2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
297 Oak Walk Drive, Oakville, Ontario, L6H 3R6, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
297 Oak Walk Drive, Oakville, Ontario, L6H 3R6, Canada
5,530.9 km
5,704.0 km
1983
2023
200
130
Nursery/Toddler to 8
Nursery/Toddler to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Montessori
Varies
18 to 30
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$4,620 to $19,495
$12,360 to $29,500
Yes
No
0%
0%
1 to 8
None
$0
$0
15
10
0%
0%
99%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
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.
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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
"Dearcroft provided a nurturing environment where I was able to grow academically and personally."
natasha stasiuk - Alumnus (Feb 20, 2026)
Attending Dearcroft Montessori (there was only one campus, but I am so happy and blessed that they ... 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."
"Dearcroft Montessori School Trafalgar Crossing is the Dearcroft Montessori North Campus, Oakville’s original Montessori school founded in 1968. With over 55 years of experience, Dearcroft offers authentic, CCMA-accredited Montessori education. The Trafalgar Crossing campus is a modern, purpose-built environment serving children from Toddler to Junior High, featuring thoughtfully prepared, multi-age classrooms that foster independence, academic excellence, and holistic development in a strong, connected community."
"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 Dearcroft Montessori School Trafalgar Crossing, we believe education is more than Just academics—it’s preparation for life. Through our individualized Montessori program, students learn to think creatively, solve problems, and approach challenges with confidence. The control-of-error materials guide them to see mistakes as learning opportunities, fostering resilience and a proactive mindset that carries into future studies and work. Multi-age classrooms nurture kindness, collaboration, and respect, while independence empowers students to take ownership of their learning and choices. Our approach develops well-rounded individuals—academically strong, socially aware, and critical thinkers—equipped not just to succeed in school, but to navigate life with curiosity, empathy, and confidence. Montessori is academically rigorous, yet its true strength lies in shaping thoughtful, capable, adaptable individuals ready for whatever lies ahead."
Information not available
"At Dearcroft Montessori – Trafalgar Crossing, our commitment to individualized, authentic Montessori education means we prioritize depth over breadth. We focus on guiding each child’s independent learning, social-emotional growth, and critical thinking, even if it means less time for standardized testing or rigid benchmarking. By embracing multi-age, hands-on classrooms, we trade the efficiencies of large-scale standardization for personalized learning that fosters resilience, creativity, and a proactive approach to challenges. Similarly, nurturing kindness, collaboration, and reflection may take precedence over hyper-competitive achievement. While we could expand technology integration or fast-track content coverage, our choice is to cultivate well-rounded learners who understand themselves, their community, and their place in the world—preparing them not just for exams, but for 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!"
"Dearcroft Montessori’s present is deeply shaped by its history and values. Founded in Oakville in 1968, the school began with a vision of authentic Montessori education within a kind, close-knit community. Over five decades, this commitment has guided every decision, including the expansion to the Trafalgar Crossing campus, creating modern, purpose-built spaces for Toddler through Junior High multi-age classrooms. These milestones reinforced our identity: a school where independence, critical thinking, and academic excellence grow alongside empathy, collaboration, and respect. Today, students benefit from a learning environment that nurtures the whole child—intellectually, socially, and emotionally—preparing them to thrive with confidence, curiosity, and kindness in life beyond the classroom."
"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 Dearcroft Montessori – Trafalgar Crossing are curious, motivated, and ready to take ownership of their learning. Our school is especially well-suited for gifted students and those who flourish when academically challenged, yet also value kindness, collaboration, and empathy. Families who embrace open communication and partnership with teachers help create a supportive, connected community. Students benefit most when they are eager to engage in hands-on, individualized learning, think critically, explore creatively, and contribute positively to multi-age classrooms. Those who appreciate both academic rigor and the development of social, emotional, and life skills will find a learning environment that nurtures their potential while encouraging independence, resilience, and a lifelong love of learning."
Information not available
"Dearcroft Montessori – Trafalgar Crossing may not be the best fit for families who find it difficult to embrace Montessori principles, especially the emphasis on independence and student ownership of learning. Families who struggle with open, kind communication—particularly when challenges arise—or who do not share our core values of empathy, collaboration, and respect may find our approach harder to navigate. Likewise, those who see Montessori as non-academic or overly relaxed may not fully appreciate our rigorous, individualized curriculum. Our model thrives on partnership between school and family, and families seeking a highly standardized or solely teacher-directed approach may not experience the full benefits of our student-centered, holistic program."
