2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, Canada
5,530.9 km
5,692.8 km
1983
1997
200
130
Nursery/Toddler to 8
JK to 12
Coed
Coed
Day
Day, eSchool
English, French
English
Academic
Academic
Montessori
Traditional
Varies
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$4,620 to $19,495
$23,770 to $33,160
Yes
Yes
0%
10%
1 to 8
JK to 12
$0
$5,000
15
9
0%
0%
99%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 12
No
No
information not available
The aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
Read The Our Kids Review of Fieldstone School
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 aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
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
"During the admission process, I did go through testing however, it wasn’t a process of elimination to see who was the smartest..."
Lexie Dias - Alumnus (Mar 10, 2020)
My experience at Fieldstone has shaped who I am today! The kind staff and teachers at Fieldstone all... View full review
"One thing I noticed was that the teachers came every day with a smile, ready to help the students through another day..."
Adham Ragab - Alumnus (Mar 25, 2020)
Fieldstone represented my first exposure to Canadian Society. It was during orientation that I got t... View full review
"The teachers could be approached with any question and it would be met with kindness and understanding."
Abigail Lewis - Alumnus (Apr 28, 2020)
My experience at Fieldstone King’s College School has been an enriching one that has pushed me to ... 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."
"Fieldstone is a private, co-educational day school in Toronto serving students from Junior Kindergarten to Grade 12. As one of only two Cambridge Showcase Schools in North America, we deliver internationally benchmarked academics within a structured, small-school environment. We are academically serious, intentionally personal, and mentorship-driven. Our students are known, challenged, and prepared with confidence and discipline for university and beyond."
"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."
"Fieldstone integrates the Cambridge framework from JK to Grade 8 within our broader academic programme, embedding internationally benchmarked rigour early rather than introducing it only in high school.
Beginning in Grade 2, students sit Cambridge Progression assessments, internally marked by our teachers in alignment with Cambridge standards. In Grades 5 and 8, students sit Cambridge Checkpoint examinations, externally marked by Cambridge, providing objective international benchmarking.
Shakespeare is introduced from JK, and a structured strings programme begins in Grade 1, intentionally building articulation, confidence, discipline, and stage presence from an early age.
From Grades 9 to 12, the OSSD remains the base diploma, with the option to pursue IGCSE and A Levels. This flexibility prepares students for both Canadian and international university pathways, with A Levels widely recognised and potentially qualifying students for advanced standing."
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"At Fieldstone, we intentionally prioritise depth over scale. By remaining deliberately small, we accept that we will not offer the breadth of programmes or large-scale facilities found at bigger institutions. In return, students receive direct teacher mentorship, consistent accountability, and academic expectations that cannot be diluted by size.
We also prioritise enduring intellectual skills over educational trends. Technology is used purposefully, but it does not drive instruction. We place greater emphasis on writing, reasoning, public speaking, and analytical thinking. This means students develop fluency, stamina, and confidence in their thinking rather than reliance on tools.
These tradeoffs reflect a clear choice: structure over sprawl, rigour over novelty, and relationships over scale. The result is a student who is disciplined, articulate, and prepared for demanding academic environments."
"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!"
"Fieldstone was founded in 1997 with a clear commitment to academic rigour within a close-knit community. That early decision to remain intentionally small continues to shape our culture of direct mentorship and high expectations.
A defining turning point was our adoption of the Cambridge curriculum, becoming the first school in Canada to integrate Cambridge alongside Ontario standards. This move embedded international benchmarking into our academic foundation and positioned global standards as central, not supplementary.
Our 2024 designation as a Cambridge Showcase School reinforced this identity, affirming that our implementation meets the highest levels of consistency and quality.
These milestones did not simply mark growth; they defined who we are today: a school shaped by deliberate choices toward rigour, global perspective, and structured excellence."
"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."
"Fieldstone is the right fit for students who are intellectually curious, motivated, and willing to be stretched. Whether they arrive with strong academic drive or emerging potential, they are open to structured expectations and steady growth. Students who thrive here are comfortable being known by their teachers, challenged to think deeply, and encouraged to articulate their ideas with clarity and confidence.
