2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
3000 Lawrence Ave. East, Building B, Scarborough, Ontario, M1P 2V2, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
3000 Lawrence Ave. East, Building B, Scarborough, Ontario, M1P 2V2, Canada
5,530.9 km
5,683.1 km
1983
2025
200
39
Nursery/Toddler to 8
7 to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Traditional
Varies
10
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
$4,620 to $19,495
$13,800
Yes
Yes
0%
60%
1 to 8
7 to 12
$0
$4,000
15
7
0%
0%
99%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
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 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
information not available
"Bishop Hamilton Montessori School, a not-for-profit school, provides a Christian Montessori approach since 1983 with programs for children 3 months to 14 years. Our success is built around our commitment to the academic, spiritual, physical and social growth of each student, which is the foundation of our educational approach. The breadth of our programs include enriched French, Science and Music. BHMS develops students with 21st century skills, to live in the real world."
"At Future Hope Academy Christian School, students are known, challenged, and inspired to grow in purpose. Serving Grades 7–12, our Christian school combines strong academics, small class sizes, and mentorship-driven learning in a supportive community where every student matters. From leadership development and mission opportunities to elite prep basketball and daily biblical discipleship, students are equipped academically, spiritually, and socially to thrive with confidence, character, and hope."
"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."
"Our school’s identity is rooted in Christ, permeating every aspect of who we are. Students begin each day with morning devotions led by an accredited chaplain. They read Scripture, ask meaningful questions, and build a greater sense of community with one another. Beyond the devotion room, students are greeted with a multitude of Biblical verses and imagery as well as a designated prayer room where they can reflect in a quieter setting. We offer academically challenging courses – all taught at the academic level – and our smaller, private setting really provides more individualized learning opportunities. Not only do students receive more personalized attention in class, but we also support students who need extra attention with free weekly tutoring sessions by accredited teachers. Our school also offers ESL courses to assist our International cohort. We provide students with the electronic tools they need to succeed, such as a subsidized option of yearly MacBook rentals."
Information not available
"An over-saturation of technology in many classrooms has resulted in diminished student engagement, shorter attention spans, and a decline in interpersonal communication skills.
At Future Hope we counterbalance the use of personal laptops with more pen-and-paper activities and assessments. This approach focuses more on self-monitoring of spelling, grammar, penmanship, creativity, and critical thinking skills. The use of the motor skills used in handwriting also aids in a better retention of knowledge.
Our more personalized physical setting is a welcome trade off to an often overcrowded and overwhelming environment seen in larger schools. Here, students are less prone to get lost in the mix, but are rather seen and heard. They are met with personalized attention that recognizes their individuality and helps foster personal and academic growth through the use of relational mentorship."
"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!"
"Future Hope has historically operated as both an international and online school, but this past year marked our first full year as a Christian academy at a new location. Our previous site also focused on individualized academic progress through teacher/student mentorship, but the inclusion of multiple new programs and resources this year has only helped us grow. Aside from the morning devotions, Future Hope also offers four years of religious instruction. Students explore a wide range of topics such as Biblical Narratives, New Testament Studies, Apologetics, world religions, etc. Our elite basketball program has also been a draw for many students. Daily practice not only provides tremendous health benefits, but also teaches discipline as well as fosters mentorship opportunities between coaches and athletes. This program also affords students the opportunity to compete at the highest level. Our co-op program has proved very popular among students as well."
"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."
"Future Hope believes in the "Home, School, and Church" triangle, a traditional, three-pillar educational philosophy emphasizing cooperative child-rearing between parents, educators and spiritual leaders (i.e. chaplain). It represents the balance of academic, spiritual, and moral development, with the home holding primary responsibility, supported by the church (spiritual growth) and the school (academic instruction).
The type of students who will thrive in our school are those who are diligent in their studies, ambitious in their athletics, disciplined in their spiritual lives, and creative in their employment of problem-solving abilities.
We believe that parents are the primary educators of their children and an integral part of their on-campus success. Future Hope tends to draw parents who are serious about faith-based and family-oriented values. Parents also understand that a private, religious setting is more conducive to more successful academic outcomes."
Information not available
"Future Hope Academy is not the right fit for every family, and we believe it is important to be transparent about that. While we welcome students from diverse backgrounds and faith traditions, families who are uncomfortable with their children being taught Christian beliefs, biblical values, and participating in a faith-centered school culture may find a different educational environment more suitable.
We are also not the best fit for families who prioritize unrestricted personal expression over structured expectations. Our school maintains standards for professional dress, respectful conduct, and limited cell phone use during instructional time. We believe these practices foster discipline, character, focus, and academic excellence."
"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 Future Hope because our faculty intentionally guides students toward faith, excellence, and purpose. As a close-knit school community, we know every student by name, providing personalized support, mentorship, and opportunities to succeed both academically and personally.