"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 Dearcroft Montessori – Trafalgar Crossing because they want more than just academics—they want a school that shapes their child’s thinking, character, and independence. They are drawn to our hands-on, individualized approach, where students learn to solve problems creatively, take ownership of their learning, and view challenges as opportunities. Parents appreciate a nurturing, multi-age environment that fosters collaboration, empathy, and respect, helping children grow socially as well as intellectually. Many recognize that our Montessori program develops skills that last beyond the classroom: resilience, curiosity, self-motivation, and adaptability. Families choose us because they see a school that challenges their children academically while supporting their personal growth, preparing them for both future studies and life with confidence and kindness."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Dearcroft Montessori – Trafalgar Crossing is recognized as a welcoming, multicultural school where children are encouraged to explore, create, and grow in a supportive environment. Its reputation reflects a community that values curiosity, empathy, and collaboration alongside academic rigor. Families and the public often note the school’s ability to balance intellectual challenge with social and emotional development, helping students become thoughtful, resilient, and adaptable learners. With multi-age classrooms and a globally aware community, Dearcroft is seen as a place where children not only achieve academically but also develop cultural awareness, kindness, and the skills needed to thrive in a diverse, interconnected world."
Information not available
"An underappreciated aspect of Dearcroft Montessori – Trafalgar Crossing is the cumulative power of Montessori over time, especially through the later school years. Families often see independence, and hands‑on learning in the early years, but may not realize how these core principles continue to shape students into adolescence and beyond. Research shows that children who remain in Montessori programs through elementary years often demonstrate stronger long‑term outcomes in problem‑solving, academic performance, executive function, and well‑being compared with peers who attend traditional schools, with benefits sometimes emerging later in life—a “sleeper effect” of deep conceptual understanding and self‑directed learning. These enduring strengths help students become adaptable, self‑motivated learners who carry confidence, resilience, and a lifelong passion for learning into their futures."
Information not available
"Many families first visiting Dearcroft Montessori – Trafalgar Crossing are drawn to the warm classrooms, school atmosphere, and facilities. They learn about Montessori methodology but are often surprised—and sometimes skeptical—that an individualized, multi-age program really works. Over time, they notice how attentive teachers are to each child’s development and how children, even by age three, demonstrate independence and self-direction. Parents are often delighted to see their children develop confidence, curiosity, and social skills. On field trips or during sports and visits, students are consistently complimented on their kindness, politeness, and inquisitive minds. Although families expect cognitive and academic benefits, they are often amazed to see these skills, independence, and thoughtful social behaviour emerge so naturally and at such a young age."
Information not available
"Recently, Dearcroft Montessori – Trafalgar Crossing has made several concrete improvements to enhance both learning and well-being. Most notably, we expanded our playground, providing students with more space to explore, engage in purposeful movement, and develop physical coordination alongside social skills. This change reflects our commitment to holistic education, where academic growth, independence, and social-emotional development are equally valued. In addition, we continue to refine our curriculum and after-school programs, ensuring students have meaningful opportunities in languages, STEM, arts, and athletics. Faculty professional development initiatives have also been strengthened, allowing teachers to stay current with best practices in Montessori education. Together, these improvements reinforce our focus on creating an environment that nurtures confident, curious, and well-rounded learners."
Information not available
"In 2026/2027, Dearcroft Montessori – Trafalgar Crossing will launch its Junior High classroom and program, allowing students to continue their Montessori journey through adolescence in a multi-age, student-centered environment. Over the next five years, we will also restructure and enhance our playground to provide even more opportunities for purposeful movement and social development. Our French program will expand, offering deeper language learning from Toddler through Junior High, while our Integrated Athletics and Modern Arts programs will provide enriched experiences that support both physical and creative growth."
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 Prospective Families,
Thank you for your interest in Dearcroft Montessori Trafalgar Crossing. The foundation of this school was built on both quality and education using the Montessori method, as well as providing a caring and nurturing environment where the best interests of the child are always put first.
We have been a leader in Montessori education in Canada and internationally. We are proud to offer a truly unique program: a warm, personal, and nurturing community where every child is genuinely known and supported.
