2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
5051 Mainway, Burlington, Ontario, L7L 5H9, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
5051 Mainway, Burlington, Ontario, L7L 5H9, Canada
5,530.9 km
5,706.2 km
1983
2025
200
45
Nursery/Toddler to 8
JK to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Traditional
Varies
5 to 16
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
In-class adaptations
$4,620 to $19,495
$15,000 to $22,000
Yes
No
0%
0%
1 to 8
None
$0
$0
15
4
0%
0%
99%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 8
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 reportDawncrest positions its approach to instruction within a sense of possibility, building from a student’s sense of what they’re capable of and then extending it. Students feel that they are at baseline and building from there, rather than feeling that they are below baseline and reaching up to achieve it. Perhaps it’s a fine point, but the lived experience, for many students, can be transformational. The goal is academic excellence and personal confidence, and Dawncrest has built its reputation on delivering students into their high school careers with both of those. Families are also drawn to an impressive roster of extracurricular activities, one that is somewhat remarkable for a school of this size. As such, students not only have access to the activities of their choice, but they are also challenged to try others that they may not consider in other environments.
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"incredible memories"
Danilla Xing - Alumnus (Oct 20, 2017)
When I think back to my time at Bishop Hamilton Montessori School I have nothing but incredible memo... View full review
"a chance to grow at her own speed"
Marie Bordeleau - Parent (Jan 24, 2018)
Our daughter loves BHMS. She is challenged and engaged by the lessons and the activities, and inter... View full review
"able to follow my own interests and passions"
Silvie Cheng - Alumnus (Jan 24, 2018)
What stands out most from my time at BHMS was how freely I was able to follow my own interests and p... View full review
information not available
"Bishop Hamilton Montessori School, a not-for-profit school, provides a Christian Montessori approach since 1983 with programs for children 3 months to 14 years. Our success is built around our commitment to the academic, spiritual, physical and social growth of each student, which is the foundation of our educational approach. The breadth of our programs include enriched French, Science and Music. BHMS develops students with 21st century skills, to live in the real world."
"Dawncrest nurtures bright, balanced & compassionate learners through academic excellence, ecological education, real-world experiences & a strong sense of community. We support intellectual, emotional, social & physical growth while fostering meaningful connections to nature & one another. Children are seen, supported & empowered to thrive. Flexible learning options include half-day Kindergarten, a full-day program & the Foundations program with two afternoons each week free to pursue passions beyond the classroom."
"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."
"Dawncrest Academy is a distinguished private school in Burlington, Ontario, where every child is seen, supported, and inspired to thrive. We offer personalized learning rooted in academic excellence, creativity, and character development. Small class sizes, passionate educators, and a thoughtfully designed campus on three acres with outdoor fields and a full gymnasium foster confidence, curiosity, and joy in learning. Hands-on projects, outdoor exploration, and real-world experiences make education purposeful and engaging.
This fall, Dawncrest Foundations allows students with outside commitments—athletics, music, or farming—to leave early twice a week to focus on their passions while staying on track academically as part of a new streamed program. Unlike one-size-fits-all schools, Dawncrest emphasizes emotional growth, meaningful teacher relationships, and a culture of belonging, preparing students to thrive academically and personally."
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"To provide a highly personalized, flexible, and student-centered experience, Dawncrest Academy has made deliberate tradeoffs that prioritize quality over scale. We maintain small class sizes to ensure each child is known and supported, which means we have fewer students than larger schools and a more selective enrollment.
Offering programs like Dawncrest Foundations requires schedule flexibility and careful coordination with teachers, balancing academic continuity with students’ outside commitments. Our focus on hands-on learning, outdoor exploration, and real-world experiences demands investment in space, staffing, and resources, which can limit large-scale standardization but ensures every student receives an education tailored to their strengths, passions, and personal growth. In short, we trade mass efficiency for deep connection, individualized attention, and a supportive, vibrant community."
"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!"
