2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
999 Lakeshore Rd E, Mississauga, Ontario, L5E 1E5, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
999 Lakeshore Rd E, Mississauga, Ontario, L5E 1E5, Canada
5,530.9 km
5,696.9 km
1983
2024
200
15
Nursery/Toddler to 8
JK to 8
Coed
Coed
Day
Day
English, French
English, French, Polish
Academic
Nature-based
Montessori
Progressive, Reggio Emilia
Varies
5 to 12
Learning, Developmental, Behavioral
In-class adaptations
$4,620 to $19,495
$14,700
Yes
No
0%
0%
1 to 8
None
$0
$0
15
1
0%
0%
99%
99%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
No
No
No
information not available
information not available
Every school is unique, and BHMS is a particularly good example of that. It’s a Montessori program, and a faith-based school, though in both of those areas it charts its own unique approach. The school rightly prizes the relationship it has with the families that enroll, bringing them into the life of the school. Parents are drawn by the values that inform the delivery of the curriculum, as well as a focus on empathy and an appreciation of diversity within the school and beyond. While a smaller school, BHMS nevertheless offers a good breadth of extracurricular activities, which is also a principal draw.
View full reportAlderwood Academy offers a distinctive blend of Montessori, Waldorf, Korczak, and Freinet principles for JK–Grade 8. Rooted in love, presence, and wholeness, the school nurtures both academic excellence and emotional intelligence through mindfulness, art, and life skills. With small classes, a multilingual program (English, French, Polish), and a calm, home-like environment, Alderwood emphasizes self-awareness, empathy, and authentic connection. Daily breathwork, restorative circles, and outdoor learning foster balance and curiosity. Families drawn to Alderwood value depth over speed and transformation over competition, seeking an education that cultivates not only bright minds but also compassionate, grounded, and joyful human beings.
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"incredible memories"
Danilla Xing - Alumnus (Oct 20, 2017)
When I think back to my time at Bishop Hamilton Montessori School I have nothing but incredible memo... View full review
"a chance to grow at her own speed"
Marie Bordeleau - Parent (Jan 24, 2018)
Our daughter loves BHMS. She is challenged and engaged by the lessons and the activities, and inter... View full review
"able to follow my own interests and passions"
Silvie Cheng - Alumnus (Jan 24, 2018)
What stands out most from my time at BHMS was how freely I was able to follow my own interests and p... View full review
"Everything is done with one goal in mind: giving the kids the best chance in life."
Agnes Konopka - Parent (May 22, 2026)
My daughter has had a truly positive experience at Alderwood Academy. The teachers are incredibly su... View full review
"Bishop Hamilton Montessori School, a not-for-profit school, provides a Christian Montessori approach since 1983 with programs for children 3 months to 14 years. Our success is built around our commitment to the academic, spiritual, physical and social growth of each student, which is the foundation of our educational approach. The breadth of our programs include enriched French, Science and Music. BHMS develops students with 21st century skills, to live in the real world."
"Alderwood Academy is a boutique, non-profit private school in Mississauga for children from Kindergarten to Grade 8. Rooted in love, presence, and wholeness, we blend Montessori, Korczak, Freinet, and Sherborne with mindfulness, art, cultural heritage, and life skills. Our Source Code guides us: we see each child as worthy, support emotional growth, and educate the whole being—mind, body, and soul. At Alderwood, children are deeply seen, heard, and empowered to thrive."
"Montessori is child-centred form of education that helps students cultivate a love for learning. The Montessori Method was developed by Dr. Maria Montessori in the early 1900s. She believed children learn better when they get to choose what to learn. Here at Bishop Hamilton Montessori School, her philosophy is alive and well.
Bishop Hamilton Montessori School is a CCMA accredited, not-for-profit independent school. We are an authentic Montessori school offering a Christian component . Since 1983, we have provided a high-quality education to generations of children in the Ottawa area."
"At Alderwood Academy, we integrate rigorous academic standards with soulful, whole-child education. What distinguishes us is not just what we teach, but how and why we teach. Rooted in the pedagogies of Montessori, Korczak, Freinet, and Sherborne, we offer a deeply personalized, inquiry-based curriculum that respects each child’s rhythm and brilliance.
Our Source Code—a living philosophy grounded in presence, compassion, and truth—guides every interaction. We don’t correct behavior to control; we guide it to awaken awareness. We don’t fill minds with facts; we ignite a lifelong reverence for knowledge. We don’t push children to meet benchmarks; we inspire them to exceed their own sense of possibility.
