2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
3018 Arbutus St, Vancouver, British Columbia, V6J 3Z2, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
3018 Arbutus St, Vancouver, British Columbia, V6J 3Z2, Canada
5,530.9 km
7,662.8 km
1983
2010
200
10
Nursery/Toddler to 8
Preschool to 7
Coed
Coed
Day
Day
English, French
English, French, Spanish, Mandarin
Academic
Academic
Montessori
Progressive
Varies
Varies
Learning, Developmental, Behavioral
In-class adaptations
$4,620 to $19,495
$18,000
Yes
No
0%
0%
1 to 8
None
$0
$0
15
1
0%
0%
99%
0%
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
Yes: grades Preschool - SK
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 reportAsland Learning Academy is a nurturing, innovative school serving preschool and school-age children, guided by the philosophy “From Knowledge to Virtue.” Its approach blends strong academics—STEM, phonics, Singapore Math, public speaking—with hands-on exploration and character development. Small class sizes, personalized instruction, and social-emotional learning foster curiosity, empathy, and resilience. Rooted in values-based education, Asland emphasizes creativity, critical thinking, and real-world problem-solving over rote learning or competition. Families are drawn to its warm, home-like environment and balanced curriculum, which prepares children not just for school but for life by cultivating confident, compassionate learners with kind hearts and curious minds.
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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
information not available
"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."
"Asland Learning Academy is a nurturing, innovative school serving preschool and school-age children. Guided by our philosophy—From Knowledges to Virtue—we blend strong academics with character-building experiences. Through hands-on learning, STEM, phonics, critical thinking, and more, we help children grow into confident, curious, and compassionate individuals prepared for both school and life."
"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."
"What sets Asland Learning Academy apart is our strong commitment to fostering both intellectual growth and kindness. Guided by our philosophy—From Knowledges to Virtue—we integrate academic excellence with character development in every aspect of learning.
Our custom-built curriculum includes subjects such as STEM, phonics, Singapore Math, public speaking, and critical thinking, all delivered through engaging, hands-on experiences that make learning enjoyable. We emphasize real-world problem-solving and creativity, helping children grasp not only facts but also the purpose behind them.
We provide a nurturing, personalized environment where teachers genuinely know and support each child. Social-emotional learning is incorporated into daily routines, assisting students in becoming empathetic, confident, and resilient.
At Asland, children are not just preparing for the next grade—they are growing into compassionate, capable learners ready to thrive in life."
Information not available
"At Asland Learning Academy, we intentionally prioritize personalized, character-driven learning over rigid standardization. This means we invest more in hands-on exploration, creativity, and emotional growth, rather than focusing heavily on rote academics or constant test prep.
We’ve also chosen connection over competition—nurturing collaboration, empathy, and community in place of high-pressure academic ranking. Our classrooms may look less traditional, but they are rich in purposeful play, problem-solving, and meaningful dialogue.
Technology supports our curriculum but doesn’t dominate it; we value real-world interaction and relationship-building more than screen time. These tradeoffs reflect our core belief: children learn best when they feel safe, curious, and valued.
By letting go of one-size-fits-all systems, we empower students to grow into capable, compassionate individuals prepared for both school and life."
"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!"
"Asland Learning Academy began with a simple vision: to create a nurturing, academically rich environment where every child could thrive. We developed a custom-made preparatory curriculum to bridge early education with success across various school systems. A key milestone was expanding into after-school tutoring and pick-up services, supporting families beyond preschool hours. In recent years, we’ve launched future-ready programs like STEM, public speaking, and 3D printing—showing our commitment to innovation. Even after setbacks from a facility fire, our resilience and community spirit have driven us forward. Each step reaffirms our mission to provide quality, child-centered education that evolves with family needs—guided by our belief: From Knowledges to Virtue."
"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."
"Students who thrive at Asland are curious, kind, and eager to explore. They flourish in environments that celebrate creativity, hands-on learning, and emotional growth alongside academics. Our approach is especially well-suited for children who benefit from small class sizes, nurturing guidance, and room to discover at their own pace.
Families who connect deeply with Asland value whole-child development. They care not only about academic achievement, but also about raising children who are confident, empathetic, and thoughtful. They appreciate a personalized, community-based school environment and are willing to partner with teachers in their child’s growth journey.
