2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
1576 Dundas Street West, Mississauga, Ontario, L5C 1E5, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
1576 Dundas Street West, Mississauga, Ontario, L5C 1E5, Canada
5,530.9 km
5,701.3 km
1983
2016
200
300
Nursery/Toddler to 8
Nursery/Toddler to 12
Coed
Coed
Day
Boarding, Day
English, French
English
Academic
Academic
Montessori
Progressive, International Baccalaureate
Varies
10 to 18
Learning, Developmental, Behavioral
In-class adaptations
Dedicated class; in-class adaptations
$4,620 to $19,495
$16,500 to $22,500
$40,000 to $46,000
Yes
Yes
0%
10%
1 to 8
7 to 10
$0
$3,000
15
18
0%
10%
99%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 8
Yes: grades 7 - 12
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 reportThe Erindale Academy (TEA) is a private school for Grades 7–12, located beside the University of Toronto Mississauga (UTM). It offers an inquiry-based, university-linked education. With small class sizes, hands-on mentorship, and a focus on STEM, AI, and entrepreneurship, TEA emphasizes problem-solving, critical thinking, and real-world readiness. Students benefit from access to UTM facilities, work with university professors, and engage in signature programs like the Global Youth Challenge and an AI & Business Innovation course where they launch real startups. Rooted in academic excellence since its founding as Froebel School in 1971, TEA also prioritizes social-emotional learning and personalized support, creating a warm, caring environment where each student is known and guided. Its project-driven model appeals to independent and curious learners, and its forward-thinking curriculum prepares students for university and beyond.
View full report
"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
"Although international students may feel lonely in a foreign land, here they not only gain knowledge but also experience genuine care and support."
Jiajia Cai - Student (Jun 11, 2025)
My name is Rose Cai, and I'm from Guangzhou, China. I spent a year at The Erindale Academy, and it w... View full review
"If you’re looking for a school that combines academic excellence with a caring environment, I think Erindale is a great choice."
Robert Zhan - Alumnus (Jun 18, 2025)
My name is Robert Zhan, and I’m a proud graduate of The Erindale Academy. After completing the Gao... View full review
"I wholeheartedly recommend Erindale Academy High School to any family seeking a supportive, high-achieving, and deeply caring educational community."
Rhea Reyes-Palomo - Parent (Oct 07, 2025)
The Erindale Academy is an exceptional high school that fully deserves the highest rating for its co... 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."
"Nestled beside the Credit River ecosystem and the University of Toronto Mississauga (UTM), The Erindale Academy redefines Grades 7–12 as a transformative journey of academic excellence, inquiry, and real-world problem-solving. Students access UTM facilities, connect with professors and grad students, and gain early exposure to university-level learning. At Erindale, students don’t just learn—they question, create, and lead with confidence in a changing world."
"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."
"The Erindale Academy: A Problem-Based, Goal-Oriented Approach to Learning
At The Erindale Academy, we don’t start with textbooks — we start with questions. Our students engage in a problem-based learning model where real-world challenges drive inquiry, innovation, and academic exploration. Whether designing AI-powered solutions, building entrepreneurial projects, or conducting field research, students learn by doing. Every unit is anchored in a meaningful problem, and every learning journey is personalized toward clearly defined goals. This approach empowers students to think critically, work collaboratively, and connect knowledge across disciplines. More than just preparing for tests, our students prepare for life. With strong mentorship and university-focused planning, we help students transform curiosity into action and potential into achievement. At Erindale, education is not a one-size-fits-all path — it’s a dynamic journey that begins with purpose and ends with real outcomes."
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"At The Erindale Academy, we are committed to a problem-based, goal-driven learning model. This means we’ve made deliberate tradeoffs—choosing personalized, real-world learning over standardized, test-focused instruction. Rather than emphasizing rote memorization or uniform results, we focus on critical thinking, collaboration, and meaningful project work. Our classrooms may feel less traditional, but they are alive with inquiry, creativity, and student voice.
We’ve also shifted from the teacher-centered model to a mentorship approach, where educators guide students in discovering and solving real-world problems. These choices mean more time for innovation, and less for routine drills or rigid control. While this may not fit every family’s expectations, we believe this is what prepares students not just for university—but for life. Our tradeoffs reflect our priorities: purpose, independence, and long-term growth."
"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!"
