2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
5,530.9 km
5,692.4 km
1983
1995
200
520
Nursery/Toddler to 8
Preschool to 12
Coed
Coed
Day
Day
English, French
English, French
Academic
Academic
Montessori
Traditional
Varies
18 to 22
Learning, Developmental, Behavioral
Learning
In-class adaptations
$4,620 to $19,495
$22,300 to $25,000
Yes
No
0%
0%
1 to 8
None
$0
$0
15
33
0%
0%
99%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Dec 15, 2025
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 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 reportNot all immersion programs are created equally, and Lycée Francais is an example of that. The school was founded in 1995 with support from the French consulate to offer a French education to the children of French nationals living in Toronto (a portion of the faculty, then as now, are themselves French nationals). The program is based on the curriculum used in France, as developed by the French Ministry of Education. That said, the most substantive difference is that the program is dual, admitting students with either English or French as a first language, with French as the primary language of instruction from pre-school on up. Immersion often gets lumped in with gifted programs, though it's not at all just for high flyers. That said, the LFT program is challenging and very much intended, especially in the upper grades, for students preparing to enroll at university.
View full report
"incredible memories"
Danilla Xing - Alumnus (Oct 20, 2017)
When I think back to my time at Bishop Hamilton Montessori School I have nothing but incredible memo... View full review
"a chance to grow at her own speed"
Marie Bordeleau - Parent (Jan 24, 2018)
Our daughter loves BHMS. She is challenged and engaged by the lessons and the activities, and inter... View full review
"able to follow my own interests and passions"
Silvie Cheng - Alumnus (Jan 24, 2018)
What stands out most from my time at BHMS was how freely I was able to follow my own interests and p... View full review
"Lycée Français de Toronto offers a great quality of education with an amazing French method."
Eve Vanhoutte - Student (Mar 18, 2025)
This school offers a great quality of education with an amazing French method. It pushes its student... View full review
"The Lycée teaches kids how to write properly, think analytically, and so much more."
Melodie Plaxton - Student (Mar 18, 2025)
I love the Lychee Francais de Toronto, although I think it has its flaws. When I first arrived at th... View full review
"I think Lycée Français is the best French school in Toronto, and I'm so grateful to be here."
Francisca Morales - Student (Mar 25, 2025)
When I first arrived at this school, I was really scared because I thought I was going to be critici... View full review
"Bishop Hamilton Montessori School, a not-for-profit school, provides a Christian Montessori approach since 1983 with programs for children 3 months to 14 years. Our success is built around our commitment to the academic, spiritual, physical and social growth of each student, which is the foundation of our educational approach. The breadth of our programs include enriched French, Science and Music. BHMS develops students with 21st century skills, to live in the real world."
"The Lycée Français de Toronto is a bilingual and bicultural school offering the internationally recognized French curriculum from Preschool to Grade 12. No prior French is required in Preschool or Kindergarten. Through daily learning in French and English, individualized attention, and research-informed teaching practices, students develop strong academic foundations, bilingual fluency, and the confidence to thrive in an international world. Graduates earn the French Baccalauréat, the only program of its kind in Toronto, opening doors to leading universities in Canada and around the globe."
"Montessori is child-centred form of education that helps students cultivate a love for learning. The Montessori Method was developed by Dr. Maria Montessori in the early 1900s. She believed children learn better when they get to choose what to learn. Here at Bishop Hamilton Montessori School, her philosophy is alive and well.
Bishop Hamilton Montessori School is a CCMA accredited, not-for-profit independent school. We are an authentic Montessori school offering a Christian component . Since 1983, we have provided a high-quality education to generations of children in the Ottawa area."
"At the Lycée Français de Toronto, we bring together five strengths rarely found in one school: bilingual education, a bicultural perspective, individualized attention, research-informed teaching, and the French Baccalauréat.
Students learn in French and English every day and graduate fully bilingual. Our bicultural approach combines the rigor of the French curriculum with the openness of Canada, fostering academic excellence and cultural agility.
Small class sizes allow teachers to know each student and provide personalized support. Guided by cognitive science and evidence-based practices, our teaching helps students build strong learning habits and independence.
This journey culminates in the French Baccalauréat, an internationally recognized diploma that opens doors to top universities in Canada, the US and Europe."
Information not available
"At the Lycée Français de Toronto, we have chosen depth over speed, individualized attention over scale, and long-term growth over short-term performance.
Rather than encouraging early specialization, we focus on building strong foundations in languages, mathematics, sciences, and critical thinking. We believe students benefit from developing broad knowledge, intellectual curiosity, and strong learning habits before narrowing their focus.