Families who benefit most value substance over scale. They prioritise strong writing, critical thinking, and classical foundations such as Shakespeare and music. They appreciate a close-knit environment where high standards are paired with guidance and mentorship, and where students are supported in taking ownership of their learning."
Information not available
"Fieldstone may not be the right fit for families seeking a large, highly competitive institution with extensive athletic programmes, numerous electives, and expansive facilities. Our intentionally small scale prioritises close mentorship and academic depth over breadth of offerings.
Families who prefer a highly tech-driven or experimental educational model may also find a mismatch. While we integrate technology purposefully, we emphasise classical foundations—literature, writing, music, and analytical reasoning—over trend-based or screen-centred learning.
We are also not the best fit for families seeking a highly unstructured or low-pressure environment. Our community is supportive, but it maintains clear academic and behavioural expectations. Students are challenged and supported to meet high expectations. Families who value rigour, consistency, and long-term growth will feel most aligned with our approach."
"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 often choose Fieldstone for its deliberate balance of academic rigour and personalised attention. Many are drawn to our Cambridge-Ontario model, which offers global benchmarking alongside local standards. In the senior years, families value the option to pursue A Levels, which are internationally recognised and, in many cases, may qualify students for advanced standing or first-year university credit.
Compared to larger institutions, Fieldstone offers an intentionally small community where students are genuinely known and mentored. Families appreciate the individual guidance, small classes, and direct university support. They often choose us for our clarity of expectations, strong teacher-student relationships, and focused, values-driven approach to education."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Fieldstone has built a reputation as a focused, academically serious school that prioritises depth, mentorship, and character development. Families are drawn to our clarity of purpose and the consistency of our expectations.
Over time, we have earned the trust of families from diverse professional backgrounds, including those in business, the arts, and professional athletics. Many are drawn not only to our academic standards, but also to the discretion and close community we provide.
In the public eye, Fieldstone is known as a school that is intentionally small, academically ambitious, and deeply personal in its approach."
Information not available
"An often underappreciated aspect of Fieldstone is the cumulative impact of structure and consistency. Families notice our small size and academic focus, but over time, what proves most significant is how daily expectations shape student habits.
Through regular discussion, sustained writing, performance, and clear academic standards, students develop discipline, confidence, and intellectual independence. Growth here is not sudden or performative; it is gradual and reinforced year after year.
The result is not only academic strength, but students who are articulate, composed, and capable of meeting challenge without being overwhelmed. That steady formation is one of our most defining strengths."
Information not available
"What often surprises families is how calm and relational our academically serious environment feels. Given our Cambridge standards and structured expectations, some anticipate a rigid or high-pressure culture. Instead, they find classrooms that are discussion-based, lively, and intellectually engaging.
Students are challenged, but not rushed. Expectations are clear, yet teachers know students personally and guide them closely. Families often remark that the school feels both disciplined and humane.
Over time, they also discover that our small size does not limit ambition. Students speak publicly with confidence, engage deeply with complex texts, and develop academic maturity earlier than expected."
Information not available
"Recent changes at Fieldstone reflect a continued strengthening of our academic and co-curricular programme. In 2024, we were designated a Cambridge Showcase School, recognising the integrity of our implementation. This milestone led to further refinement in curriculum alignment, assessment practices, and targeted professional development for faculty.
We have also expanded our involvement in the SSAF (Small Schools Athletic Federation), increasing opportunities for structured inter-school competition. This growth supports our belief that discipline, resilience, and teamwork are essential complements to academic rigour.
These developments are not cosmetic adjustments but deliberate steps to deepen the quality and coherence of the student experience."
Information not available
"Over the next five years, Fieldstone will focus on strengthening clarity and coherence across the student journey. We aim to further refine our dual academic pathways, ensuring a seamless progression from foundational skills in the early years to advanced, university-ready study in Upper School.
We plan to expand structured enrichment for high-achieving students, deepen interdisciplinary learning in the arts, and increase student leadership opportunities across grades. In athletics, continued growth in SSAF participation will support resilience, teamwork, and school spirit.