Each week, our guidance team monitors student progress, helping students set goals, explore career pathways, and make informed decisions about their future. Whether a student is pursuing university, college, or a skilled trade, we provide the guidance and course planning needed for success. Students interested in trades and hands-on careers are also connected with co-op opportunities.
At Future Hope Academy, students are equipped with the knowledge, character, faith, and real-world experiences needed to discover their calling and make a meaningful impact in the world."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Future Hope Academy is recognized as a thriving Christian school where every student is known, valued, and cared for as part of a Christ-centered community. While our foundation is firmly rooted in biblical values, our outlook is global. Continuing a long tradition of welcoming international students, our school provides daily opportunities for students to learn alongside peers from diverse cultural backgrounds and faith traditions, fostering understanding, respect, and a broader worldview.
Our school has also gained recognition for its growing athletics program. What sets our program apart is its commitment to developing not only athletic excellence but also spiritual growth, character, leadership, and teamwork.
Service and outreach are central to the Future Hope experience. Students participate in meaningful opportunities to serve others, including supporting local church and community basketball programs, engaging in outreach initiatives, and participating in mission trips."
Information not available
"Families may not fully appreciate the integral role that mission and service play at our school. Future Hope has three pastors on staff, and every decision about programming is geared to support the Christian development of our students.This includes teaching students to reach beyond themselves, to enter into the lived experiences of others, and to foster community bonds in community service and mission trips. We believe the benefits to the students of social service include not only spiritual growth, but increased self-confidence and the acquisition of people skills. That is why we encourage students to contribute well beyond the 40 hours of community service mandated by the province. In the past our school has sponsored outreach to young athletes in Cameroon, bringing them sports equipment and donating time toward their skill development. Our students lend their talents to local church events such as basketball clinics for youth."
Information not available
"Not everyone would expect that a small school would deliver such impressive academic results. Our teachers devote extensive time to making sure every student is working to their fullest capacity, by understanding their strengths and weaknesses, connecting with their interests, adjusting their teaching to different learning styles, giving extra help on assignments or offering more time to lessons that need more reinforcement. Even though our classes are all taught at the academic level, Future Hope ensures that students rise to the challenge and excel by offering free tutoring to any student who needs a little extra help in a specific subject. On the other hand, it might surprise parents to know that we have the resources to offer a co-op program to our senior students, since we have made the commitment to allow students to explore a full range of possible career paths, including the trades."
Information not available
"While Future Hope has always welcomed both male and female students, only recently have we expanded our resources to provide a dedicated girls’ athletic program. We are thrilled to offer new opportunities for female student-athletes to grow, compete, and excel.
This year, Future Hope has also made significant enhancements to its facilities. A new prayer room has been established to provide students with a peaceful environment for reflection, prayer, and spiritual growth. Equipped with inspirational Bible verse displays, desks, and comfortable seating, the space encourages students to spend intentional time with God through prayer, journaling, and personal devotion.
In addition, we have developed a fitness and performance training facility to support the strength and conditioning needs of our student-athletes. The facility features professional-grade equipment, including a cork flooring system, two full-size squat racks, Olympic barbells, and a wide range of dumbbells."
Information not available
"Over the coming years, Future Hope Academy anticipates significant growth in student enrollment as more families seek a Christ-centered education that combines academic excellence, leadership development, and athletic opportunities. As our student body expands, we plan to grow our basketball program by offering multiple teams at various competitive levels and launching an elite girls' basketball program with several teams to complement our established boys' program.
To support this growth, we intend to expand our current campus or secure larger facilities, enhance student leadership development initiatives, and broaden our extracurricular and enrichment opportunities. These investments will allow us to serve more students while maintaining the personalized support and strong community that define the Future Hope experience."
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.
At Future Hope Academy, we believe every student has been created with purpose and potential. Our mission is to provide a Christ-centred education that inspires academic excellence, strong character, and servant leadership.
Our small class sizes, personalized learning approach, and dedicated faculty create an environment where students are known, supported, and challenged to succeed. Alongside rigorous academics, students grow spiritually through biblical teaching and daily opportunities to develop their faith.
Our high-performance basketball program competes in Ontario's elite leagues, providing student-athletes with exceptional training while emphasizing discipline, teamwork, and integrity.
As a Christian community, we are committed to preparing young people to lead with confidence, compassion, and conviction in an ever-changing world.
We invite you to visit our campus and discover why so many families choose Future Hope Academy as a place where students can learn, grow, and thrive.
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.