"Several pivotal moments have shaped Dawncrest Academy into the school it is today. Its founding was guided by a vision to create a small, nurturing, student-centered environment where every child is seen and supported, setting the tone for the school’s ongoing commitment to personalized learning. The development of thoughtfully designed learning spaces and a three-acre campus with outdoor fields and a full gymnasium established a physical environment that fosters exploration, creativity, and well-being. More recently, the introduction of Dawncrest Foundations reflects the school’s adaptive approach, responding to families with students who pursue athletics, music, or farming, and demonstrating a commitment to flexibility without compromising academic rigor. Each of these milestones reinforced Dawncrest’s philosophy of blending academic excellence, personal growth, and real-world experiences, shaping a culture that balances intellectual challenge with emotional support and community."
"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."
"A student who thrives at Dawncrest Academy is curious, engaged, and ready to embrace a learning environment that honours childhood while inspiring a love of learning. They flourish in small classes where educators provide personalized attention and nurture each child’s intellectual, emotional, and creative growth. Dawncrest students are passionate about exploring ideas, pursuing athletics, music, or other interests, and taking part in programs like Dawncrest Foundations, which balance outside commitments with academic progress. Above all, they benefit from a school culture that cultivates lasting excellence, confidence, and a strong sense of community, supporting the whole child to grow into a capable, compassionate, and lifelong learner."
Information not available
"We follow an enhanced Ontario curriculum at Dawncrest. Families looking for montessori schools or IB schools specifically may not find what they are looking for here. What they will find is small class sizes, one-on-one learning time for core academics, nature workshops, nature field trips and experiential learning. Our homeroom teachers teach all of their core subjects and get to know their students really well during the course of the year. To that end, families wanting their child to have a different teacher for each subject will not find that at Dawncrest Academy. Families looking for personal electronic devices for all grades might not find us to be the right fit. Our steady introduction to technology in the younger grades builds and expands on computer skills, culminating with the student earning the privilege of having their own personal electronic device in grade 7."
"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 Dawncrest Academy because it offers a personalized, student-centered experience that blends academic excellence with creativity, character development, and emotional growth. Conveniently located in central Burlington, the school is easily accessible for families across the city and in neighbouring communities. Parents value small class sizes, exceptional educators, and a close-knit community where each child is known and supported. Programs like Dawncrest Foundations give students with outside commitments—athletics, music, or other passions—the flexibility to pursue them while staying on track academically. With a three-acre campus, outdoor fields, and a full gymnasium, Dawncrest nurtures the whole child, inspiring curiosity, confidence, and lasting excellence."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Dawncrest Academy is known for its high academic standards and individualized learning models that welcome students with diverse learning styles. Using cross-curricular tools, experiential learning, and flexible environments, students thrive inside with our Calming Corner and Maker’s Space, and outside on our outdoor classroom, three-acre field, and blacktop. This approach keeps children energized while preserving their curiosity and love of learning. Publicly, Dawncrest is recognized as a forward-thinking, high-quality private school with caring educators, a supportive community, and innovative programs, balancing rigorous academics with whole-child development and fostering confidence, creativity, and lasting excellence."
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"Our rotary classes (french, music and gym) are underappreciated. These programs are all taught by specialists in their field and are truly incredible. Conversational french is spoken in French class, engaging students in menu planning, ordering at cafe's from each other, and more. This is a curated program developed over many years and we are extremely lucky to be engaged in this way of teaching and learning the French language.
Our music program runs three times per week and our upper grades play as an instrumental band which every student is a part of. Taught by a fellow musician, students are actively engaged in experiencing different types of music, challenging each other to play together, and performing twice annually for their families.
Our 3,200 square foot gymnasium speaks for itself; for an Elementary program with a small teacher to student ratio, you truly have to step into our state of the art gym to appreciate how lucky we are to have and to use it."