Asland is a place for families who believe learning should be joyful, relationships should be meaningful, and every child deserves to be truly known."
Information not available
"Asland Learning Academy may not be the right fit for families seeking a highly traditional, test-focused academic environment with rigid discipline and standardized outcomes. Our student-centred approach prioritizes creativity, emotional intelligence, and hands-on exploration over rote memorization or frequent testing.
Families expecting strict uniformity or accelerated academic pressure may feel out of sync with our emphasis on developmental readiness and whole-child learning.
Likewise, parents looking for a high-tech or screen-heavy learning model might not align with our commitment to real-world play, human connection, and meaningful relationships.
We serve families who value patience, collaboration, and long-term growth, rather than immediate performance metrics. If a family prioritizes competition over compassion, or prefers fast academic pacing over deep understanding, they may not fully appreciate what we offer."
"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 Asland Learning Academy because they feel seen, heard, and valued from the very first interaction. They often tell us they’re drawn to our warm, home-like environment, our deep commitment to nurturing both character and intellect, and the way we honour each child’s unique pace and personality.
Unlike larger, more impersonal schools, we offer small class sizes, strong teacher-family relationships, and personalized attention that allows children to thrive emotionally and academically. Parents also appreciate our balanced approach—blending academics, play, creativity, and social-emotional growth.
In a world of fast-paced academics, families turn to Asland for a school that educates the heart as much as the mind—and that’s what keeps them here."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Asland Learning Academy is widely known for being a warm, nurturing, and values-driven school where children feel safe, happy, and inspired to learn. In the public eye, we are often described as a “home away from home”—a place where students are treated with care, respect, and individual attention.
Families in our community associate us with strong character development, whole-child education, and joyful learning experiences. We are also recognized for our creativity-infused curriculum, hands-on learning, and our commitment to helping children grow not just in academics, but as kind, confident human beings.
People often say that Asland “feels different”—more personal, more thoughtful, and more connected to each child’s emotional and developmental needs. That heart-centred approach is what we are best known for."
Information not available
"One often underappreciated aspect of Asland Learning Academy is the depth of our social-emotional learning (SEL) program. While families appreciate our academic and creative offerings, they sometimes underestimate the importance of emotional intelligence and resilience in everything we do.
Our intentional focus on teaching kindness, empathy, self-regulation, and effective communication creates a foundation that supports not only academic success but lifelong well-being. This commitment enables students to navigate challenges with confidence, foster meaningful relationships, and cultivate a strong sense of self.
Many families only fully recognize the impact of this SEL focus after seeing how their children grow into compassionate, confident individuals—well prepared for both school and life beyond."
Information not available
"Families are often surprised by just how much their children thrive emotionally, socially, and academically. While they may expect strong academics or fun activities, they don’t always anticipate the deep sense of belonging and emotional growth their child will experience.
Many parents tell us they’re amazed at how quickly their children build confidence, communicate their feelings, and develop genuine friendships. They’re also pleasantly surprised by how reflective and caring our students become—learning to express gratitude, show empathy, and resolve conflicts peacefully.
Win a peaceful manneray first see as a cozy, nurturing school reveals itself to be a place of profound character development, where children grow not only smarter—but kinder, stronger, and more self-aware than they imagined."
Information not available
"At Asland Learning Academy, we've made several meaningful improvements aligned with our commitment to whole-child development. Recently, we introduced a project-based STEM program to encourage hands-on exploration and critical thinking from an early age. We've also expanded our phonics and early literacy program, helping children build strong foundations in reading and writing through interactive activities.
In response to parent feedback and our focus on emotional well-being, we've incorporated a mindfulness and self-regulation routine into the daily schedule. Additionally, we've hosted parent workshops and professional development sessions for our educators to ensure consistency in home-school collaboration and high teaching standards.
These updates reflect our mission to foster not just academic excellence, but compassionate, curious, and confident learners."
Information not available
"Over the next five years, Asland Learning Academy will expand our academic and enrichment offerings. We aim to launch a dedicated innovation lab for hands-on STEM learning, including robotics, coding, and 3D printing. To support multilingual learners, we plan to introduce a bilingual early learning stream. We will also enhance SSAT English and Kangaroo Math preparation, supporting students in competitive academic pathways.