"The Erindale Academy began in 1971 as Froebel School, named after Friedrich Froebel, who believed in educating the whole child—academically, socially, and personally. In 2016, the school was acquired by Toronto Central Academy and renamed The Erindale Academy. The new name reflects both the surrounding Erindale community and the historic name of the University of Toronto Mississauga—once known as Erindale College.
Located beside UTM and the Credit River, TEA carries Froebel’s values into a modern, project-based curriculum that integrates AI, business, and global leadership. Under the guidance of George Vanderkuur and Paul Pu, it has grown into a purpose-driven school and home of the Global Youth Challenge, which has reached thousands worldwide.
Today, The Erindale Academy serves Grades 7–12, blending heritage and innovation to prepare students for success in university—and in life."
"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."
"What type of student is a good fit for your school?
The Erindale Academy is an ideal fit for students who are curious, purpose-driven, and eager to engage with the real world. Our students aren’t just looking to earn high marks—they want to understand deeply, think critically, and apply their learning to solve meaningful problems.
We work best with students who thrive in a small, supportive environment where they are known, challenged, and encouraged to lead. Whether a student is academically advanced, entrepreneurial, STEM-oriented, globally minded, or simply searching for a more personalized path, they will find a place—and a purpose—at Erindale.
Students who succeed here are not afraid to ask questions, take initiative, and explore beyond the textbook. They’re motivated to grow not only academically, but also as thinkers, collaborators, and citizens of the future."
Information not available
"The Erindale Academy is not the best fit for every student. Our school emphasizes problem-based, interdisciplinary learning that fosters critical thinking, creativity, and collaboration. Families seeking a highly traditional, standardized, and exam-focused environment—where success is defined solely by grades, routine, and discipline—may find our approach too flexible or unconventional.
Our classrooms are interactive and student-driven, not always quiet or test-heavy. We expect students to take initiative and actively shape their own learning. If a family prefers a school that provides strict direction with minimal student independence, our model may not align with their expectations.
We are best suited for families who value both academic achievement and personal growth—families who want their child to be challenged, supported, and prepared for a future that requires more than just good test scores."
"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 The Erindale Academy because we offer more than just strong academics—we offer purpose, direction, and personal attention. Many parents tell us they chose our school because their child wasn’t thriving in large, standardized environments where individual needs were overlooked. At Erindale, every student is known by name, guided by mentors, and challenged to think beyond the textbook.
Our location next to the University of Toronto Mississauga is also a major draw. Families are inspired by the university atmosphere and the opportunities it provides—from guest lectures to early exposure to post-secondary life. They value our problem-based, future-focused curriculum that integrates AI, business innovation, and leadership development.
Ultimately, families choose us because they want a school that balances care with challenge, structure with creativity, and academics with purpose. They see that we are not preparing students just for tests—but for university and life."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"In the public eye, The Erindale Academy is seen as a small, forward-thinking private school that punches above its weight. We are recognized for our educational innovation—especially in how we prepare students not just for university, but for the future they are about to shape.
Our most prominent image is that of a university-preparatory school with a future-focused edge. Families and educators associate us with cutting-edge programs in AI, entrepreneurship, and project-based learning. We are known for our strategic location next to the University of Toronto Mississauga, our leadership in K–12 AI education, our role as the home of the Global Youth Challenge, and our academic collaboration with University of Toronto OISE professors on AI and critical educational innovation.
When people think of Erindale, they think of personalized learning, academic purpose, and global mindset—a school that feels small and caring, yet delivers the depth, relevance, and impact of something much larger."
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"1. Youth Global Challenge: Founded and hosted by our school, this initiative empowers young leaders to tackle real-world issues with creative and compassionate solutions.
2. STEM & AI Conferences: We regularly host cutting-edge events that bring together students, experts, and educators to explore breakthroughs in science, technology, engineering, and artificial intelligence, helping students stay ahead in an ever-evolving world.
3. University Collaborations: Working with the Faculties of Education, our students benefit from the latest research and best practices in teaching and learning while inspiring future educators.
4. Expertise in Robotics & AI: With in-house specialists guiding hands-on experiences in robotics and AI applications, students gain practical skills and confidence in some of the world’s most exciting fields."
Information not available
"One of the most underappreciated aspects of The Erindale Academy is the depth of mentorship and personalized support students receive—not just academically, but emotionally. Families often notice our small classes and warm community, but may not realize how deeply our teachers invest in each student’s journey.