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"Our heart-centered approach is not loud, nor is it front and center, but it is truly felt among those who spend time immersing themselves in our programs. Our teachers are all teaching because they are passionate and truly dedicated to their craft and to their students. Our management and ownership team are all mothers themselves, each with their own unique story to tell, which led them to become passionate about our school. When we say we are a family-friendly environment, we truly mean it."
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"Prior to opening our doors for the first time this fall, we set about ensuring that our grounds both inside and outside were planned out and ready to suit the needs of our students and their families. Inside we use state of the art technology systems, for efficiency and security. Outside, we completed the first and second phases of our outdoor space. Our blacktop has been freshly paved and painted with new games, a balance structure has been installed on the field, and brand-new soccer nets are ready for play. We have planted over 40 trees, including a small orchard, providing privacy, shade, and natural wind protection. These outdoor improvements not only enhance our students’ play and learning spaces but also support our commitment to ecological education, offering hands-on opportunities to connect with nature and learn about sustainability."
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"Over the coming years, Dawncrest Academy will continue to deepen personalized learning, expand experiential opportunities, and strengthen our connection to the natural world, staying true to our mission of honouring childhood, inspiring learning, and supporting the whole child. The launch of Dawncrest Foundations allows students with outside commitments—athletics, music, or other passions—to pursue them while staying on track academically. We also plan to expand ecological and outdoor education, using our three-acre campus and natural spaces to foster environmental stewardship, hands-on discovery, and active learning. These initiatives will personalize learning, support diverse talents, and cultivate curiosity, creativity, and resilience, further enhancing the ways we serve families and prepare students to thrive academically, personally, and socially."
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.
Welcome to Dawncrest Academy — a place where childhood is honoured, curiosity is celebrated, and every student is truly known. At Dawncrest, we believe that excellence in education comes not only from strong academics, but from nurturing the whole child: mind, body, and heart. Our small class sizes, dedicated educators, and thoughtfully designed learning environments allow us to meet students where they are and support them as they grow in confidence, character, and capability.
What makes Dawncrest special is our commitment to inspired, meaningful learning. From hands-on, cross-curricular experiences to outdoor and ecological education on our three-acre campus, students are encouraged to explore, question, and engage deeply with the world around them. Programs like Dawncrest Foundations reflect our belief that education should be flexible and responsive, allowing students to pursue passions in athletics, music, or other commitments while maintaining strong academic foundations. We are proud to partner with families to create a supportive, joyful learning community where students develop a lifelong love of learning and the skills to thrive both in school and beyond.
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 curriculum integrates multifaceted learning opportunities with instructional technology and experiential, hands-on discovery. It is an enhanced curriculum program encompassing all disciplines in ways that encourages and supports students natural curiosity and love of learning. Students at Dawncrest Academy are engaged in dynamic learning experiences throughout their school day. This includes one-on-one time with their homeroom teachers, and opportunities to explore their classroom material even further with hands-on experience in the Makers Space, the outdoor classroom and/or the gymnasium as well as specialized instruction in French, Music, and Physical Education.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The math materials, like all other classroom materials, focus first on the concrete and then move toward abstraction. Students first focus on the numbers one to ten, mastering quantity, then the symbol and finally associating the two. A complete comprehension of this first stage is essential as it lays a solid foundation for future work in the decimal system. Students are exposed to the operations of addition, subtraction, multiplication and division before they leave the Casa program. There are five strands in the Ontario Grade 7 & 8 Curriculum. Our program meets and exceeds the requirements for both levels, not only by incorporating material from grade 9, but also by requiring students to conduct higher order thinking in math seminar and math projects.
