy will be frustrating. Families who value autonomy over daily food decisions or whose children have highly specific dietary needs beyond what we offer will find this restrictive.
We deliberately minimize computer use in early years. Tech-forward families wanting extensive digital literacy from the start won't find it here.
Families who view medication as an essential tool for their child's learning would experience a fundamental mismatch with our approach."
"Ontario eSecondary School may not be a good fit for families seeking a traditional, in-person school experience with constant face-to-face interaction. If a family values a highly structured, rigid schedule or expects a classroom environment with direct supervision, our online model may not align with their needs. Some families may prefer a more hands-on, social learning atmosphere, where students are more physically engaged with peers and teachers. Additionally, if a family prioritizes immediate, in-person support for every question, they may find our model less suited to their preference for constant, direct contact. Our school is best for students who thrive in a flexible, self-directed environment and can manage their learning with greater independence."
"For our parents Alive is more than education. Our school means family and means trust and a whole new understanding what it means to feel safe and loved.
They choose our school because it is small and welcoming place where every child is appreciated and feels a sense of belonging. In the end of the day, children do not want to go home and arrive each morning with a smile. The hands-one learning and qualified staff are major factors that contribute to our student's success."
"Families choose Ontario eSecondary School for our flexibility, personalized approach, and commitment to high-quality education. Many families appreciate the ability to tailor learning around their child's unique needs and schedule, allowing for a balance between academics and extracurricular activities. Our students can learn at their own pace, making our school an ideal choice for those needing more time to grasp concepts or pursuing interests outside the traditional school day. Current families often cite our supportive online community, strong teacher-student communication, and personalized attention as key reasons for choosing us. Compared to other options, we stand out for offering an effective, innovative, and adaptable learning environment that fosters independence while ensuring academic success."
"When people think of this school, they immediately recall the bold promise: reading begins at four, with fluency achieved by ages six or seven—well ahead of public school timelines. This creates a memorable, slightly controversial reputation that parents discuss and remember. The school is known as "the turnaround place" where anxious, struggling, or bored children transform within months through personalized attention. The image is traditional Montessori methods meeting uncompromising academic standards. People associate Alive with a no-nonsense approach: minimal technology, work completed at school rather than endless homework. It's perceived as principled and results-oriented, confidently rejecting modern trends like lowered expectations and screen-time dependence."
"Ontario eSecondary School is widely seen as a flexible, accessible, and innovative online high school that meets diverse educational needs. Known for its commitment to high academic standards and personalized learning, the school has established a reputation for supporting students across Ontario with a range of course options and certified teachers. The most prominent feature in the public eye is the school’s emphasis on convenience and adaptability, allowing students to learn at their own pace. When people think of Ontario eSecondary School, they associate it with quality, accessibility, and support, making it a trusted choice for online education."
"Our school integrates specialty classes—including piano, gym, yoga, drama, dance, coding, chess, French, art, culinary arts, and public speaking—into the regular school day on an almost daily basis, eliminating the need for costly after-school programs."
"An often underappreciated aspect of Ontario eSecondary School is our dedicated student support system, which includes individualized academic counseling, mental health resources, and one-on-one mentorship. Families may initially focus on the flexibility of online learning, but the comprehensive support we provide is crucial for student success and well-being. Our team of educators and counselors work closely with each student to help them set goals, manage time effectively, and stay engaged. This level of personalized support is foundational to our approach, transforming online learning from simply convenient to truly impactful for every student."
"We treat each child as an individual and families often get surprised that we know each other on a personal level. We truly care about every single child that steps through the door. We are a very small school community of 60 students in total, going from Preschool to Elementary, which allows us to give our students the attention and guidance to help them reach their full potential."
"That we reply to emails on evening and weekends which gives them the reassurance that we care and are there to support them in any way that we can."