Choosing a true Montessori school means you have entrusted us with more than just academic instruction; you have chosen a path that fosters your child’s innate curiosity, independence, and love of learning. We are dedicated to creating a nurturing and respectful environment where every child can thrive at their own pace, guided by trained educators and thoughtfully prepared classrooms.
It is important to continually challenge students in new ways, as this helps build perseverance and motivation for the challenges they will face in the future. Over the years, we have watched Dearcroft grow into a beautiful school, expanding to a new campus in North Oakville, welcoming new students and new adventures.
All of our teachers strive to ensure students build positive attitudes towards themselves and learning. Each day we have the chance to inspire, motivate, and influence our students, reflecting our passion for teaching.
Here, learning goes far beyond the classroom. Our students engage in hands-on discovery, outdoor education, leadership development, embrace the culture around them, keep up with the times, and stay true to the Montessori philosophy.
Dr. Maria Montessori, an advocate of peace education, inspires our emphasis on kindness, respect, and inclusion. These values guide everything we do—from academics to conflict resolution—and help our students become compassionate, thoughtful members of their community.
The sense of welcome and belonging is unmistakable. There is something truly special about Dearcroft Montessori Trafalgar Crossing, where everyone is important and everyone belongs. We invite you to come and experience it for yourself and become part of the Dearcroft community.
Warmly,
Anna Campbell
Montessori
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Not applicable
BHMS offers a Christian based Montessori education in a safe community where infants to young adolescents are encouraged to reach their full developmental potential.
Information not available
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.
In the early years, children explore concrete materials that make abstract concepts tangible, building a strong foundation in number sense, operations, and patterns. As they progress, students move seamlessly from manipulatives to more abstract representations, developing problem-solving skills, logical reasoning, and mental computation. In multi-age classrooms, peer learning allows students to revisit concepts at their own pace, while teachers provide targeted support in areas needing reinforcement and enrichment in areas of strength. In Junior High, students apply mathematical thinking to real-world contexts, integrating algebra, geometry, and data analysis, fostering critical thinking and independent reasoning. Across all grades, our approach emphasizes mastery, conceptual understanding, and confidence, ensuring students not only perform well academically but also enjoy mathematics and develop a lifelong curiosity and competence in the subject.
From Casa to Grade 3, students use Montessori hands-on materials to build foundational math skills. From Grades 4 to 8, we combine Jump Math with Montessori materials, supporting conceptual understanding, skill mastery, and individualized learning at every stage.
Information not available
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.
In Casa, children engage with hands-on materials, sandpaper letters, and tactile activities to develop letter recognition, phonemic awareness, and sound-symbol connections. These activities are carefully sequenced so students progress at their own pace, mastering each concept before moving on. As students advance, they combine phonics skills with reading comprehension strategies, guided practice, and storytelling to build fluency, vocabulary, and confidence. Multi-age classrooms allow younger students to observe and learn from older peers, reinforcing skills and encouraging collaboration. Teachers provide individualized support for students who need extra help while offering enrichment for those excelling. This approach nurtures a love of reading, strengthens critical thinking, and ensures children develop both decoding and comprehension skills, preparing them for success in all areas of learning.
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
Writing begins as a natural extension of language development and early literacy. In the younger grades, children start with hands-on, multi-sensory activities such as tracing sandpaper letters and using movable alphabets to connect sounds with letter forms and develop fine motor skills. This foundational work builds control, confidence, and familiarity with written language. As students progress, they move from forming words and sentences to composing paragraphs, essays, and creative pieces, developing fluency, clarity, and critical thinking. Student-paced learning ensures each child receives individualized support, reinforcing areas needing growth and offering enrichment for strengths. Multi-age classrooms foster peer modeling and collaboration, while ongoing teacher guidance nurtures both academic skill and self-expression. By the upper grades, students are able to research, organize ideas, and communicate with precision and creativity, ensuring a smooth transition from foundational writing to advanced, independent, and confident written communication.
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.