Our middle school program weaves Christian faith throughout all subjects. The language arts curriculum contains classical elements, such as emphases on subjects like poetry, spelling and grammar, and our math program would be described as traditional rather than discovery math. High school courses at Future Hope are geared towards fulfilling the requirements of the Ontario Secondary School Diploma and securing university enrolment in Canada and abroad. Our courses are largely taught at the academic level. In science students master the scientific method, how to conduct and communicate research, how to record data and how to think critically about the material they engage with. In addition to grades 9-12, we offer students the opportunity to complete a fifth year of study with us. Students can take advantage of an extra year to improve their grades in preparation for application to universities, including those belonging to the National Collegiate Athletic Association (NCAA) in the US. These students often concurrently pursue athletic training at our school, enabling them to be at their competitive best when being scouted.
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.
Our school uses a more traditional approach to mathematics, because we believe students benefit from mastering fundamental concepts, arithmetic skills, algebraic procedures, and mathematical reasoning through direct instruction, guided practice, and regular review. A strong foundation enables students to tackle more complex problems with confidence and accuracy. While discovery-based learning can encourage exploration and creativity, we believe students are best equipped to discover mathematical relationships after they have acquired the necessary knowledge and skills. Traditional instruction helps ensure that all students develop competence, precision, and confidence in mathematics, preparing them for advanced studies in STEM fields and beyond. Our goal is not simply for students to arrive at answers, but to understand mathematical truth, think logically, and cultivate disciplined habits of mind. We value exploration and problem-solving, but these are most effective when built upon a solid foundation of mathematical knowledge.
MATHPOWER 7 and 8 (McGraw-Hill). Principles of Mathematics 9 (Nelson), Principles of Mathematics 10 (McGraw-Hill). Functions, Advanced Functions, Calculus and Vectors (all by McGraw-Hill).
We require all students to have a scientific calculator in math and science classes. Smart devices such as phones or laptops are not an acceptable substitute. During exams students may not share calculators. If on an exam day a student is lacking a calculator, one is provided for them.
Not applicable
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.
Not applicable
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
Not applicable
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.
Not applicable
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.
As with our math instruction, our science program for the most part stresses the acquisition of background knowledge before tackling scientific inquiry. Expository instruction allows teachers to cover complex scientific content systematically, which can be especially important in preparation for university-level science courses. It reduces student confusion that can arise when students draw incorrect conclusions from open-ended investigations. It also benefits a wider range of learning styles that inquiry-based learning. Inquiry-based learning plays a role too, when we encourage students to brainstorm hypotheses freely and to acquire concepts through experimentation and investigation.
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
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 Future Hope Academy literature is considered to embody the great ideas and artistic achievements of the past. We examine each work in the context of the culture that produced it and to look at each work "on its own terms." We challenge our students not to assume that just because something is more modern it is better, to try to recognize modern biases and beliefs, and to see how past authors can sometimes challenge those beliefs. Our program develops appreciation of literature through a variety of pedagogical approaches, including class discussions and the student creation of literary works. Students are challenged to express themselves orally and in group presentations as well as to write clearly and effectively.
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
Not applicable
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).
Not applicable
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
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).
As an academically rigorous and Christian school, Future Hope tends toward a perennialist approach to teaching social sciences. We believe that students should engage with enduring ideas, foundational texts, and timeless questions about human nature, society, justice, government, culture, and morality. These ideas transcend time and cultures while taking specific forms according to the culture to which they belong. One offshoot of this approach is that it develops critical thinking abilities among students. Students learn to analyze arguments, evaluate evidence, compare competing viewpoints and defend their conclusions logically. It aligns with a Christian view of education because it allows students to explore social issues through both historical wisdom and a Christian worldview. By studying history, government, economics, and political thought in depth, students also gain the knowledge needed to participate thoughtfully in civic life. Social sciences such as psychology, sociology and anthropology are also taught and valued at Future Hope.
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.
Students in our language classes are just as likely to encounter verb drills as to be asked to create a dialogue about ordering food in a restaurant. Our teachers use a melange of techniques because different aspects of language acquisition are served better by particular strategies. While the mastering of irregular verbs benefits from the repetition of oral questions, drilling and worksheets, games can be an effective way to learn new vocabulary, and spoken language can be absorbed by viewing films and listening to the dialogue. Group work is used extensively by our teachers to encourage oral expression and to keep classes lively and engaged.
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.
Our arts classes teach about artistic principles and connect artistic works to the milieux in which they were created and the social and artistic movements they reflect. We want our graduates to be able to travel the world and be able to recognize the historical significance of local art and architecture. However, we also place a heavy focus on self-expression and the development of individual creativity. Most of our classes ask students to try and experiment with different art styles and techniques over the course of the class, and they usually culminate in a project that involves participating in the creative process in some kind of studio work.
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
Future Hope takes the task of instructing students in digital literacy seriously. We provide Mac computers to any student who does not have a computer of their own in the interest of equitable access to education, since most of our teachers post their lessons on Google classroom and use online resources in their teaching. Yet we strive to strike a balance with this. We want to encourage creativity and discourage an over-reliance on AI, so we mix in pen-and-paper assignments along with online work. This approach has multiple advantages, such as facilitating self-monitoring of spelling, grammar, and penmanship. The use of the motor skills used in handwriting also aids in a better retention of knowledge.