"Our commitment to holistic development and showcasing student achievement has led to significant programming expansion this year. We've added a full theater production to our calendar, where elementary students will perform for families—reinforcing our emphasis on public speaking, dramatic arts, and building confidence through real-world performance. This complements our traditional winter and spring concerts but takes it further, giving children the experience of memorizing lines, inhabiting characters, and collaborating on a complex creative project.
We've also introduced a gymnastics showcase this year, building on our physical education and yoga programs. This demonstrates our belief that mental discipline and physical discipline go hand-in-hand—children who master challenging movements develop the same persistence and focus needed for academic excellence. The showcase gives every child a moment to shine, regardless of their academic strengths."
"Ontario eSecondary School is committed to continuously enhancing the learning experience for our students. Recently, we updated our curriculum to reflect the latest educational standards, ensuring that courses remain relevant and engaging. We’ve also implemented a more rigorous quality control process, reviewing and refining course materials regularly to maintain high standards. Additionally, we’ve expanded our resource library and introduced new interactive tools to support diverse learning styles. By staying current with course changes, resource updates, and improvements, we aim to provide students with a high-quality, adaptive education that meets their evolving needs."
"Over the coming years, we envision expanding Alive Montessori by opening a new location, allowing us to serve more families while maintaining the intimate, personalized environment that defines us. This growth isn't about becoming larger—it's about reaching more children who need what we offer: early literacy mastery, rigorous fundamentals, and comprehensive enrichment all under one roof.
As we expand, our core mission remains unchanged: providing the best possible educational foundation through proven Montessori methods combined with uncompromising academic standards.
Ultimately, our vision is building a network of Alive Montessori schools where families across Toronto can access the same transformative education—where struggling students find confidence, bored students find challenge, and every child discovers that learning is joyful, rigorous, and alive."
"Over the next five years, Ontario eSecondary School aims to become a more dynamic, adaptive learning environment that stays ahead of educational trends and technological advances. We plan to expand our course offerings, including career-focused and interdisciplinary programs, to better prepare students for the future. Additionally, we will integrate advanced digital tools to further personalize the student experience. Our commitment to quality, accessibility, and innovation will continue to shape our evolution, ensuring that families benefit from a forward-thinking education that meets and exceeds the demands of a changing world."
Our goal at Alive Montessori & Private School is to provide the best possible start to our children through proper education, thereby instilling a life-long love of learning in every child. We aim to create a safe, caring and fun environment where every child will learn and will become more and more confident as he or she gains in abilities.
At Alive Montessori & Private School our mission is based on the following premises:
Julia Simon
(Principal)
As one of the leaders at Ontario eSecondary School I strive to ensure that your online high school experience is filled with support and success. Attending our school means that you can study hard knowing that you’re getting the best from us at all times as we work closely with our certified staff and course developers on a frequent basis. With eLearning in Ontario growing at a rapid pace you can expect that we will grow as well and ensure that our policies and approaches to student success are dynamic as well. From the entire staff, we look forward to your enrollment and helping you achieve your goals. If you have any questions about our school you can contact me directly at [email protected]
Traditional
Information not available
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.
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.
Not applicable
The Montessori method provides hands-on learning in a stimulating school environment that enables children to learn more quickly and thoroughly. With far more interesting material than a traditional classroom, children are allowed much more opportunity to explore and develop their own interests and abilities. Learning occurs at their own pace in small classrooms and is geared towards developing competence – and thus, confidence. The mixed age groupings encourage children to cooperate with and help each other, while enabling the older children to learn responsibility and leadership.
We are an accredited online high school that adhere to the Ontario High School Curriculum. Our online courses allow for students to meet the overall and specific expectations of the course through a variety of resources that include videos, presentations, readings and tests.
Traditional Math
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.
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.
The Montessori program uses lots of hands-on material such as counting beads, wooden rods, geometric shapes, and other objects children can handle to make mathematical concepts real and develop the child's understanding. After the concepts are fully understood, drilling and practice are done on the basics to achieve competence.