Rather than pursuing rapid expansion, our vision is to grow intentionally—enhancing academic depth, mentorship, and programme quality so that every student benefits from a focused, high-expectation environment."
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.
Fieldstone was founded on a strong and positive belief in children. We recognise that students naturally have a powerful desire to succeed, both socially and academically. Our role as educators is to guide, support, and encourage them in turning that desire into real achievement.
At Fieldstone, we are committed to high expectations and strong support. Through our enriched learning environment and the internationally recognised Cambridge curriculum, we help students build the knowledge, confidence, and character needed to thrive. This curriculum, taught from Kindergarten through Grade 8, fosters deep understanding, critical thinking, and a lifelong love of learning.
We believe that true confidence comes not from empty praise, but from meaningful accomplishment. When students meet challenges independently and persevere through difficulty, they gain self-respect and a deep sense of pride in their abilities.
Our teaching approach is rooted in patience, mutual respect, and emotional support. Students feel secure expressing themselves because they know they are heard and valued. Within this safe and encouraging environment, they are free to take intellectual risks, build resilience, and flourish both inside and outside the classroom.
This atmosphere, while intangible, is essential to all that we do. Without it, academic excellence alone is not enough.
Our vision remains to be a leading independent school in every sense: academically strong, emotionally supportive, and globally minded. We are proud to prepare students not just for university, but for thoughtful, meaningful lives.
Together, we are building a community where every student is seen, supported, and inspired to reach their full potential.
Traditional
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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Fieldstone offers a rigorous, internationally benchmarked curriculum that integrates the Cambridge framework with Ontario standards. From JK through Grade 8, students develop structured thinking through progressive assessment and external benchmarking, building strong foundations for senior years. Our approach blends classical education with purposeful modern practice. We prioritise critical thinking, sustained writing, reasoning, and confident public speaking. All students study and perform Shakespeare annually, and from Grade 1, participate in a structured strings programme, reflecting our belief in the formative power of disciplined artistic training. Academic depth is paired with close mentorship. Small classes allow teachers to guide students personally while maintaining clear expectations and consistent standards. Rather than focusing solely on examination outcomes, we cultivate intellectual independence, resilience, and ownership of learning. Graduates leave Fieldstone articulate, analytically prepared, and confident in their ability to meet demanding university pathways in Canada and internationally.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
The math materials, like all other classroom materials, focus first on the concrete and then move toward abstraction. Students first focus on the numbers one to ten, mastering quantity, then the symbol and finally associating the two. A complete comprehension of this first stage is essential as it lays a solid foundation for future work in the decimal system. Students are exposed to the operations of addition, subtraction, multiplication and division before they leave the Casa program. There are five strands in the Ontario Grade 7 & 8 Curriculum. Our program meets and exceeds the requirements for both levels, not only by incorporating material from grade 9, but also by requiring students to conduct higher order thinking in math seminar and math projects.
At Fieldstone, mathematics is taught with a strong emphasis on conceptual understanding, logical reasoning, and disciplined problem-solving. Through the Cambridge framework, students progress at an accelerated pace, engaging with advanced topics earlier than typical Ontario grade expectations. In the early years, students develop number sense through hands-on learning and visual models. As they advance, they explore increasingly abstract concepts—including algebra, geometry, and data analysis—with clarity and structure. Instruction combines explicit teaching, guided practice, and problem-based investigation. Students are expected not only to apply procedures accurately, but to explain their reasoning and think methodically. Over time, they develop mathematical confidence, precision, and the ability to approach complex challenges independently.
We use mathematics textbooks developed by Cambridge University Press, including the Cambridge Primary and Lower Secondary series.
Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.
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.
Fieldstone uses a systematic, phonics-based approach to early reading. Students receive explicit instruction in letter-sound correspondence, blending, and decoding through a structured and sequential progression. While rich literature and comprehension are integral to our programme, phonics forms the foundation of early literacy development.