Our Mathematics program, grounded in a balanced approach, integrates both conceptual understanding and procedural fluency to develop confident, flexible thinkers. Beginning in the early years, students explore number sense through hands-on activities, games, and inquiry-based learning that build strong foundational skills and curiosity about how numbers work. From Grades 1 to 3, the focus is on developing fluency with basic operations, recognizing patterns, and applying mathematical thinking to everyday situations. As students progress, they deepen their understanding through problem-solving, reasoning, and real-world connections, learning multiple strategies to approach increasingly complex concepts. Direct instruction, guided discovery, and meaningful practice work together to ensure mastery of essential skills while fostering perseverance, creativity, and confidence. Students are encouraged to communicate their thinking, make connections across strands, and see mathematics as both a logical system and a tool for understanding the world around them.
Our math program incorporates Saxon Math, Jump Math, Math Makes Sense, daily problem sets, spiraled review, and unit-based work. Saxon is emphasized in upper grades; all resources support differentiation and a spiralized approach reinforcing concepts throughout the year.
Calculators are gradually introduced in Senior School to support computation, problem-solving, and real-world application after foundational skills develop. Students build mental math and paper strategies first. As complexity increases, calculators aid exploration, verification, and efficiency, reinforcing understanding while ensuring basic skills remain central and never replaced.
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.
Our Early Reading program is rooted in a systematic, phonics-intensive approach aligned with the Science of Reading. Beginning in the early years, students develop a strong foundation in phonemic awareness, letter-sound correspondence, and blending skills through explicit, sequential instruction. Lessons incorporate multisensory activities, repetition, and cumulative practice to ensure mastery and automaticity. As students progress, instruction expands to include syllable types, spelling patterns, and morphological awareness, helping readers decode and encode with increasing independence. Decodable texts are carefully matched to taught skills, allowing students to apply new learning in meaningful contexts while building fluency and confidence. Comprehension, vocabulary development, and language understanding are integrated throughout, ensuring that reading is both accurate and purposeful. This structured literacy approach supports all learners—particularly those needing additional reinforcement—by providing clear pathways from decoding to fluent, expressive reading and ultimately, a lifelong love of literacy.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We administer DIBELS and Science of Reading–aligned screeners to monitor foundational skills, fluency, and early reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
Our Writing program reflects a balanced approach, combining systematic instruction in foundational writing skills with process-based practices that nurture creativity and authentic expression. Beginning in the early years, students learn to construct clear, complete sentences and apply grammar, punctuation, and spacing with accuracy. Writing conventions are taught explicitly through modeling, guided practice, and meaningful application. As students progress, they engage in the full writing process—planning, drafting, revising, and editing—to strengthen both clarity and voice. Lessons emphasize authentic writing experiences that connect to real-world contexts, classroom themes, and cross-curricular learning, allowing students to see writing as a purposeful form of communication. Teachers provide individualized feedback and scaffolded support, helping students grow as confident, capable writers. By combining structure with creativity, our Writing program builds strong foundational skills, encourages self-expression, and fosters a lasting appreciation for writing as a powerful and practical tool for communication.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science is an integral part of the Montessori classroom curriculum from Casa through Junior High. As students join the Senior Elementary classroom they are introduced to an enriched science program conducted by the science specialist in a carefully designed student-friendly laboratory. In this environment students conduct a variety of experiments, learning about such topics as biology, physics, optics, anatomy, astronomy, genetics, and aerodynamics. This hands-on approach to learning what is often only taught through textbooks instills in students a passion for exploration and discovery. Since research at BHMS is not limited by age, only by imagination, students are able to conduct independent research on topics of personal interest. They then present their conclusions in local and regional science fairs where BHMS consistently rates among the top schools in the region.