The following Math courses are offered
MHF4U
-
Grade 12 Advanced Functions
MCV4U
-
Grade 12 Calculus and Vectors
MDM4U
-
Grade 12 Data Management
MAP4C
-
Grade 12 Foundations of College Mathematics
MCT4C
-
Grade 12 Mathematics For College Technology
MCR3U
-
Grade 11 Functions
MCF3M
-
Grade 11 Functions and Applications
MBF3C
-
Grade 11 Foundations for College Math
MPM2D
-
Grade 10 Principles of Mathematics
MTH1W
-
Grade 9 Mathematics
Gizmos simulations, Waterloo Modules
We expect our students to become very competent in performing math in their heads or on paper before we introduce calculators. This has the added benefits of developing mental discipline and confidence in their own abilities to solve problems.
Students are able to use scientific calculators on tests and exams and will be provided with additional resources as applicable
Not applicable
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.
Not applicable
Maria Montessori believed that the ideal age to teach children to read is between 4 and 6. Using her materials (sandpaper letters, moveable alphabet, metal templates), we consistently have children reading at age 4 (some as young as 3)
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
The goal is that child will eventually be able to read as easily as to listen to a conversation.
Not applicable
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.
Not applicable
Maria Montessori wrote, "Contrary to the usually accepted idea, writing precedes reading." This is because the child must re-create something to be able to understand it. Thus she developed a very strong program for writing, utilizing sandpaper letters, metal templates, and drills to complement her reading program. We develop the child's ability first, to print, and then to be able to do cursive writing.
Information not available
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.
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.
Montessori again uses lots of hands-on materials, including flash-cards for specific branches. All of the sciences are touched upon in the early grades.
The following Science courses are offered
SCH4U
-
Grade 12 Chemistry
SCH4C
-
Grade 12 College Chemistry
SPH4U
-
Grade 12 Physics
SPH4C
-
Grade 12 College Physics
SBI4U
-
Grade 12 Biology
PSK4U
-
Grade 12 Kinesiology
SNC4M
-
Grade 12 Science
SCH3U
-
Grade 11 Chemistry
SPH3U
-
Grade 11 Physics
SBI3U
-
Grade 11 Biology
SBI3C
-
Grade 11 College Biology
SNC2D
-
Grade 10 Science
SNC1W
-
Grade 9 Science
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
Physics
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
With a faster start to sure and confident reading, our children naturally gravitate to stories and literature.
The following Literacy courses are offered
ENG4U
-
Grade 12 English
ENG4C
-
Grade 12 College English
OLC4O
-
Ontario Secondary School Literacy Course
ENG3U
-
Grade 11 English
ENG3C
-
Grade 11 College English
ENG2D
-
Grade 10 English
ENL1W
-
Grade 9 English
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
Not applicable
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).
Not applicable
The Montessori materials are very well laid out and contain lots of pictures and activities to increase knowledge and understanding.
Information not available
Equal Balance
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
In a multi-cultural society like Canada, it is important to have a broad view of the different cultures, including a world view of history and geography. We also engage the students by examining and participating in different cultural events and holidays to explore music, folklore and art.
The following Humanities and Social Science courses are offered
CGW4U
-
Grade 12 Canadian & World Issues
CHI4U
-
Grade 12 Canadian History
CLN4U
-
Grade 12 Canadian and International Law
HHS4C
-
Grade 12 Families in Canada College
HHS4U
-
Grade 12 Families in Canada University
HSB4U
-
Grade 12 Challenge and Change in Society
HSE4M
-
Grade 12 Equity and Social Justice
CHW3M
-
Grade 11 World History
CLU3M
-
Grade 11 Canadian Law
HSP3U
-
Grade 11 Introduction to Anthropology, Psychology, and Sociology
CHC2D
-
Grade 10 History
GLC2O
-
Grade 10 Careers
GLS1O
-
Grade 9 Learning Strategies
Although not offered as a subject of study, Hungarian is my native language and we have had Hungarian-speaking children in our school.
