330 Industrial Parkway North, Aurora, Ontario, L4G 4C3, Canada
3233 The Boulevard, Westmount, Quebec, H3Y 1S4, Canada
Indirect Support:
330 Industrial Parkway North, Aurora, Ontario, L4G 4C3, Canada
3233 The Boulevard, Westmount, Quebec, H3Y 1S4, Canada
1989
1915
400
390
Nursery/Toddler to 8
K to 11
Coed
Girls
Day
Day
English
English, French
Academic
Academic
Montessori
Progressive
15 to 24
14 to 20
Learning, Developmental, Behavioral
Learning, Developmental
Dedicated gifted school
Dedicated class; in-class adaptations
$19,400 to $22,150
$26,200 to $29,380
Yes
Yes
7%
15%
Preschool to 8
4 to 11
$1,000
$5,200
31
33
0%
0%
80%
50%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades K - 11
No
No
No
No
information not available
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AMS is a Montessori school, though in many ways it exceeds the expectations that parents might have of what a Montessori education offers. The programs are hands-on, community based, though the academic environment is large, both in terms of physical space and student population. As such the extra-curricular programs are robust, including sports as well as a fully development music program that includes group and individual instruction. Those things, in themselves, are a draw for many families. The grounds are extensive, with a porous interface between interior and outdoor learning spaces. The amphitheater is impressive, and likewise is a symbol of the school’s dedication to outdoor and environmental education. In all of that, the school’s name can risk being misleading. AMS isn’t your average Montessori school. It offers broad curricular and extracurricular programs, strong academics, and an overt attention to emotional and social development through the elementary grades.
View full reportThe name sounds generic, and, historically at least, it was. In 1915 Margaret Gascoigne began her school—there were just six students that year—in the study of her home. In 1922 the school moved to a permanent location on Seaforth where it remained for close to 40 years until it moved to its present one in 1960. (The whole story is told and illustrated in the aptly titled, No Ordinary School: The Study 1915-2015, published to mark the school’s centennial.)
In a sense, Gascoigne provided the same thing then that the school does now: a bilingual education for girls. Though, yes, that alone doesn’t present the half of it. Through the years The Study sought to chart its own path, while at the same time creating a path for the girls that attended. They weren’t being educated to be shrinking violets, but rather to find their voices and, to some extent, transcend the times and circumstances that they were living within. And, they did, with alumnae prominent in fields that run the breadth of Canadian life. That tradition of forthright leaders and students certainly remains today. Part of the charm of the school is that tradition, one that is apparent throughout the school. The school may be a century old, but the program remains at the cutting edge of education. The ideal student is one who can rise to the challenges that the school presents.
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"AMS has a reputable 30+ year history in Aurora. Educating students from 18 months to Grade 8, AMS nurtures the whole child, academically, socially, emotionally, physically, and creatively, on 14 acres with an amphitheatre, outdoor classroom, sports fields, and a wealth of green space! Friendly and nurturing staff instill a love for learning the Montessori way. Specialty classes in Elementary include Phys Ed, Technology, Visual Arts, Music, Mindfulness and French. A warm and family-focused atmosphere sets AMS apart!"
"The world needs great women. It starts at The Study. Founded in 1915 and one of Canada’s premier all-girls’ schools, The Study empowers each student, from Kindergarten to Grade 11, to reach her full potential, by fostering academic excellence in an innovative English and French environment grounded in tradition. Certificate of Eligibility for English Instruction is not required."
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Welcome to The Study! I hope you will soon discover our dynamic and outward looking school committed to our mission of supporting the development of young women as leaders, as innovators and life-long learners. It is in that powerful mission that The Study continually moves forward with great enthusiasm, always aware of the link between our success and the formidable culture of pride that has existed in The Study community for over 100 years.
Our enriched curriculum coupled with an exceptional bilingual learning environment and a positive atmosphere of mental, physical and emotional balance, nurtures each girl's capacity to be academically successful and well rounded.
The breadth and depth of The Study's curriculum, along with its goal to inspire intellectual curiosity and exploration, is the hallmark of the school experience for each of our students. At The Study, every girl benefits from the care and guidance of teachers who are dedicated to fostering a love of learning, each and every day.
The world needs great women, and girls can count on a great start at The Study.
Progressive
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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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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Students are expected to work to the best of their ability so that they may develop to their highest academic and personal potential. Primarily, Montessori and secondarily, Reggio instructional methods will be used to encourage student learning. Decisions regarding methods will be based upon the needs of the students and the recognition that good teaching should build strong personal values and positive attitudes, both towards content and learning. High achievement is the goal for all students in all areas of development. Teachers and parents are expected to work together to help students meet the expectations.
The Study’s bilingual programme begins in Kindergarten. Students have two homeroom teachers and spend approximately half the day in English and the other half in French. The goal is to establish fluency and accuracy in both languages by offering mother tongue programmes in both English and French. The curriculum is organized into themes and subjects are interrelated through learning activities with a central focus of interest. Learning situations are process-oriented with the intention of encouraging the children to explore, experiment, solve problems and absorb new ideas and concepts. Computer technology is widely integrated at all levels through the use of class sets of laptops and/or iPads. In the Senior School, students follow an enriched programme of studies. At each grade level, students take enriched French language courses and are offered at least two other subjects in French. A compulsory third language option (Mandarin or Spanish) is also a curriculum requirement for grades 7 and 8. Each student is provided with her own laptop to take advantage of technological resources to enrich her learning.
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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.
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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.
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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.
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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
Not applicable
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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.
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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
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The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Not applicable
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Play-based
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.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Montessori programs aimed at Preschool and Kindergarten aged children allow young learners to choose which “tasks” or activities interest them. 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 busy, calm and orderly; children either work alone or in small groups.
Accelerated
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 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).
Multi-aged environments allow for classroom communities to build leadership skills, competencies and attain successes through discovery and making attempts without the judgement of failures.
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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.
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”.
Students are expected to work to the best of their ability so that they may develop to their highest academic and personal potential. Montessori instructional methods will be used to encourage student learning. The needs of the students and the recognition that good teaching should build strong personal values and positive attitudes, both towards content and learning. High achievement is the goal for all students in all areas of development. Teachers and parents are expected to work together to help students meet the expectations of the grade level including continued internal and external supports when necessary.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
AMS supports the Montessori philosophy of educating the whole child. This includes opportunities to guide students in their educational journey in all aspects of life such as the intellectual, social, emotional, physical and spiritual development in practical and abstract ways through all the Montessori curriculum while attaining the highest standards possible.
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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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| Forms of Support | Environments | Forms of Support | Environments | |
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. | ||||
| Learning disabilities | ||||
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. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
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. | ||||
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. | ||||
| Developmental | ||||
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). | ||||
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. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
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). | ||||
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. | ||||
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. | ||||
| Behavioral and Emotional | ||||
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. | ||||
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. | ||||
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. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
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. | ||||
| Physical | ||||
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. | ||||
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. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
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. | ||||
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. | ||||
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." | ||||
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). | ||||
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. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
Preschool - 8
4 - 11
7%
15%
$1,000
$5,200
80%
50%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades K - 11
No
No
No
No
No
No
No
Yes: grades K - 11
No
Yes
No
No
The Study wants to meet girls who want to become great women.
1) Book a tour.
2) Interview with Linda Jazzar
3) Day visit in an AMS classroom with potential grade level teacher.
4) Teacher, Registrar and VP determine suitability of applicant.
4 Steps to APPLY to The Study