Our Science program follows the Ontario Curriculum while providing students with additional opportunities for hands-on, inquiry-based learning. Central to this experience is our dedicated STEM space, where students work collaboratively on experiments, projects, and problem-solving challenges that integrate science, technology, engineering, and mathematics. This dedicated area allows for exploration beyond the textbook, encouraging curiosity, creativity, and critical thinking. In addition, our students benefit from access to outdoor learning spaces that extend the classroom into the natural environment. From studying local ecosystems to observing weather patterns and engaging in environmental stewardship projects, students are able to see real-world applications of scientific ideas. This combination of indoor and outdoor experiences reinforces the connections between theory and practice. By blending curriculum expectations with engaging opportunities for exploration, our Science program inspires students to ask questions, seek solutions, and build a deeper appreciation for the role of science in their world.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Our Literature program reflects a balanced approach, combining traditional literary analysis with a social justice lens that values diverse perspectives and real-world connections. Students are introduced to a rich variety of texts, including classic and contemporary works, that reflect multiple voices, cultures, and experiences. In the early years, students build comprehension and fluency through engaging read-alouds, shared reading, and guided discussions. As they progress, they explore plot, character, setting, and theme, developing critical thinking and communication skills through conversation and reflection. Lessons also encourage students to consider the broader messages within literature—examining how stories connect to identity, community, and the human experience. Through meaningful dialogue, creative response, and authentic reflection, students learn to appreciate literature both as an art form and as a window into the world around them. Our program cultivates empathy, curiosity, and a lifelong love of reading and storytelling.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Throughout the elementary program students are exposed with increasing detail to the Great Stories: Creation of the Universe, Timeline of Life, Timeline of Humans, The Story of Numbers and The Story of Language. Montessori lessons address reading, writing, mathematics, geometry, physics, chemistry, biology, economics, history, art, geology and geography. The Montessori concepts and skills development are an enriched program with a lot of scope.
Our Social Studies program, rooted in an Expanding Communities approach, begins in the early years as students explore their roles within their families and classroom communities. The initial focus for Grades 1 to 3 is on building an understanding of self, relationships, and the local environment through inquiry, storytelling, and hands-on exploration. Students learn about their immediate world and begin to recognize the importance of cooperation, diversity, and belonging. From Grades 4 to 6, students broaden their perspective to include provincial, national, and global communities. Through studies of geography, history, and civic responsibility, they explore how people, places, and environments are connected. Lessons incorporate multiple perspectives, including Indigenous worldviews and global voices, encouraging respect, empathy, and critical thinking. Our Social Studies program nurtures curiosity, global awareness, and cultural understanding, empowering students to recognize their role as active, responsible citizens in an interconnected world.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
BHMS offers an adolescent program within the context of the regular Montessori school, providing a supportive learning environment specially tailored to meet the needs of adolescents. Happy and healthy teenage experiences are essential for developing the coping skills and knowledge for successful adulthood. To this end, the integrated program of study for the BHMS Junior High follows Dr. Montessori’s Educational Syllabus for the adolescent: Self Expression: Music, Writing Workshops & Language Arts, Art, Physical Education Psychic Development: Moral Education, Mathematics, Languages (French) Preparation for Adult Life: Study of the Earth & Living Things (Physical Geography, Biology, Anatomy, Astronomy) Study of Human Progress & the Development of Civilization (Physics, Chemistry, Engineering, Genetics, History of Science & Technology) Study of History of Humanity (History of Exploration & Settlement, Political Geography, Environmental Studies, Religion, Peace & Conflict Studies, Law & Government, Literature/ Novel Study, National history & Current Events).
In Grades 7 and 8, Humanities is taught through distinct Geography and History classes in alignment with the Ontario Curriculum. In History, students investigate critical periods in Canadian and world history, examining the perspectives of historical figures and the societal forces that shaped events. They are encouraged to make meaningful connections between past and present, analyzing how historical decisions and conflicts influence current issues. In Geography, students explore physical and human geography, studying patterns, resources, and the impact of human activity on the environment. They also develop geographic inquiry skills as they interpret data, maps, and case studies. By linking both subjects to current events, students learn to evaluate the relevance of history and geography to their own lives and communities. This approach fosters critical thinking, problem solving, and global awareness, while equipping students with the knowledge and skills outlined in the Ontario Curriculum.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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.