Through emotional literacy, restorative circles, hands-on learning, and a sacred honoring of the child’s inner life, we cultivate not only academic excellence but self-worth, empathy, resilience, and joy. Our students don’t just succeed—they shine, anchored in who they truly are!"
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"At Alderwood Academy, we choose collaboration over competition, playful exploration over rigid discipline, and soulful presence over rushed productivity. We consciously prioritize emotional safety, creativity, and holistic growth—even when that means moving at a gentler pace or embracing messiness in the learning process.
We invest in relationship-rich teaching rather than standardized systems. This means smaller classes, fewer screens, and more time outdoors, in circles, and with hands-on, integrated learning. We trade fast results for lasting transformation.
We have also chosen balance over specialization: our students sing, garden, write, reflect, and solve—often in the same day.
By devoting our finite resources to depth, connection, and child-led inquiry, we raise not only bright minds—but wise, whole human beings ready to live with compassion, courage, and clarity."
"In January 1983 Bishop Hamilton School opens a not for profit Christian school with 6 Casa students. The school is named after the first Anglican bishop of Ottawa, the Right Reverend Charles Hamilton. In 1997 BHS celebrates 15 years, with over 230 students, toddler to grade 8.
In 2005 founder and Principal, Elaine Hopkins retires & Alison Goss is the School Director. In 2008 BHMS celebrates 25 years and the school became Bishop Hamilton Montessori School. In 2010 Renette Sasouni becomes the School Director. In 2015 BHMS opens an Infant program. In 2023, BHMS celebrates 40 years!"
"Alderwood Academy was founded in 2024 by two mothers who envisioned a school where the child is held as a whole being—mind, body, and soul. It began as a response to the limitations of conventional education, with a calling to create a sanctuary for growth, truth, and deep connection.
Launched in a small church space in Mississauga, we chose warmth over formality, building classrooms that feel like home and relationships that feel like family. A key moment was grounding our identity in cultural richness—through stories, traditions, art, music, and seasonal rituals that honor where we come from and who we are becoming.
We embraced emotional literacy, spiritual grounding, and experiential learning over standardization. With each challenge—space, structure, or societal norms—we returned to our Source Code: presence, reverence, and the wisdom of the child.
These early choices continue to shape us. Today, Alderwood is not just a school, but a living promise that education can be sacred."
"Bishop Hamilton Montessori School prepares students to live in the real world. Our students become leaders, lifelong learners, and independent thinkers who have a social conscious and a secure relationship with God. These qualities are possible due to our strong partnership with parents. Families who get the most out of their time in our school are families who share the same values."
"The students who thrive at Alderwood Academy are curious, sensitive, and open-hearted—children who flourish in environments where they are truly seen, heard, and guided with care. They benefit most from a school where learning is rooted in wonder, relationship, and emotional safety, rather than pressure or competition.
Ideal families are those who value presence over performance, and who seek not only academic growth but emotional, social, and spiritual development for their child. They trust in a slower, deeper approach—where creativity, self-reflection, and inner wisdom are nurtured as much as intellect.
Our best-fit students are those who feel safe to express themselves, explore questions, and connect with others in meaningful ways. Our ideal parents are partners—willing to walk this path with us, honoring the beauty of the process, and celebrating the unfolding of their child’s full, radiant self.
Together, we create a sacred space for lifelong learning, anchored in truth, love,"
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"Alderwood Academy may not be the right fit for families seeking a highly competitive, fast-paced academic environment or traditional discipline structures based on control and compliance. Our approach is rooted in trust, emotional presence, and the belief that true learning unfolds in safe, nurturing spaces where mistakes are welcomed as part of growth.
Families who prioritize rigid testing, accelerated academics, or heavy use of technology over relationship and reflection may find our methods too gentle or unstructured. Likewise, if immediate academic results are valued over long-term personal development, our slower, soul-centered journey may feel misaligned.
We honor each family’s vision, and we bless those called elsewhere. But we invite into our space those who seek not just education—but transformation: of the heart, the mind, and the human spirit."
"A high percentage of our new families come to us through word of mouth! We appeal to parents who know they want Montessori and want a Christian presence for their children."
"Families choose Alderwood Academy because they are searching for something deeper—something that speaks not just to the intellect, but to the soul of their child. They tell us they felt seen, heard, and welcomed from the first moment. What draws them in is not a promise of perfection, but the presence of peace, warmth, and purpose.
They choose us over others because they value emotional safety, authentic connection, and the freedom for their child to grow in their own rhythm. They long for a school where joy, curiosity, and self-worth are as important as reading and math.
They sense our commitment to nurturing the whole child—not molding, but unfolding what is already within.
Parents often say they came for the academics, but stayed for the love. For the rituals. For the softness. For the trust. For the way their child comes home grounded, joyful, and alive.