The following Foreign Language courses are offered
FIF4U
-
Grade 12 French
FSF1D
-
Grade 9 Core French
FRL1W
-
Grade 9 De-Streamed French
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
Information not available
Receptive
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.
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
Our children are doing creative activities every day, whether it is painting, drawing, sculpture, drama, dance, music, singing, story-telling, crafts, etc. We try to expose them to as many disciplines as possible and give them an understanding of basic techniques.
The following Fine Arts courses are offered
AVI4M
-
Grade 12 Visual Arts
AVI3M
-
Grade 11 Visual Arts
ALC1O/2O
-
Grade 9 and 10 Integrated Arts
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.
We believe strongly that computers should not replace the training and disciplining of the mind required to fully master the basics of Reading, Writing and Arithmetic. It is much more important for young children to develop the spatial discernment and fine motor skills required for writing than the ability to punch letters on a keyboard. While this concept may seem quaint or “old-fashioned”, it results in children who can easily and rapidly translate these skills over into using a computer when the time comes.
The following Computer and Technology courses are offered
BAT4M
-
Grade 12 Financial Accounting
BBB4M
-
Grade 12 International Business
BOH4M
-
Grade 12 Business Leadership
BAF3M
-
Grade 11 Financial Accounting Fundamentals
BMI3C
-
Grade 11 Marketing
CIA4U
-
Grade 12 Analyzing Current Economic Issues
CHV2O
-
Grade 10 Civics
BBI1O/2O
-
Grade 9 and 10 Introduction to Business
BTT1O/2O
-
Grade 9 and 10 Information & Communication Technology in Business
Web design
Robotics
Computer science
Web design
Robotics
Computer science
We are saddened when we see physical education programs
The following Physical Education courses are offered
PPZ3C
-
Grade 11 Health for Life
Not applicable
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.
Not applicable
With devoted teachers, proper Montessori methods, and one-on-one instruction, we consistently teach our students to read at age 4 (many at age 3). Gaining this ability so early does wonders for a child's confidence that spills over into other subjects and activities.
Information not available
Student-paced
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
The Montessori method takes advantage of every child's innate desire to learn. Thus, allowing the child to learn at his or her own pace is not "slow" as some might envision. At times, it can be very fast.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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.
Our primary focus in the early grades centres around increasing the abilities of the children to read fluently, to write coherently and well, to be skilled at arithmetic and math, and to demonstrate competence in every activity they undertake. By so doing, they gain confidence that translates into their future learning and careers.
Our teachers take pride in the success of students and as a school all of our staff are Ontario Certified. We also provide students with free 24/7 online on-demand tutoring upon enrollment.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Not applicable
Not applicable
We are dedicated, caring teachers creating an extremely safe, caring, family-like environment. Class sizes are very small with lots of individual programming and attention to each student. We make learning FUN!
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We are opposed to drugging our children with psychiatric drugs that have been proven to be dangerous yet are being diagnosed on nothing more than opinion (there are no medical tests of any kind for the conditions listed).
Information not available
Our belief is that children are being given labels at an alarming rate, and that most "learning" or "developmental" disabilities stem from causes that have nothing to do with anything being inherently wrong with the child. Previous poor teaching, poor diet, lack of exercise or discipline can cause non-optimum behaviour that can be corrected; we have done so many times.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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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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Squash |
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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
JK - 6
10%
0%
$850
$0
95%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Not available
Not available
Not available
Yes: grades Preschool - 3
No
No
No
No
No
No
No
No
No
No
No
Students who are willing to challenge themselves and learn and whose parents want them to excel.
Accountability, self-management, time-management and ownership.
Application Steps
1. Initial Inquiry & School Tour
2. Application Submission
3. Student Assessment & Family Meeting
4. Acceptance & Enrolment
For students who are interested in enrolling at Ontario eSecondary School (OES) as their main school, there is a one-time $250 fee. If a student requires OES to provide the equivalency credit transfer as a part of their enrollment there is a $150 fee for this service.
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