Our commitment to whole-child education encompasses strengthening social-emotional learning, enhancing teacher training in inclusive and trauma-informed practices, and exploring the potential for a second campus to meet demand while preserving small class sizes. These steps ensure that we continue to nurture compassionate, curious, and capable learners, ready for both academic challenges and life beyond the classroom."
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.
Dear Asland Families,
At Asland Academy, our mission is clear — From Knowledge to Virtue. We believe education is more than the pursuit of facts; it is the journey of shaping character, values, and purpose. Every lesson, activity, and conversation in our classrooms is designed not only to develop sharp minds but also kind hearts.
Through our rich programs in STEM, literacy, arts, and life skills, we encourage students to think critically, create boldly, and act compassionately. We celebrate curiosity while guiding our learners to apply what they know in ways that uplift themselves and others.
It is our privilege to work alongside families in nurturing children who are not just prepared for academic success but also ready to contribute positively to the world. Together, we are building a community where knowledge leads to wisdom, and wisdom blossoms into virtue.
With warm regards,
Natalie Qiu
Progressive
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Not applicable
BHMS offers a Christian based Montessori education in a safe community where infants to young adolescents are encouraged to reach their full developmental potential.
At Asland Learning Academy, our French curriculum is thoughtfully integrated into our early learning and preparatory programs to foster bilingual development from a young age. We follow a play-based, immersive approach that introduces children to French through songs, stories, games, and daily conversation. Our goal is to build a natural and confident use of the language, emphasizing listening and speaking skills first, followed by vocabulary and basic reading. We align our curriculum with recognized early childhood French language frameworks, ensuring age-appropriate progress and a strong foundation for future academic pathways, whether in French Immersion or Francophone programs. Lessons are led by experienced educators who create a nurturing, engaging environment that makes learning French enjoyable and meaningful. Our approach supports cognitive development, cultural awareness, and communication skills, contributing to the holistic growth of each child. By embedding French naturally into the school day, children gradually develop both understanding and appreciation for the language—setting the stage for lifelong learning and multicultural competence.
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 Asland Learning Academy, our math instruction strikes a balance between traditional methods and discovery-based learning. We use Singapore Math as our core program, emphasizing mastery through concrete-pictorial-abstract progression. Traditional techniques, such as direct instruction and practice drills, build foundational skills and fluency. Simultaneously, students engage in problem-solving tasks, math games, and hands-on activities that promote reasoning and conceptual understanding. Our teachers encourage students to explore multiple strategies, ask questions, and explain their thinking, fostering a growth mindset. We also incorporate real-world math applications and STEM-based challenges to make learning meaningful and engaging. Small-group instruction and ability grouping ensure each child receives the right level of support or enrichment. This balanced approach enables students to develop both procedural competence and a deep understanding of mathematical thinking.
We use Singapore Math as our core textbook. Supplementary materials include Math Olympiad practice, manipulatives for hands-on learning, math games, and teacher-created problem-solving worksheets to support both foundational skills and enrichment across various ability levels.
Calculators are not used in early grades to ensure a strong foundation in mental math and problem-solving. We focus on developing number sense, computation, and reasoning through hands-on and visual methods. As students advance, calculators may be introduced for complex problem-solving and real-world applications, under the guidance of their teachers.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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 Asland Learning Academy, we follow a Balanced Literacy approach that combines Whole Language with structured phonics instruction. Our early reading program incorporates read-alouds, shared reading, guided reading, and independent reading to foster fluency, comprehension, and a love of books. Phonics is taught explicitly through daily mini-lessons and reinforced through songs, games, and hands-on activities. We use levelled readers and decodable texts to support students at their individual reading levels. Word study, vocabulary development, and sight word practice are integrated into literacy centers and small-group instruction to support effective learning. Children are encouraged to make connections between texts and their own experiences, fostering a more profound understanding. By combining rich language exposure with systematic phonics, we ensure students develop the decoding skills and comprehension strategies they need for strong, confident reading. This approach supports all learners, including English language learners and those who require additional support.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use DIBELS and other assessments to monitor reading fluency, comprehension, and phonics progress, guiding instruction.