They choose Alderwood because it feels like home—for the child, and for the family’s heart."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"In the public eye, Alderwood Academy is seen as a warm, peaceful, and deeply nurturing place—a school where childhood is protected, emotions are honored, and learning is soulful and intentional. We are often described as a “hidden gem” or “a school with heart,” known for our holistic approach and calm, loving atmosphere.
Those who hear about us—whether through word of mouth or community presence—often associate us with mindfulness, beauty, and deep values. We are recognized not just as a school, but as a sanctuary where children are truly known and cared for.
While some may first notice our intimate setting or creative curriculum, what lingers in their impression is the way we make people feel: safe, seen, and spiritually grounded.
Our image is quiet yet powerful—an invitation to a different kind of education, one that feels more like home than institution, and more like a calling than a choice."
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"One of the most underappreciated aspects of Alderwood Academy is the sacred simplicity of our daily rhythm. Families notice the calm, the beauty, the warmth—but may not fully grasp how intentional every part of the day is. Our use of silence, movement, storytelling, and ritual is not just soothing—it is transformational.
This gentle structure helps children regulate their emotions, feel secure, and become deeply present in their learning. It allows them to enter a state of relaxed focus, where knowledge is absorbed not through pressure, but through meaningful experience.
This rhythm also invites the soul of the child to breathe—to feel, to wonder, and to rest in the safety of routine.
It may look quiet from the outside, but it is this calm cadence that nurtures the deep inner life of the student. It builds trust, resilience, and a lifelong reverence for learning.
In a world that moves fast, our slowness is our wisdom—and our gift."
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"What often surprises families most about Alderwood Academy is how deeply the experience touches not only their child’s learning, but their whole family life. Many expect a nurturing, alternative school with small classes and kind teachers—and they find that. But what they don’t always expect is how much the school’s calm rhythm, gentle guidance, and meaningful routines begin to influence everyday life at home.
Parents tell us their children become more confident, emotionally aware, and eager to learn—but they also notice a shift in themselves. The pace slows. Conversations deepen. Stress softens.
They’re surprised by how much our thoughtful structure—circle time, reflective dialogue, outdoor learning, and mindfulness—supports not just academics, but emotional balance and healthy family habits.
Alderwood may look simple from the outside, but families soon realize it’s carefully built to nurture lasting change: in how children learn, connect, and grow—and how families grow with them."
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"Recent improvements at Alderwood Academy reflect our deep commitment to nurturing the whole child. We introduced a new emotional well-being program that includes daily mindfulness, conflict resolution circles, and quiet reflection time to help students build self-awareness and empathy.
We’ve expanded hands-on learning through our life skills module—students now cook, garden, and take on classroom responsibilities to build independence. A beloved new addition is our Paws and Claws program, where children care for our class hamster. They learn responsibility, empathy, and how to meet the needs of another living being by feeding, cleaning, and observing gently.
Our teachers have completed new training in restorative practices and self-esteem support, and we’ve added more outdoor learning to connect students with the rhythms of nature.
Each change is a reflection of our mission: to guide students not just to know more, but to grow wiser, more compassionate, and deeply connected—to themselv"
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"Over the next five years, Alderwood Academy will grow slowly and intentionally, expanding grade levels while preserving our warm, child-centered environment. We will deepen our life skills curriculum with more nature-based learning, hands-on projects, and expanded outdoor education.
Our Paws and Claws program will evolve into a larger animal care initiative, helping students build empathy, responsibility, and emotional connection through caring for classroom pets and observing nature.
We plan to introduce a wellness space for mindfulness and emotional regulation, and to continue investing in teacher development to meet the needs of the whole child.
Every change will reflect our mission—to offer a peaceful, meaningful education rooted in presence, growth, and heart. As we expand, our goal remains the same: to raise wise, confident, and deeply grounded human beings."
Since opening our doors in 1983, the National Capital Region has come to recognize Bishop Hamilton Montessori School as a leader in education beginning at 3 months of age and continuing through to grade eight.
As School Director, I am proud of our student-body and the BHMS community at large. The school community has created an environment that strives for excellence not only within the classroom but also when looking outwards to the world around them. BHMS students and graduates come to appreciate the vast and diverse world around them through studying different cultures and through participating in charities both locally and internationally.
The value of learning Christian principles and charity in the context of a multicultural and religiously diverse student body prepares students to partake fully in the Canadian cultural mosaic. By stressing the importance and interconnectedness of people around the world, students also learn about the interconnectedness of the subjects that they study, thus fortifying BHMS’s academic excellence. Through this model, students aspire to become well-rounded citizens from an early age; this aspiration serves to motivate students to develop a passion and hunger for knowledge that they will carry with them through life.