Our French program, rooted in a comprehensible input approach, begins in Kindergarten, where our youngest learners are introduced to the exciting concept of multilingualism. The initial focus for Grades 1 to 3 is on developing strong oral comprehension skills through engaging, immersive experiences. Students build a foundational understanding of spoken French through rich cultural content, songs, interactive activities, and storytelling, ensuring language acquisition feels natural and enjoyable. Formal reading in French is introduced in Grade 3, carefully building on their established listening skills. By Grade 4, students begin to develop their writing abilities, completing the integration of all four language strands: listening, speaking, reading, and writing. From Grades 4 through 8, students continuously practice and refine these strands, deepening their proficiency and cultural appreciation. Our core French program ensures a vibrant, accessible learning environment where students confidently grow into effective communicators.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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 Creative Arts program, rooted in a studio-based approach, begins in Kindergarten, where our youngest learners are introduced to the joy of creative expression. The initial focus for Grades 1 to 3 is on exploring a variety of artistic forms—visual art, music, and drama—through hands-on, playful experiences. Students build foundational skills in creativity, problem-solving, and collaboration as they engage in activities that nurture imagination and curiosity. From Grades 4 to 6, students deepen their understanding of the creative process, experimenting with new techniques, materials, and forms of expression. Lessons are enriched with artist studies and art history that celebrate diverse voices and traditions, ensuring a multicultural lens that highlights how art connects cultures and tells shared human stories. From Grades 7 to 8, students refine their artistic techniques, reflect on their creative growth, and engage in thoughtful discussions about art’s impact. Our Creative Arts program fosters confident, culturally aware creators.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Our Technology program integrates digital tools across all grades to support interactive, creative, and responsible learning. Teachers have access to classroom TVs to present engaging, interactive lessons that enhance instruction. In Kindergarten to Grade 2, students use iPads alongside coding bots to explore early digital literacy and problem-solving in age-appropriate ways. In Grade 3, Chromebooks are introduced, with explicit instruction in care, safety, keyboarding skills, and creating simple presentations. By Grades 4 to 6, students expand their use of technology to support academic growth, leveraging editing tools to refine writing, develop multimedia presentations, and deepen their exploration of coding. In Grades 7 and 8, our program becomes fully digital, with e-learning integration across subject areas. Students use digital media for research, practice, skill reinforcement, and collaborative projects. This structured, developmental approach ensures students gain confidence, proficiency, and responsibility as digital learners.
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.
Our Physical Education program is an integral part of our curriculum, designed to help students develop confidence, coordination, and a lifelong appreciation for movement. Beginning in the early years, students are introduced to foundational motor skills through engaging, age-appropriate activities that promote teamwork, cooperation, and good sportsmanship. From Grades 1 to 3, the focus is on building control, balance, and spatial awareness through games and structured play. As students progress through the grades, they refine these skills, applying them to more complex sports and movement sequences. Lessons emphasize goal setting, perseverance, and respect—key elements in fostering both physical literacy and character development. Students participate in a variety of activities, including basketball, soccer, baseball, volleyball, and tennis. Across all grade levels, our program promotes active living, physical fitness, and overall well-being, encouraging students to develop healthy habits, self-confidence, and a positive attitude toward lifelong participation in physical activity.
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.
Our Junior and Senior Kindergarten program is designed to integrate exploration and inquiry with the fundamentals of literacy and numeracy. Students are guided through hands-on discovery experiences while building fine motor skills, stamina, and engaging in the foundations of reading and math. The program also includes instruction in Science, Health, Music, French, Social-Emotional Learning, and Media Arts. Our youngest learners are an integral part of our school community and are included in all House team events, concerts, school-wide activities, and clubs. In addition, we emphasize the development of essential life skills, nurturing students to become independent, confident self-advocates.
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.