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Information not available
Fieldstone teaches writing through a structured, explicit approach that develops clarity, precision, and depth over time. Students are directly taught sentence construction, grammar, paragraph development, and essay organisation, with clear modelling and guided practice before moving toward greater independence. Writing expectations increase progressively in complexity, from coherent paragraphs to analytical and persuasive essays. Across subjects, students write regularly and for varied purposes—narrative, descriptive, reflective, and argumentative—learning to organise ideas logically and support them with evidence. Revision and editing are embedded in the process, reinforcing the importance of refinement and attention to detail. Our emphasis on structure is balanced with opportunities for authentic expression. Students are encouraged to develop their voice while adhering to clear standards. The result is writing that is disciplined, articulate, and analytically strong, preparing students for advanced academic work and university-level expectations.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science is an integral part of the Montessori classroom curriculum from Casa through Junior High. As students join the Senior Elementary classroom they are introduced to an enriched science program conducted by the science specialist in a carefully designed student-friendly laboratory. In this environment students conduct a variety of experiments, learning about such topics as biology, physics, optics, anatomy, astronomy, genetics, and aerodynamics. This hands-on approach to learning what is often only taught through textbooks instills in students a passion for exploration and discovery. Since research at BHMS is not limited by age, only by imagination, students are able to conduct independent research on topics of personal interest. They then present their conclusions in local and regional science fairs where BHMS consistently rates among the top schools in the region.
At Fieldstone, our science programme balances structured theoretical instruction with consistent hands-on learning. Students build a strong foundation in core scientific concepts while regularly engaging in experiments and projects that develop analytical thinking and problem-solving skills. From the early years, students are guided to observe carefully, ask meaningful questions, and explore through structured inquiry. We aim to incorporate at least one practical or project-based activity each week, enabling students to apply knowledge in real-world contexts. As they progress, projects increase in complexity, with students designing investigations, analysing data, and presenting evidence-based conclusions. In the senior years, hands-on learning is paired with structured preparation for science examinations, including Cambridge-style practical assessments. The result is a balanced programme that cultivates both academic rigour and scientific curiosity.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
At Fieldstone, our English programme follows a traditional, literature-rich approach. Students engage deeply with significant works from the Canadian canon and the wider world, studying plays, poetry, novels, essays, and short fiction across cultures and historical periods. Close reading, literary analysis, and formal essay writing are central to instruction. Students are explicitly taught to construct clear, coherent, and persuasive arguments, preparing them for the demands of post-secondary study. Alongside analytical writing, they produce oral, written, and media texts in a range of forms. This classical foundation cultivates disciplined thinking, articulate expression, and a lasting appreciation for literature. Graduates leave confident in interpreting complex texts and expressing ideas with clarity and intellectual precision.
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.
At Fieldstone, our social studies curriculum follows a Core Knowledge approach, introducing students to significant historical events, figures, and places from an early age. Alongside this foundation, students engage in Cambridge Global Perspectives beginning in the primary years, developing research, critical thinking, and structured discussion skills. Through storytelling, primary sources, drama, and discussion, students study major civilisations, world religions, global geography, and Canadian heritage. Content is sequenced chronologically and thematically, helping students understand continuity, change, and the relationship between past and present. As students advance, Global Perspectives encourages them to analyse contemporary issues from multiple viewpoints, strengthening civic awareness and reasoned debate. By grounding students in shared knowledge while cultivating analytical inquiry, we develop historically informed, globally minded thinkers.
Perennialism
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.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
BHMS offers an adolescent program within the context of the regular Montessori school, providing a supportive learning environment specially tailored to meet the needs of adolescents. Happy and healthy teenage experiences are essential for developing the coping skills and knowledge for successful adulthood. To this end, the integrated program of study for the BHMS Junior High follows Dr. Montessori’s Educational Syllabus for the adolescent: Self Expression: Music, Writing Workshops & Language Arts, Art, Physical Education Psychic Development: Moral Education, Mathematics, Languages (French) Preparation for Adult Life: Study of the Earth & Living Things (Physical Geography, Biology, Anatomy, Astronomy) Study of Human Progress & the Development of Civilization (Physics, Chemistry, Engineering, Genetics, History of Science & Technology) Study of History of Humanity (History of Exploration & Settlement, Political Geography, Environmental Studies, Religion, Peace & Conflict Studies, Law & Government, Literature/ Novel Study, National history & Current Events).