Selecting a school that focuses on your child’s academic, social and spiritual growth is one of the most important decisions that you will make. Bishop Hamilton Montessori School looks forward to partnering with you every step of the way.
Together we can unlock your child’s potential.
Alderwood Academy was born from a dream. One I shared with another mother who, like me, wanted something more for her children. We dreamed of a school that treats every child with the dignity, warmth, and deep respect they deserve. A school where learning feels like discovery, where joy is part of the day, and where each child is seen not as a number or grade, but as a whole human being—body, mind, and soul.
As both a mother and an educator, I understand how much trust it takes to place your child in someone else's hands. This is why Alderwood is not just a school, it’s a community, a second home, a place where your child will be known, heard, and loved.
We blend the best of the Cultural Heritage and Canadian educational traditions, rooted in the wisdom of Montessori, Freinet, Korczak, and Sherborne. But more than methods, what guides us most is the belief that emotional health, creativity, and inner confidence are just as important as math and writing. Here, children learn to grow vegetables, to cook, to solve problems, to breathe through big feelings, and to express themselves without fear. They learn that they matter.
We don’t give out letter grades to define a child, we offer feedback that supports their growth. We don’t punish to control, we listen, reflect, and guide. Every day, we help our students build a sense of identity, compassion, and inner strength that they’ll carry for life.
My background in psychology, pedagogy and healing work allows me to go deeper. To create a space where children feel emotionally safe and connected. And every teacher here shares that mission.
This school is my calling. These children are my inspiration. And every day I am grateful to walk beside them and you, on this journey.
With love and deep care,
Izabela Podgajna
Principal, Alderwood Academy
Progressive
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
BHMS offers a Christian based Montessori education in a safe community where infants to young adolescents are encouraged to reach their full developmental potential.
Our curriculum is rooted in the philosophies of Montessori, Korczak, Freinet, and Sherborne, forming a holistic, child-centered approach that nurtures academic, emotional, and social development. From Montessori, we embrace hands-on learning, independence, and respect for each child’s pace and curiosity. Children learn through exploration in prepared environments that foster self-motivation and focus. Inspired by Korczak, we honor the voice, dignity, and emotional world of every child. We see students as equal human beings, capable of reflection, decision-making, and contribution to the community. Freinet brings project-based, experiential learning. Children engage in meaningful tasks like cooking, gardening, and creative writing that build real-world skills, collaboration, and purpose. With Sherborne, we incorporate movement and body awareness to support emotional regulation, trust-building, and self-confidence through cooperative physical experiences. These philosophies are woven together through our living “Source Code” of presence, compassion, and truth. Emotional literacy, cultural heritage, mindfulness, and life skills are central to our curriculum. We aim not only to educate, but to raise grounded, confident, kind human beings prepared for life with clarity and heart.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The math materials, like all other classroom materials, focus first on the concrete and then move toward abstraction. Students first focus on the numbers one to ten, mastering quantity, then the symbol and finally associating the two. A complete comprehension of this first stage is essential as it lays a solid foundation for future work in the decimal system. Students are exposed to the operations of addition, subtraction, multiplication and division before they leave the Casa program. There are five strands in the Ontario Grade 7 & 8 Curriculum. Our program meets and exceeds the requirements for both levels, not only by incorporating material from grade 9, but also by requiring students to conduct higher order thinking in math seminar and math projects.
At Alderwood Academy, we follow a balanced approach that integrates both traditional and discovery-based methods. We explicitly teach core algorithms and ensure procedural fluency while also engaging students in real-life problem-solving and mathematical inquiry. Using the Singapore Math framework, students progress from concrete to pictorial to abstract understanding, allowing deep conceptual mastery alongside skill development. Inspired by Freinet and Montessori principles, math is experienced beyond textbooks—through budgeting, cooking, measuring, and projects that connect learning to life. Students are encouraged to explain their thinking, explore multiple strategies, and build confidence through guided challenges and reflection. Small class sizes and flexible pacing allow us to differentiate instruction and support both accuracy and creative reasoning.
We use Singapore Math as our primary curriculum, supported by Montessori hands-on materials, teacher-created tasks, and real-life application projects that reinforce understanding and relevance.
Calculators are introduced in upper grades only after mastery of foundational operations. Emphasis is placed on mental math and paper-based strategies. Calculators are used selectively for complex, multi-step tasks where they enhance, rather than replace, conceptual understanding and reasoning.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
In the language portion of the curriculum Casa students begin by identifying sounds and later associating them with letters. Later, students apply this knowledge to phonics and reading. In the Montessori system students first learn to write and then to read.