Flexible pacing ensures every student is appropriately challenged and supported. Teachers differentiate instruction, allowing advanced learners to accelerate and explore complex concepts, while providing targeted reinforcement for those needing more time. This personalized approach maximizes engagement and understanding for all.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
The School works collaboratively with parents teachers and students to foster the development of each child. The outcome of this partnership is our Portrait of a Graduate which consists of following skills and attributes: academically prepared, leader, independent thinker, intrinsically motivated, socially responsible, respecter of all persons, competent learner, confident, creative thinker, collaborative worker, protector the environment, engaged community citizen, secure with their relationship with God. Portrait of a Graduate illustrates the skills and attributes BHMS students can develop when parents and teachers work collaboratively to foster the development of their child’s academic, social, emotional, and spiritual development.
Our academic culture is rooted in support, encouragement, and high expectations for every learner. We believe students thrive when they are met where they are and guided to stretch beyond their comfort zones. Teachers design learning experiences that foster confidence while encouraging resilience and growth. Recognizing that each child learns differently, we focus on equity rather than equality, providing every student with the unique resources, strategies, and challenges they need to be successful. By combining compassion with rigor, we cultivate an environment where students feel valued, capable, and empowered to reach their fullest potential.
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The academic, spiritual, physical and social growth of each student is achieved through two methods: the Christian message of the Catechesis of the Good Shepherd and the Montessori approach as outlined by the Association Montessori Internationale and the Canadian Council of Montessori Administrators (CCMA).
Our academic culture is built on balance, ensuring equal attention is given to the intellectual, emotional, social, and physical development of every student. We believe true education extends beyond academics, nurturing well-rounded individuals who are curious, resilient, and compassionate. Students are encouraged to strive for excellence while also building the confidence to embrace challenges and learn from setbacks. Central to our approach is the development of emotional intelligence, which empowers students to understand themselves, show empathy, and lead with integrity. Through supportive relationships and high expectations, we help students grow into confident, capable individuals who are prepared not only for academic success, but also for meaningful contributions to their communities.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
When a student begins to experience learning difficulties, we respond with care and collaboration. Classroom teachers collect data and anecdotal observations, which are then shared with parents during meetings to discuss a path forward. If additional understanding is needed, we guide families to seek professional assessments for greater clarity. Based on this information, we create an Individual Learning Plan that outlines appropriate accommodations or modifications tailored to the student’s needs. With regular communication, we partner closely with families to ensure consistency and support. Our goal is always to provide a strong, responsive program in which every student can thrive and experience success.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
1 - 8
0%
0%
$0
$0
99%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 8
No
No
No
No
No
No
No
No
No
No
Dawncrest Academy seeks students who are curious, motivated, and eager to engage in a learning environment that values both academic excellence and personal growth. Ideal students are open to exploring ideas, taking intellectual risks, and participating actively in hands-on and experiential learning. They flourish in small class settings where individual attention, meaningful teacher relationships, and flexible learning approaches are emphasized. Students who pursue athletics, music, arts, or outdoor passions will thrive, particularly through programs like Dawncrest Foundations, which balance outside commitments with strong academics. Above all, the students we welcome are those who embrace curiosity, creativity, and collaboration, enjoy being part of a close-knit, supportive community, and are ready to grow intellectually, emotionally, and socially while contributing to the life of the school.
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: Inquire online or by phone
Step 2: Schedule your personalized School Tour
Step 3: Begin the Application Process:
Schedule your child’s compulsory Two Day School Visit - Be sure to pack your child a peanut free lunch with snacks, water bottle, change of gym clothes & indoor shoes, jacket and outdoor wear for recess.
Completion by current school of the Confidential School Report Form
Provide copies of most recent Report Cards, and any other supporting documentation*
A Non-Refundable $150 Application Fee for Canadian students and $200 for International Students must accompany each Application
Step 4: Admissions Decision
Dawncrest Academy will notify you of an Admissions Decision pending receipt and review of the Application Process Documents
Step 5: Deposit & Registration
$2000 Non Refundable Deposit due upon Admission to guarantee your child’s classroom spot (which is deducted from Tuition Payment)
New Student Registration Form and Payment Information due to the Office
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