At Fieldstone, our humanities and social sciences programme is grounded in the study of enduring ideas and influential texts that shape our understanding of individuals, communities, and nations. Students examine history, literature, philosophy, and ethics to deepen their understanding of both the past and the human condition. Through guided analysis, structured debate, and formal academic writing, students engage with cultural, political, economic, and environmental questions in light of the “great ideas” that transcend time. This approach develops disciplined reasoning, ethical reflection, and persuasive communication. Our aim is to cultivate historically informed, critically minded individuals who draw upon a strong foundation of knowledge to navigate an increasingly complex and diverse world with confidence and clarity.
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 Fieldstone, our language programme develops communicative competence within a structured and progressive framework. Students build listening, speaking, reading, and writing skills through sequenced instruction and regular practice, ensuring steady linguistic growth. In French, students study both the language and the cultures of Francophone communities worldwide. Instruction emphasises clear grammar foundations, vocabulary development, and practical communication, enabling students to use the language with increasing accuracy and confidence. Beyond skill acquisition, language study deepens cultural awareness and global perspective. Students are encouraged to engage thoughtfully across cultures and to approach language learning with curiosity, discipline, and intellectual confidence.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Beginning in the Casa level and beyond, students meet with the Music Specialist where they are introduced gradually to music theory and expression. In grade 4 students begin exploring different musical instruments and, later, are integrated into the school band. Additionally, vocal skills are honed and refined through learning and performing choral music. The BHMS passion for music and performance is evidenced through annual concerts that bring together students of all ages, as well as the staging of some popular musicals, complete with set design, costuming, and theatrics, all developed by the students. Creative expression is an important outlet for students. The Art curriculum aims to inspire students to express feelings, ideas, and issues using a variety of medians such as: two and three dimensional forms and Multimedia Art. Students learn to apply the critical analysis process to communicate feelings, ideas and understanding of Socio-cultural and Historical Contexts.
At Fieldstone, our visual arts programme combines technical skill development with creative exploration. Students work across traditional and contemporary media, learning foundational techniques in drawing, painting, design, and mixed media through structured instruction and guided practice. Art-making is paired with critical reflection. Students analyse their own work and that of others using appropriate artistic vocabulary, examining composition, technique, intent, and cultural context. They explore connections between historical movements and contemporary expression, deepening their understanding of art as both craft and communication. By balancing technical discipline with creative inquiry, our programme develops confident visual thinkers who can express ideas with clarity, intention, and artistic integrity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
At Fieldstone, we take a measured and purposeful approach to technology integration. While digital literacy is recognised as important, it supports rather than drives our curriculum. We prioritise foundational skills such as critical thinking, communication, sustained reading, and problem-solving. Technology is used selectively for research, presentations, and creative projects, including tools such as design software and 3D printing. Instruction remains grounded in direct interaction, discussion, and structured learning experiences. Our goal is to ensure students develop the focus, clarity of thought, and interpersonal skills that underpin long-term academic success. By integrating technology intentionally rather than pervasively, we prepare students to use digital tools competently while remaining capable thinkers beyond the screen.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at BHMS learn from a young age that a healthy mind thrives in a healthy body. Once students reach the third year of Casa they progress to classes lead by the physical education specialist in our gym or outside. These classes, taught three times weekly, teach the importance of exercise as part of a routine, the rules of certain sports and good sportsmanship. Students participate in city-wide sporting events as well as in athletic competitions with other schools. The Junior High Physical and Health Education program, taught in French and English, introduces a variety of sports, games, and outdoor pursuits. We participate in cross-country running, soccer, floor hockey, track and field, as well as, an extensive cycling program. The health curriculum uses the Ontario curriculum documents as a guide.
At Fieldstone, our Physical Education programme promotes active living through structured skill development and purposeful participation. Students build fundamental movement skills, tactical understanding, and physical fitness through a balanced range of individual and team-based activities. Beyond physical competence, the programme emphasises leadership, teamwork, and sportsmanship. Students learn to set goals, demonstrate resilience, and contribute positively within group settings. We maintain a safe and inclusive environment where all students are encouraged to challenge themselves and grow. Through structured games, fitness training, and skill progression, students develop confidence, discipline, and lifelong habits that support physical and personal well-being.