At Alderwood Academy, we use a systematic, phonics-intensive approach as the foundation for learning to read. Students begin with explicit instruction in letter sounds, blending, segmenting, and decoding. We follow a structured sequence that ensures mastery of phonemic awareness before progressing to more complex phonics rules. This is supported by multisensory activities and hands-on materials inspired by Montessori principles, helping students internalize patterns through movement, sound, and visual cues. While phonics is the core, we enrich reading with meaningful literature, shared reading, and storytelling to build comprehension, vocabulary, and a love for books. Inspired by Korczak and Freinet, we encourage expression, reflection, and real-life use of language. Reading is not rushed—it’s guided with care, tailored to individual pace, and supported by continual observation. Our goal is for students to not only decode fluently, but to read with confidence, joy, and deep understanding.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Used solely by teachers to understand progress; results never affect the child and guide individualized support or challenge.
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.
Information not available
At Alderwood Academy, our writing program blends systematic instruction with a process-based approach. In the early years, children are encouraged to write freely and meaningfully—through journals, stories, letters, and project reflections—fostering a natural connection to self-expression. Inspired by Freinet’s emphasis on purposeful communication and Korczak’s belief in the child’s voice, we create space for writing that matters to the child. At the same time, we teach foundational writing skills explicitly: sentence structure, grammar, punctuation, and planning. Students learn how to organize thoughts, revise, and edit their work through mini-lessons and guided practice. Writing is often integrated across subjects, including nature journals, reflective writing, and project-based reports. We support all learners by meeting them at their level, encouraging growth at their own pace, and celebrating their voice. Our goal is to raise thoughtful, expressive writers who write with clarity, creativity, and confidence.
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.
Science is an integral part of the Montessori classroom curriculum from Casa through Junior High. As students join the Senior Elementary classroom they are introduced to an enriched science program conducted by the science specialist in a carefully designed student-friendly laboratory. In this environment students conduct a variety of experiments, learning about such topics as biology, physics, optics, anatomy, astronomy, genetics, and aerodynamics. This hands-on approach to learning what is often only taught through textbooks instills in students a passion for exploration and discovery. Since research at BHMS is not limited by age, only by imagination, students are able to conduct independent research on topics of personal interest. They then present their conclusions in local and regional science fairs where BHMS consistently rates among the top schools in the region.
At Alderwood Academy, we take a balanced approach to science, combining direct instruction with hands-on, inquiry-based exploration. Foundational concepts are taught clearly and systematically to ensure students build strong scientific knowledge. At the same time, we believe science is best understood through active discovery. Inspired by Freinet and Montessori principles, our students ask questions, form hypotheses, conduct experiments, and reflect on their findings through observation and journaling. We connect lessons to real life—exploring nature, weather, the human body, and environmental care—often through outdoor experiences and seasonal projects. We use visual aids, models, and age-appropriate texts alongside child-led experiments and collaborative investigations. This balance fosters both content mastery and scientific thinking, encouraging curiosity, critical analysis, and responsibility. By nurturing wonder and grounding it in knowledge, our science program helps students understand not only the world around them, but their role within it.
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
At Alderwood Academy, our literature program balances traditional literary analysis with socially conscious reflection. Students engage with both classic and contemporary texts, learning to understand plot, character, and theme while also exploring the deeper human and ethical questions literature presents. We enrich our approach by integrating drama into literacy, allowing students to embody stories, explore characters, and express understanding through performance. Drama brings texts to life, deepens comprehension, and nurtures empathy, creativity, and confidence. Inspired by Korczak’s emphasis on emotional awareness and Freinet’s project-based methods, our literature classes include discussion, journaling, role-play, and expressive arts. Students think critically, reflect personally, and connect literature to real-life experiences and social issues. This holistic approach cultivates not only strong readers and writers, but thoughtful, articulate, and compassionate individuals. Literature at Alderwood is not just studied—it’s felt, experienced, and lived.
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
Thematic
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 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.
Throughout the elementary program students are exposed with increasing detail to the Great Stories: Creation of the Universe, Timeline of Life, Timeline of Humans, The Story of Numbers and The Story of Language. Montessori lessons address reading, writing, mathematics, geometry, physics, chemistry, biology, economics, history, art, geology and geography. The Montessori concepts and skills development are an enriched program with a lot of scope.