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.
Information not available
Not applicable
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.
Not applicable
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.
Information not available
Standard-enriched
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.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
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.
At Future Hope Academy, academic excellence is a cornerstone of our program. Most courses are taught at the academic level, and students are challenged to engage fully in their learning, participate actively in class, and consistently produce work of a high standard. To ensure every student is supported, academic progress is reviewed weekly, allowing us to identify those who may benefit from additional assistance and provide free tutoring when needed. Student-athletes are expected to maintain a minimum GPA of 70%, helping them develop the discipline and academic foundation necessary to compete for opportunities at top athletic and post-secondary institutions.
"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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The academic, spiritual, physical and social growth of each student is achieved through two methods: the Christian message of the Catechesis of the Good Shepherd and the Montessori approach as outlined by the Association Montessori Internationale and the Canadian Council of Montessori Administrators (CCMA).
At Future Hope Academy, our highest priority is that students graduate with a strong foundation of faith and a deep, personal relationship with God. More important than any measure of material success is the kind of person each student becomes—someone who understands and lives out their faith, appreciates both the freedoms and responsibilities of a virtuous life, cares for the well-being of others, and seeks to lead others to Christ. Academic excellence is also a core part of our mission. We are committed to helping students develop the knowledge, wisdom, and critical thinking skills needed to understand, navigate, and positively contribute to the cultures and communities in which they live.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
|
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.
|
||||
| Learning disabilities | ||||
|
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.
|
||||
|
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
|
||||
|
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.
|
||||
|
Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
|
||||
|
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.
|
||||
|
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.
|
||||
|
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.
|
||||
| Developmental | ||||
|
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).
|
||||
|
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.
|
||||
|
Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
|
||||
|
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).
|
||||
|
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.
|
||||
|
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.
|
||||
| Behavioral and Emotional | ||||
|
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.
|
||||
|
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.
|
||||
|
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.
|
||||
|
Suicidal thoughts
This involves persistent thoughts about ending one's life.
|
||||
|
Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
|
||||
|
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.
|
||||
| Physical | ||||
|
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.
|
||||
|
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.
|
||||
|
Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
|
||||
|
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.
|
||||
|
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.
|
||||
|
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."
|
||||
|
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).
|
||||
|
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.
|
||||
|
Multiple physical
Accommodating a wide range of physical conditions and disabilities.
|
||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
If a student were to receive a learning disability diagnosis while attending Future Hope Academy, I would explain to a parent that we can provide accommodations such as preferential seating and quiet test-taking environments. Our teachers are also able to chunk concepts to break a large, complex topic down into smaller, digestible pieces if necessary. In additional we offer free online reading remediation for students who need to make up written language deficits.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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 - 12
0%
60%
$0
$4,000
99%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades 7 - 12
No
No
No
No
No
No
No
No
No
No
At our school, we look for students who are not only capable learners, but who are also willing to grow in character, faith, and service. Academic ability matters, but so do integrity, humility, and a teachable spirit. We seek students who will contribute positively to our learning community and who desire to pursue excellence for the glory of God. Some of the qualities we value most include: A Love of Learning We value students who are curious, motivated, and willing to work hard. An academically rigorous environment requires perseverance, responsibility, and a commitment to continual growth. Strong Character Honesty, respect, kindness, and self-discipline are essential. We look for students who treat others with dignity and who strive to make wise and ethical decisions. Teachability A successful student is open to guidance, correction, and new ideas. We value humility and a willingness to learn from teachers, peers, and experiences. Spiritual Openness and Growth As a Christian school, we desire students who are willing to engage thoughtfully with biblical teaching, participate respectfully in chapel and spiritual life, and grow in understanding of faith and purpose. Positive Contribution to Community We seek students who will encourage others, participate in school life, and contribute to a culture of respect, encouragement, and service. Resilience and Perseverance Rigorous academics and personal growth both require resilience. We admire students who respond to challenges with determination, maturity, and a willingness to improve. Leadership and Service Leadership is not simply about achievement or recognition; it is about serving others well. We value students who demonstrate initiative, compassion, and a desire to use their gifts to benefit others. Ultimately, we are looking for students who want to grow into thoughtful, disciplined, compassionate young men and women - students who are prepared not only for university and future careers, but also for lives of faith, wisdom, and meaningful impact.
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
Schedule a family meeting with our admissions team to discuss your aspirations and suitability for Future Hope Academy School and to answer your questions about the school. Please send us your child's last two report cards ahead of the meeting.
STEP 2
Submit the following documents:
STEP 3
Our school requests OSR (Ontario Student Record) from current school
STEP 4
Pay tuition deposit
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