At Erindale, educators are mentors. Whether guiding university applications, supporting a student through illness, or helping them recover from setbacks, our care goes far beyond the classroom. This steady, individualized support builds confidence, resilience, and purpose over time.
Families may choose Erindale for academic strength, but what they come to value most is how personally we walk alongside each student. That quiet, unwavering mentorship is what truly sets us apart."
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"At The Erindale Academy, we’ve made bold strides toward future-focused education. A major milestone is our AI & Business Innovation course—a hands-on, interdisciplinary program combining AI, computer science, communication technology, and entrepreneurship. Students build real AI-powered startups, gaining practical, future-ready skills.
We also hosted a successful AI in Education Conference at the University of Toronto Mississauga, welcoming over 120 professors and admissions officers to explore AI's role in transforming learning. In addition, we expanded the Global Youth Challenge through partnerships with the University of Toronto, OISE Encore Lab, and the University of Ottawa—launching a Canadian division and offering scholarships .
These innovations reflect our commitment to integrating cutting-edge technology and real-world learning, preparing students to lead and thrive in a rapidly changing world."
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"In the next five years, The Erindale Academy will deepen its role as a leader in holistic, future-focused education. We will enhance our core program with a focus on sustainability, interdisciplinary learning, hands-on projects, and 21st-century skills—preparing students not just for university, but for a changing world.
Our STEM program will expand, especially in AI, robotics, and innovation. We’ll grow our AI & Business Innovation course through real-world startup projects and student-led ventures. Stronger partnerships with UTM, UTSG (OISE), and others will offer students more access to research, mentorship, and early university exposure.
To support this growth, we plan a campus expansion with new collaborative spaces for STEM, AI, design thinking, and a fully equipped gym—enhancing both academic innovation and student well-being while staying true to our personalized, inquiry-driven model."
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.
"Our mission is to cultivate confident thinkers, compassionate leaders, and lifelong learners. In Grades 7 and 8, we fuel curiosity, nurture potential, and prepare students to thrive."
Progressive
International Baccalaureate
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
BHMS offers a Christian based Montessori education in a safe community where infants to young adolescents are encouraged to reach their full developmental potential.
Our approach to education rests on the understanding that all our students are individuals who have different strengths, weaknesses, and interests. Thus, for each student to have a comprehensive education, our learning strategies are personalized and designed to support each student as individual learners.
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.
Information not available
Information not available
Information not available
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.
Information not available
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
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
Information not available
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
Information not available
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.
Information not available
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).
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.
Information not available
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.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Information not available
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.
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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.
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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.
Inquiry-based, project-based, interdisciplinary studies
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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.
Guide students through active inquiry to promote deep learning and critical thinking.
"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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The academic, spiritual, physical and social growth of each student is achieved through two methods: the Christian message of the Catechesis of the Good Shepherd and the Montessori approach as outlined by the Association Montessori Internationale and the Canadian Council of Montessori Administrators (CCMA).
At The Erindale Academy, we aim to develop well-rounded individuals who are intellectually curious, emotionally intelligent, socially engaged, and physically well. We place a strong emphasis on emotional development—helping students build confidence, resilience, and self-awareness through mentorship and inquiry-based learning. Our balanced approach ensures that academic excellence is paired with character growth, creative exploration, and personal well-being. We believe that students thrive when they are seen, heard, and supported as whole individuals. By nurturing both heart and mind, we prepare our students not only for success in university, but for meaningful lives as compassionate leaders, thoughtful collaborators, and capable changemakers in an ever-evolving world.
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
7 - 10
0%
10%
$0
$3,000
99%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 8
Yes: grades 7 - 12
No
No
No
No
No
Yes: grades 7 - 12
No
No
No
No
We seek students who are curious, motivated, and ready to take ownership of their learning. Ideal applicants are open to inquiry-based and project-based learning, show initiative, and work well with others. A growth mindset, strong communication, and the ability to reflect and adapt are key to success at our school. We welcome students who aim not only for academic achievement but also for personal growth and leadership.
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.
Step 1: Complete the application form.
Step 2: Pay the application fee
The non-refundable application fee is $65 for domestic students and $450 for international students.
Step 3: Submit transcripts
Send a copy of your most recent transcripts to [email protected].
Step 4: Attend an interview
Before acceptance, an interview will be conducted to assess the student’s academic readiness and communication skills. For international students without an IELTS score of 5.0 or higher, the interview serves as an alternative way to evaluate English speaking and comprehension skills.
Step 5: Entrance tests in English and Math
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