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Students progress and learn at their own pace. For this reason fast learners are not held back and slower learners are not frustrated by their inability to keep up. Classrooms consist of mixed ages 3 to 6 and provide a family life setting where learning takes place naturally. This approach recognizes learning as a social process and provides opportunities for older students to mentor the younger ones. The curriculum develops spoken and written language, reading, mathematics, the natural sciences and the arts.
At Fieldstone, our Kindergarten programme blends joyful, play-based learning with purposeful academic foundations. Early literacy and numeracy are developed through structured phonics, guided reading, and hands-on mathematics in a rich, language-focused environment. Students are introduced to music, art, physical education, French, as well as early history and geography, fostering curiosity about the wider world. Daily routines include read-alouds, discussion, storytelling, and enquiry-based exploration to build confidence and communication skills. Within small classes and a warm yet structured setting, children develop independence, social awareness, and readiness for Grade 1.
Accelerated
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Fieldstone fosters a culture of academic excellence and celebrates strong intellectual achievement. Students receive additional support across both curricula through structured after-school tutorials and targeted enrichment opportunities. Beyond the classroom, students are encouraged to extend their learning through mathematics contests, science competitions, and academic clubs. These experiences allow them to apply their knowledge, challenge themselves, and pursue areas of interest at a higher level. Our goal is not only to support students who need reinforcement, but also to provide meaningful extension for those ready to advance further.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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 Fieldstone, we prepare students to think independently, act responsibly, and contribute thoughtfully to the wider world. Students are encouraged to take intellectual risks within a structured environment that combines high expectations with close mentorship. We recognise and cultivate individual strengths while maintaining clear academic standards. Through sustained challenge and consistent guidance, students develop confidence, resilience, and disciplined habits of mind. Our holistic approach ensures that graduates leave not only prepared for post-secondary study, but equipped with the clarity, integrity, and intellectual confidence to lead with purpose and substance.
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
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
Students with clinically diagnosed learning disabilities are welcome to apply. During admissions, we review psychoeducational assessments, report cards, and relevant documentation to determine whether our programme can appropriately support the student. A Buddy Day visit and in-house assessments may form part of this process. Once enrolled, students receive a Student Success Plan developed collaboratively with parents and staff. The plan outlines strengths, areas of need, and classroom accommodations such as extended time, alternative formats, or modified workload. While Fieldstone is not a therapeutic or specialised support school, we provide a structured, supportive environment and work closely with families to promote steady growth and academic confidence.
When a teacher has concerns about a student’s learning, they consult with the Head of School, who observes the student and works with the teacher to identify next steps. Together with parents, we develop a Student Success Plan outlining goals and classroom accommodations. If needed, we may recommend external assessments or services such as occupational or speech-language support. Our approach is collaborative and focused on early intervention. As a small, academically rigorous school, we provide targeted classroom accommodations but do not offer a specialised learning support programme. For students requiring intensive or highly specialised services, we may advise families to consider a setting better equipped to meet those needs.
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
JK - 12
0%
10%
$0
$5,000
99%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 12
No
No
No
No
No
Yes: grades 9 - 12
No
No
No
No
Fieldstone seeks students who are curious, motivated, and willing to be challenged. Successful applicants demonstrate a readiness to engage seriously with their learning and contribute positively to the school community. They are open to structured expectations, reflective about their progress, and willing to seek guidance when needed. Students who thrive at Fieldstone value intellectual growth, clear standards, and active participation in both academic and co-curricular life. While strengths vary, we look for students with integrity, perseverance, and a genuine interest in developing their abilities. With consistent effort and collaboration with faculty, students grow into confident, disciplined learners prepared for future academic demands.
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.
We guide families through each step of the admissions process to ensure a smooth and positive experience. Applicants are required to submit two years of report cards (not applicable for JK/SK), a completed application form, and attend a student observation and interview. Our goal is to support families thoughtfully and transparently as they begin their Fieldstone journey.
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