Science is taught as a hands-on, inquiry-based journey that fosters curiosity, observation, and critical thinking from Casa through Junior High. In the early years, children explore the natural world through sensory experiences, experiments, and practical activities, developing foundational skills in observation, classification, and cause-and-effect reasoning. As students progress, lessons become more structured, incorporating hands-on experiments, research, and problem-solving to build understanding in life, earth, and physical sciences. Multi-age classrooms encourage peer learning, discussion, and collaboration, allowing students to explore concepts at their own pace while teachers provide individualized guidance to address areas of strength and growth. By Junior High, students engage in more complex investigations, data analysis, and scientific reasoning, often connecting learning to real-world contexts. Across all grades, our approach emphasizes curiosity, critical thinking, and a love of discovery, preparing students to understand and question the world around them while developing skills for lifelong learning.
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
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
Literature is taught as both a tool for language development and a window into imagination, culture, and critical thinking. In the early years, children explore stories through read-alouds, storytelling, and interactive materials that develop listening, comprehension, and narrative skills. As students progress, they engage with a wider variety of texts, including fiction, non-fiction, and multicultural literature, analyzing themes, characters, and plot while developing vocabulary and writing connections. Multi-age classrooms encourage peer discussion and shared exploration, allowing younger students to learn from older peers and older students to develop leadership and reflective thinking. In Junior High, literature study becomes more analytical, fostering critical interpretation, debate, and written responses. Across all grades, our approach emphasizes a love of reading, curiosity about ideas and perspectives, and the ability to think deeply and independently. Students graduate with strong comprehension, communication, and critical-thinking skills, prepared for academic success and lifelong engagement with literature.
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
Core Knowledge
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).
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).
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.
Social studies is taught as an exploration of history, culture, geography, and community, helping students understand the world and their place in it. In the elementary years, children engage with hands-on materials, timelines, maps, and interactive projects to explore concepts such as civilizations, local communities, and global connections. Lessons emphasize critical thinking, inquiry, and the development of perspective, encouraging students to ask questions, analyze information, and make connections across topics. Multi-age classrooms foster collaboration and peer learning, allowing older students to mentor younger ones while reinforcing their own understanding. Field trips, community projects, and discussions extend learning beyond the classroom, helping students apply knowledge in real-world contexts. Through this approach, students develop not only a strong factual understanding of social studies but also empathy, civic awareness, and the ability to think critically about human societies and their responsibilities as global citizens.
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).
The humanities and social sciences are taught as an integrated exploration of culture, history, society, and human experience. From early grades through Junior High, students engage with a variety of materials, projects, and discussions that encourage curiosity, critical thinking, and empathy. Lessons incorporate storytelling, research, timelines, maps, and interactive activities to make abstract concepts tangible and meaningful. Multi-age classrooms allow students to learn collaboratively, with older children mentoring younger peers, deepening understanding for both. Field trips, community projects, and inquiry-based investigations connect learning to real-world contexts, helping students see the relevance of their studies. This approach emphasizes not only academic knowledge but also ethical reasoning, perspective-taking, and cultural awareness. By fostering analytical skills, social responsibility, and communication, students develop a holistic understanding of the world and their role within it, preparing them to be thoughtful, informed, and compassionate global citizens.
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 Dearcroft Montessori – Trafalgar Crossing, foreign language learning is integrated to foster communication, cultural awareness, and cognitive development. French is offered as part of the core in-class curriculum, from Toddler through Junior High, allowing students to develop fluency progressively, practice conversation, and build vocabulary through immersive and engaging activities. In addition, after-school clubs provide Mandarin and Arabic instruction, giving students exposure to diverse languages and cultures in a hands-on, interactive format. Lessons emphasize listening, speaking, and cultural understanding, encouraging curiosity about the world and empathy for different communities.
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 fine arts are an integral part of our curriculum from Casa through Junior High, nurturing creativity, self-expression, and critical thinking. Students explore music, visual arts, and performance through hands-on, experiential learning that encourages experimentation and personal interpretation. Early years focus on sensory engagement, rhythm, color, and form, helping children build confidence and foundational skills. As students progress, they engage in more complex artistic projects, combining technique with creativity, exploring art history, composition, and collaborative performances. Multi-age classrooms allow younger students to learn from older peers and older students to mentor and refine their skills. Our approach emphasizes process over product, encouraging curiosity, resilience, and problem-solving, while cultivating appreciation for diverse artistic traditions. By integrating fine arts into daily learning, students develop self-expression, cultural awareness, and creative thinking, preparing them to approach challenges with imagination, adaptability, and confidence in all areas of life.