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 Asland Learning Academy, our writing program provides a balanced approach that equally emphasizes creative expression and foundational writing skills. Young students engage in daily writing activities, such as journaling, personal narratives, and thematic prompts, to build fluency and confidence. Alongside these process-oriented tasks, we provide explicit instruction in grammar, sentence structure, punctuation, and spelling through mini-lessons and guided practice. Students learn to organize their ideas using graphic organizers and are introduced to writing strategies such as brainstorming, drafting, revising, and editing. Our curriculum encourages students to share their work, fostering communication skills and a sense of pride in authorship. Writing is integrated across subjects to reinforce learning and make it meaningful. By balancing structured instruction with opportunities for authentic writing, we support the development of both technical skills and a genuine love for written expression.
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 Asland Learning Academy, our science program strikes a balance between direct instruction and inquiry-based exploration. We introduce core scientific concepts through engaging textbooks, visual aids, and teacher-led lessons, ensuring students build a strong foundational understanding. At the same time, we emphasize hands-on experiments, STEM challenges, and student-led investigations that promote curiosity and critical thinking. Students learn to observe, question, hypothesize, and record data through age-appropriate experiments. Projects are often tied to real-world themes, encouraging connections across disciplines. Assessment includes both traditional quizzes and tests, as well as presentations, journals, and collaborative projects. Our approach fosters scientific literacy and a spirit of discovery, while accommodating a range of learning styles. By integrating structured content with active exploration, we equip students with both the knowledge and skills needed to think like scientists.
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 Asland Learning Academy, our literature program balances traditional classics with diverse, socially conscious texts to foster both literacy and empathy. Students explore age-appropriate folk tales, poetry, and classic literature to build a foundation in language, structure, and storytelling. Alongside these, we include contemporary and multicultural books that highlight themes such as kindness, inclusion, identity, and fairness. Through read-alouds, guided discussions, and literature circles, students develop the ability to think critically, compare perspectives, and connect stories to their own experiences and the world around them. We encourage respectful dialogue and reflection on character choices, social issues, and the moral lessons they convey. Writing assignments and projects extend literary analysis and personal expression. By blending traditional literary works with socially relevant texts, we cultivate both strong readers and compassionate, open-minded thinkers.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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 Asland Learning Academy, we follow the Expanding Communities approach in our social studies curriculum. Young learners begin by exploring their own identities, families, and classroom communities. As they progress, the curriculum expands outward to include neighbourhoods, local services, city and provincial life, and global cultures. Lessons are grounded in students’ everyday experiences and encourage them to see themselves as part of a broader world. Activities include storytelling, role-playing, community walks, and cultural celebrations, helping students build empathy, civic awareness, and a sense of belonging. While historical content is introduced, the primary focus remains on understanding relationships, diversity, and social responsibility in age-appropriate ways.
Not applicable
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.
Not applicable
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).
Information not available
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 Asland Learning Academy, our language instruction blends the audio-lingual and communicative approaches equally. Students build foundational skills through repetition, vocabulary drills, and sentence patterns (audio-lingual), while also engaging in real-life conversations, role-plays, songs, and interactive games (communicative). This balanced method develops both accuracy and fluency in meaningful, age-appropriate contexts.
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.
The Expressive philosophy best describes our visual arts program at Asland Learning Academy. We believe that creativity is inherently personal and subjective. Our goal is to create an open and supportive environment where students are encouraged to explore, experiment, and express their ideas freely. Through diverse materials, themes, and techniques, children develop confidence, individuality, and a lifelong appreciation for 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
Light integration best describes our approach at Asland Learning Academy. We believe in developing core academic and social-emotional skills first, using technology as a supportive tool rather than a primary focus. Students occasionally use computers and tablets for research, learning apps, or presentation creation, especially in upper grades. However, screen time is limited in younger years to prioritize hands-on learning, collaboration, and critical thinking. We introduce basic digital literacy skills and responsible technology use through simple, age-appropriate activities. Our goal is to ensure students gain essential tech competencies without compromising foundational development in reading, writing, math, and interpersonal skills.