At Alderwood Academy, we take a thematic approach to social studies, allowing students to explore meaningful topics such as community, identity, culture, environment, migration, and belonging. These broad themes connect across grades and subjects, helping children build context and relevance in what they learn. Themes are explored through literature, storytelling, drama, art, research, and hands-on projects. Students might study food traditions around the world, then explore how geography shapes culture, or how migration affects families and societies. Rooted in Freinet’s experiential learning and Korczak’s humanistic philosophy, we emphasize empathy, responsibility, and active citizenship. Students reflect on their role in the world, past and present, and how their actions shape their communities. Our thematic structure encourages curiosity, critical thinking, and meaningful connection—ensuring students don’t just memorize facts, but understand people, values, and systems with depth and heart.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
BHMS offers an adolescent program within the context of the regular Montessori school, providing a supportive learning environment specially tailored to meet the needs of adolescents. Happy and healthy teenage experiences are essential for developing the coping skills and knowledge for successful adulthood. To this end, the integrated program of study for the BHMS Junior High follows Dr. Montessori’s Educational Syllabus for the adolescent: Self Expression: Music, Writing Workshops & Language Arts, Art, Physical Education Psychic Development: Moral Education, Mathematics, Languages (French) Preparation for Adult Life: Study of the Earth & Living Things (Physical Geography, Biology, Anatomy, Astronomy) Study of Human Progress & the Development of Civilization (Physics, Chemistry, Engineering, Genetics, History of Science & Technology) Study of History of Humanity (History of Exploration & Settlement, Political Geography, Environmental Studies, Religion, Peace & Conflict Studies, Law & Government, Literature/ Novel Study, National history & Current Events).
At Alderwood Academy, our humanities and social sciences program blends the timeless with the timely. Students engage with enduring ideas and classical works that explore human nature, ethics, and identity—reflecting a perennialist commitment to critical thinking and cultural literacy. At the same time, we embrace a pragmatic lens by connecting these ideas to students’ lived experiences, current events, and real-world challenges. We explore literature, philosophy, history, and social systems not as abstract concepts, but as living conversations that shape how we understand ourselves and our communities. Inspired by Korczak’s belief in the dignity of the child and Freinet’s focus on meaningful learning, we encourage students to reflect, question, and participate. Through discussion, journaling, inquiry projects, and collaborative learning, students learn to analyze, empathize, and respond with thoughtfulness. Our goal is to form not only informed thinkers—but responsible, engaged, and compassionate citizens of the world.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The study of French is of utmost importance at Bishop Hamilton Montessori School where students begin their daily language study while still in the Casa program. As students progress through the levels their mastery of the language intensifies as does their understanding of Francophone culture and literature. Harnessing Ottawa’s geographic location and bilingual nature the French program conducts field-trips, culminating in annual trips to visit nearby Francophone cities of Montreal and Quebec in grades six through eight. Students graduating from grade eight of the Junior High program have successfully completed the French immersion language curriculum that is introduced at grade 10 in the public immersion system. By moulding students’ linguistic capabilities from such a tender age, and in small-group settings, they are able to become fully assimilated into the bilingual mosaic of Canada’s National Capital Region.
At Alderwood Academy, we currently offer both French and Polish as part of our regular curriculum, reflecting our commitment to cultural literacy and heritage. Our approach balances audio-lingual methods—such as structured repetition, pronunciation practice, and vocabulary drills—with communicative strategies that focus on conversation, songs, games, role-play, and cultural exploration. Students are encouraged to use the target language in meaningful, age-appropriate contexts, building both confidence and functional language skills. We believe that language learning is not just academic but deeply personal—it’s about identity, connection, and curiosity. Looking ahead, as our community grows, we are committed to expanding our language offerings in response to our students' cultural backgrounds. If we welcome families who speak other heritage languages, we will integrate those languages into our program to ensure each child’s identity is recognized and celebrated. Our goal is to create a truly inclusive, multilingual environment rooted in belonging.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Beginning in the Casa level and beyond, students meet with the Music Specialist where they are introduced gradually to music theory and expression. In grade 4 students begin exploring different musical instruments and, later, are integrated into the school band. Additionally, vocal skills are honed and refined through learning and performing choral music. The BHMS passion for music and performance is evidenced through annual concerts that bring together students of all ages, as well as the staging of some popular musicals, complete with set design, costuming, and theatrics, all developed by the students. Creative expression is an important outlet for students. The Art curriculum aims to inspire students to express feelings, ideas, and issues using a variety of medians such as: two and three dimensional forms and Multimedia Art. Students learn to apply the critical analysis process to communicate feelings, ideas and understanding of Socio-cultural and Historical Contexts.