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
Computers and technology are thoughtfully integrated into the elementary curriculum to enhance learning, creativity, and problem-solving while supporting Montessori principles. Students engage in hands-on activities, including robotics, to explore coding, engineering, and logical thinking in a playful, experiential way. Technology is used intentionally to complement core learning, supporting research, projects, and real-world applications that deepen understanding across subjects. Light integration of computers allows students to develop digital literacy and organizational skills while maintaining focus on independence, critical thinking, and collaboration. Lessons emphasize responsible, purposeful use of technology, helping children see it as a tool to communicate ideas, solve problems, and create. By embedding robotics and technology into the elementary program, students develop both technical skills and cognitive, social, and creative abilities, ensuring they are confident, capable, and prepared to navigate a digitally connected world without losing the hands-on, self-directed learning that defines Montessori education.
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.
Physical education is an integral part of our holistic curriculum, designed to develop strength, coordination, teamwork, and a lifelong love of movement. Our Integrated Athletics Program exposes students to a variety of sports and activities each term, including track and field, hockey, skating, cross-country, soccer, basketball, and swimming. Lessons build skills progressively, promote physical fitness, and encourage collaboration, resilience, and healthy competition in a supportive environment. Multi-age participation allows younger students to learn from older peers, while older students develop leadership and mentoring skills. Emphasis is placed not only on athletic performance but also on character development, sportsmanship, and personal goal-setting. Activities are adapted to meet individual needs and abilities, ensuring all students can participate and succeed. Through this program, children cultivate confidence, discipline, teamwork, and physical literacy, while developing a lifelong appreciation for an active, healthy lifestyle.
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.
Dearcroft Montessori – Trafalgar Crossing stands out through its authentic Montessori philosophy, emphasizing independence, curiosity, and hands-on, individualized learning. Our multi-age classrooms allow students to learn collaboratively while developing self-direction and problem-solving skills. The school integrates robust academic programs, including French from Toddler to Junior High, STEM and Robotics, and a comprehensive arts program, alongside athletics that nurture physical growth and teamwork. Beyond academics, we prioritize social-emotional development, empathy, and kindness, reinforced through field trips, community engagement, and respectful classroom culture. This combination of Montessori methodology, enriched curriculum, and focus on character development ensures students are not only academically capable but also confident, thoughtful, and adaptable, ready to thrive in school and life.
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.
Information not available
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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.
Our academic culture is grounded in the Montessori philosophy, combining rigorous learning with student-centered independence. Students are encouraged to take ownership of their learning, engage deeply with concepts, and progress at their own pace while meeting high academic standards. Teachers provide individualized guidance to support areas needing growth and offer enrichment in areas of strength. Mistakes are embraced as opportunities for learning, fostering resilience, problem-solving, and critical thinking. Our culture emphasizes curiosity, focus, and perseverance, ensuring students not only achieve strong academic outcomes but also develop self-discipline, independence, and a genuine love of learning. This approach prepares children for continued academic success and equips them with skills and confidence that extend far beyond the classroom.
"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.
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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).
Our purpose is to nurture well-rounded individuals who are academically capable, socially responsible, and emotionally resilient. While we provide rigorous academic instruction, we place equal emphasis on independence, critical thinking, and character development. We help students develop curiosity, problem-solving skills, empathy, and a proactive attitude toward challenges, encouraging them to take ownership of their learning and actions. By fostering kindness, respect, and collaboration alongside intellectual growth, we aim to shape students into confident, thoughtful, and adaptable individuals who can navigate future academic pursuits and life experiences with integrity and creativity. Our developmental priorities balance cognitive, social, emotional, and ethical growth, preparing children not just to succeed in school, but to thrive as engaged, compassionate, and capable members of society.
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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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%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
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
Students who thrive at Dearcroft Montessori Trafalgar Crossing are those who benefit from an environment that encourages independence, exploration, and individualized learning. This includes students who are academically inclined or gifted, as well as those who work best when learning is tailored to their pace, interests, and strengths. In a structured yet flexible Montessori setting, students are supported in developing focus, confidence, and a strong sense of responsibility for their learning over time.
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.
As part of our application process, we meet with parents to discuss their child’s needs, interests, and learning style, and to ensure alignment between the family’s educational values and our Montessori methodology and school culture. This conversation helps us determine how we can best support the child within our prepared environment and build a strong partnership with families from the start.
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