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 Asland Learning Academy, our physical education program promotes holistic development through movement, mindfulness, and play. We focus on building motor skills, coordination, confidence, and healthy habits through fun and inclusive activities. Younger children enjoy activities such as yoga, dance, obstacle courses, and ball games to develop balance and body awareness. We incorporate nature walks and park time regularly to encourage outdoor exploration and a connection with the environment. As students grow, we introduce team sports, fitness challenges, and cooperative games to foster teamwork, perseverance, and sportsmanship. Yoga and mindfulness exercises are woven into our routine to support emotional regulation and focus. Our approach prioritizes participation and enjoyment over competition, helping every child discover the joy of staying active while supporting their physical and emotional well-being.
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
At Asland Learning Academy, we blend academic rigor with joyful learning. Our preschool and Kindergarten programs follow a structured, theme-based approach aligned with the BC curriculum. Each day includes teacher-guided lessons in early literacy, math, science, and critical thinking, supported by programs like Singapore Math and phonics-based reading. Learning centers are intentionally designed to reinforce academic goals through hands-on exploration. Our small-group rotations allow for differentiated instruction, ensuring each child receives personalized support. While academic development is prioritized, we balance it with purposeful play, fostering curiosity, confidence, and a love for learning. This hybrid model prepares students not just for school readiness, but for lifelong success.
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 differentiated instruction and in-class ability grouping to tailor learning to each child’s pace. Small-group rotations and individualized tasks allow students to progress based on readiness. Our approach ensures support for those needing reinforcement and enrichment for advanced learners, fostering confidence and academic growth at every level.
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.
We foster a supportive academic culture that emphasizes growth, curiosity, and perseverance over perfection. Students are encouraged to set personal goals, take intellectual risks, and learn from mistakes. Our educators create a nurturing environment where effort is recognized and learning is celebrated. We use differentiated instruction to meet diverse learning needs and promote collaboration through group projects and peer support. Regular feedback, student reflection, and parent communication help reinforce a shared commitment to progress. Academic integrity, responsibility, and a love for learning are core values we model and expect. By creating a positive, inclusive atmosphere, we help students build confidence, resilience, and a strong foundation for lifelong learning.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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).
We aim to shape well-rounded individuals who are intellectually curious, emotionally intelligent, socially responsible, physically active, spiritually grounded, and refined in character. Our students are encouraged to think critically and creatively, communicate with clarity and kindness, and uphold the values of truth and integrity. We nurture emotional resilience and leadership, helping them lead both themselves and others with confidence. Through community involvement, they become socially aware citizens committed to positive change. We promote physical wellness through joyful movement and healthy habits. Spiritually, we support inner strength and respect for a higher purpose. With equal attention to intellect, emotion, body, spirit, and personal refinement, we guide students to become thoughtful, capable, and purpose-driven individuals.
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
Information not available
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%
0%
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
Yes: grades Preschool - SK
No
No
No
No
No
Yes: grades Preschool - 7
No
Yes: grades 3 - 7
No
No
At our school, we seek students who demonstrate a genuine love of learning and a strong desire to grow both academically and personally. The ideal student is curious, motivated, and eager to engage actively in their education. They are willing to embrace challenges and persevere through obstacles with a positive attitude. Key attributes we look for include: Curiosity and Enthusiasm: A natural eagerness to explore new ideas, ask questions, and discover knowledge beyond the classroom. Resilience and Growth Mindset: The ability to bounce back from setbacks and view mistakes as valuable opportunities to learn and improve. Respect and Collaboration: An openness to listen, work cooperatively with peers and teachers, and contribute positively to the school community. Self-Discipline and Responsibility: A commitment to managing their time well, completing assignments thoughtfully, and taking ownership of their learning journey. Creativity and Critical Thinking: The capacity to think independently, solve problems innovatively, and apply knowledge in meaningful ways. Students who embody these qualities thrive at our school because they align with our mission to nurture confident, well-rounded learners prepared for future academic success and lifelong growth.
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.
Inquiry & Tour: Schedule a visit or virtual tour to learn about our programs and philosophy.
Application Form: Complete and submit the application form along with a non-refundable application fee.
Student Visit/Assessment: Children may be invited for a classroom visit or informal assessment to determine program readiness.
Enrollment Decision: Families will receive an offer of admission if the student is a good fit.
Registration & Deposit: Submit completed forms and a deposit to secure your child’s spot.
Requirements:
Completed application form
Immunization records
Proof of age (birth certificate or passport)
Emergency contact and medical info
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