At Alderwood Academy, we offer a well-rounded arts program that balances creative expression with art appreciation. Students engage in visual arts, music, dance, and drama while also learning about key artists, styles, and cultural traditions. Creativity is deeply embedded in our daily rhythm. Children not only paint, sing, and act—they also sew, garden, and participate in handcrafts, gaining practical skills and artistic confidence. Piano lessons are available to support musical growth, and drama is used across subjects to enrich comprehension and self-expression. Inspired by Freinet and Korczak, we see art as a vital way to explore feelings, identity, and the world. Projects are often tied to seasonal themes or real-life connections, and students are encouraged to reflect on their work. Our goal is to help every child discover the joy of creating, while cultivating appreciation for beauty, meaning, and cultural diversity in the arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
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.
Information not available
At Alderwood Academy, we believe in thoughtful, purposeful use of technology. We practice light integration, using computers occasionally to support learning without allowing screens to dominate the classroom experience. Our focus is on developing foundational skills—critical thinking, creativity, communication, and emotional intelligence—through hands-on, real-world engagement. We recognize that most students are already immersed in digital environments outside of school. Therefore, our role is to provide balance: protecting space for deep focus, face-to-face interaction, and the kind of experiential learning that screens can’t replicate. Technology may be used to support research, presentations, or creative projects in upper grades, but it is never the center of instruction. We prioritize tactile materials, nature-based learning, and interpersonal collaboration as essential to child development. As we grow, we may introduce basic digital literacy components when age-appropriate, always ensuring that technology serves the child—not the other way around.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at BHMS learn from a young age that a healthy mind thrives in a healthy body. Once students reach the third year of Casa they progress to classes lead by the physical education specialist in our gym or outside. These classes, taught three times weekly, teach the importance of exercise as part of a routine, the rules of certain sports and good sportsmanship. Students participate in city-wide sporting events as well as in athletic competitions with other schools. The Junior High Physical and Health Education program, taught in French and English, introduces a variety of sports, games, and outdoor pursuits. We participate in cross-country running, soccer, floor hockey, track and field, as well as, an extensive cycling program. The health curriculum uses the Ontario curriculum documents as a guide.
At Alderwood Academy, physical education is a vital part of our holistic approach to child development. Guided by a dedicated PE coach, our program focuses not only on physical fitness but also on confidence, coordination, teamwork, and joy in movement. Classes are designed to support every child’s natural growth and rhythm, incorporating elements of structured play, balance, flexibility, and body awareness. Inspired by Sherborne Developmental Movement, we view physical activity as a pathway to emotional and social well-being. To further support our students, we offer additional Saturday classes, where children participate in guided activities that nurture their physical development through fun, creativity, and goal-setting. These sessions allow students to plan, reflect, and actively engage in their growth. Our aim is to foster a lifelong love of movement and a deep connection between body and self—empowering each child to feel strong, capable, and supported in every step they take.
Montessori
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.
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.
Students progress and learn at their own pace. For this reason fast learners are not held back and slower learners are not frustrated by their inability to keep up. Classrooms consist of mixed ages 3 to 6 and provide a family life setting where learning takes place naturally. This approach recognizes learning as a social process and provides opportunities for older students to mentor the younger ones. The curriculum develops spoken and written language, reading, mathematics, the natural sciences and the arts.
Our Kindergarten program blends Montessori, Korczak, Freinet, and Sherborne philosophies to nurture the whole child. Children learn through hands-on activities, movement, storytelling, and real-life tasks like cooking and gardening. We focus on emotional literacy, social skills, and self-regulation through mindfulness, circle time, and cooperative play. Inspired by Korczak, we treat each child with dignity, honoring their voice and individuality. Montessori materials encourage independence and focus, while Freinet methods foster creativity and purpose through experiential learning. Sherborne movement supports body awareness and trust. Our calm, home-like environment emphasizes rhythm, routine, and connection. We lay strong academic, emotional, and social foundations while nurturing curiosity, kindness, and confidence in a peaceful, respectful setting.
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
We use multi-age classrooms and differentiated instruction to meet each child’s unique pace. In-class ability grouping and independent study support both advanced learners and those needing more time. Our flexible, respectful approach allows students to grow confidently while staying connected to their natural curiosity and developmental stage.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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.
The School works collaboratively with parents teachers and students to foster the development of each child. The outcome of this partnership is our Portrait of a Graduate which consists of following skills and attributes: academically prepared, leader, independent thinker, intrinsically motivated, socially responsible, respecter of all persons, competent learner, confident, creative thinker, collaborative worker, protector the environment, engaged community citizen, secure with their relationship with God. Portrait of a Graduate illustrates the skills and attributes BHMS students can develop when parents and teachers work collaboratively to foster the development of their child’s academic, social, emotional, and spiritual development.
At Alderwood Academy, we foster a supportive academic culture rooted in curiosity, creativity, and the joy of learning. We hold high standards, but focus more on the process than the outcome. Students are encouraged to explore, reflect, and grow at their own pace, with guidance that honors their individuality. Our approach emphasizes depth over speed, understanding over memorization, and confidence over competition. Mistakes are seen as part of learning, and students are celebrated for their effort, progress, and engagement. We nurture lifelong learners who feel safe to take risks, think critically, and discover their own paths to excellence. Academic achievement becomes a natural result of inspiration, care, and meaningful learning.
"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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
The academic, spiritual, physical and social growth of each student is achieved through two methods: the Christian message of the Catechesis of the Good Shepherd and the Montessori approach as outlined by the Association Montessori Internationale and the Canadian Council of Montessori Administrators (CCMA).
At Alderwood Academy, our goal is to nurture whole, balanced human beings—children who are intellectually curious, emotionally grounded, socially conscious, physically confident, and spiritually connected. While we give equal attention to all areas of development, we place a special emphasis on spiritual growth as inner strength, self-awareness, and connection to something greater than oneself. We aim to shape students who are not only thoughtful and capable, but also kind, reflective, and guided by compassion and integrity. Through meaningful relationships, purposeful learning, and daily rituals of mindfulness and gratitude, we support children in becoming resilient, respectful individuals who live with intention. We believe education is not only preparation for a career, but for a life well-lived.
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 | |
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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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| Developmental | ||||
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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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| Behavioral and Emotional | ||||
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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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| Physical | ||||
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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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
At Alderwood Academy, we are committed to supporting the whole child, including their unique developmental and therapeutic needs. We offer access to a speech therapist and psychological support services to provide in-depth, individualized care when needed. These professionals collaborate with our teaching team to observe, assess, and support students in a compassionate, respectful manner. We tailor accommodations to each child’s profile—whether through modified classroom strategies, emotional regulation support, or targeted interventions in communication or cognitive development. Though we are not a designated special education school, we strive to provide gentle, holistic support to students facing learning or emotional challenges. We also focus on proactive tools such as emotional literacy, mindfulness, and restorative practices to promote regulation and self-awareness. Our aim is to create a nurturing environment where every child feels seen, supported, and empowered to thrive at their own pace.
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
1 - 8
0%
0%
$0
$0
99%
99%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
No
No
No
No
No
No
No
No
No
No
No
At Alderwood Academy, we welcome students who are curious, kind, open-hearted, and ready to grow—not just academically, but emotionally and socially. We are looking for children who will thrive in a warm, nurturing environment where relationships, respect, and self-awareness are central to the learning experience. An ideal student is not defined by test scores or outward achievements, but by their willingness to explore, to try, and to connect. They should be receptive to hands-on learning, collaborative work, and creative expression. A readiness to communicate, listen, and participate in a community of care is essential. We also look for families who share our values—who believe in whole-child education, emotional safety, and the importance of nurturing both competence and character. Students who thrive at Alderwood are those who feel seen, supported, and inspired—and who, in turn, help create a respectful and joyful learning environment for others.
We admit students throughout the school year if space is available. The admission process at BHMS consists of the following: A School Tour following the initial inquiry, provides parents with an opportunity to visit our school, see our facility, and meet with our staff. The Director of Admissions will provide prospective parents with a Parent Information Package and review its contents. The Information Package contains information about our school and includes: BHMS Program Guide, Parent Handbook, Parent/School Partnership Agreement, Financial Handbook, Application for Enrolment and information about School Uniforms. A meeting with the School Director is held who will address additional parent inquires and determine a mutual fit for the family and BHMS. The decision for acceptance of enrolment to BHMS is made by the School Director. Parents inform BHMS Director of Admissions their intent to enrol and complete the Application for Enrolment. Director of Admissions forwards Enrolment Contract for parent review and coordinates a meeting with parents to finalize enrolment.
At Alderwood Academy, our application process is warm, thoughtful, and designed to ensure a strong alignment between the family and the values of our school.
The process begins with an initial inquiry or tour, where families are invited to visit the school, meet our staff, and experience our learning environment firsthand. Following the visit, families may submit an application form along with a student profile, previous school records (if applicable), and a non-refundable application fee.
An interview with the parents and child is then scheduled to understand the child’s learning style, personality, and needs. This is followed by an observation session or trial day, especially for Kindergarten and early elementary applicants.
Our goal is to welcome families who resonate with our mission of holistic, value-based education. Once accepted, families receive a welcome package and orientation to begin a meaningful, connected school journey.
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