Our commitment to individualized attention means maintaining small class sizes and a human-centered approach, even when this limits growth. Students thrive when they are known, supported, and challenged as individuals.
We also prioritize true bilingualism and academic rigor, which require sustained effort and high expectations. As a result, students graduate with strong academic foundations as well as the confidence, resilience, and adaptability needed to succeed in university and beyond."
"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!"
"Founded in 1995, the Lycée Français de Toronto was created to bring the excellence of French education to Toronto. While it initially served primarily French-speaking families, the school gradually evolved to welcome a broader international community drawn to its academic rigor and bilingual environment.
A defining turning point was the decision to open Kindergarten to children with no prior French experience. This expanded access to families from diverse backgrounds and reinforced the school’s commitment to bilingualism.
Another important milestone was the development of a complete Preschool-to-Grade-12 journey culminating in the French Baccalauréat. This long-term vision allows the Lycée to support students through every stage of their development while remaining true to its founding values: academic excellence, cultural openness, and individualized attention."
"Bishop Hamilton Montessori School prepares students to live in the real world. Our students become leaders, lifelong learners, and independent thinkers who have a social conscious and a secure relationship with God. These qualities are possible due to our strong partnership with parents. Families who get the most out of their time in our school are families who share the same values."
"Students who thrive at the Lycée Français de Toronto are curious, engaged, and open to new experiences. They do not need to arrive speaking French, but they benefit from embracing a bilingual environment and the opportunities that come with learning across languages and cultures.
Students are encouraged to ask questions, think critically, persevere through challenges, and take increasing ownership of their learning. They are often eager to explore a wide range of interests before discovering their strengths and ambitions.
Families who value academic rigor, individualized attention, and a strong school-family partnership tend to find an excellent fit. They see education not only as preparation for university, but as a journey that helps young people develop confidence, character, and the skills needed to thrive in a changing world."
Information not available
"The Lycée Français de Toronto may not be the ideal choice for families seeking a predominantly English-language education or who do not value a bilingual and bicultural learning experience. Our program is built around the French national curriculum and a long-term commitment to helping students become fluent in both French and English.
Our school may also be less suited to families looking for extensive early specialization or a large-school environment. We intentionally prioritize strong academic foundations, individualized attention, and a coherent educational journey from Preschool to Grade 12.
Students thrive here when they are willing to embrace challenge, develop independence, and grow within a structured yet supportive environment. Families who value bilingualism, academic rigor, and long-term personal growth tend to find the strongest fit."
"A high percentage of our new families come to us through word of mouth! We appeal to parents who know they want Montessori and want a Christian presence for their children."
"Families often choose the Lycée Français de Toronto because they are looking for a combination that is difficult to find elsewhere: academic rigor, true bilingualism, individualized attention, and an international outlook.
Many are drawn to the opportunity for their children to become fully fluent in both French and English while following the internationally recognized French curriculum. Others value our bicultural approach, which combines the rigor of the French system with the openness and diversity of Toronto.
Families also appreciate the close relationships students build with teachers and the sense of belonging that comes from being part of a smaller school community.
Many are equally attracted by the French Baccalauréat, unique in Toronto. Recognized by leading universities in Canada, Europe, and the United States, it provides a rigorous and internationally respected pathway that keeps a wide range of future options open."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"The Lycée Français de Toronto is widely recognized as one of Toronto’s leading bilingual and international schools. It is known for combining the academic rigor of the French education system with a welcoming, multicultural environment.
Families associate the school with strong academic outcomes, high expectations, and the opportunity for students to become fully fluent in both French and English. The French Baccalauréat, unique in Toronto, is one of the school’s most distinctive strengths and a key reason for its reputation among families seeking a rigorous, internationally recognized pathway to higher education.
Beyond academics, the Lycée is also known for its close-knit community and its ability to help students develop confidence, cultural agility, and a global perspective."
Information not available
"One aspect of the Lycée Français de Toronto that is often underappreciated is the long-term impact of its bilingual, bicultural education and the French Baccalauréat that crowns it.
Families are often attracted by the opportunity for their children to become fluent in French and English, but may underestimate how learning across two languages and cultures develops adaptability, communication skills, and the ability to think from multiple perspectives. The strength of the French curriculum lies not only in its academic rigor, but in the way it teaches students to analyze, reason, write, and defend ideas with clarity and precision.
While families often compare the French Baccalauréat to the IB, many do not realize how highly it is regarded by universities in Canada, the United States, and Europe. Its combination of intellectual depth and subject specialization provides exceptional preparation for higher education."
Information not available
"One thing that often surprises families is how personal and supportive the Lycée Français de Toronto feels.
People sometimes associate the French education system with rigor and high expectations. While those qualities are very much present, families quickly discover an environment built on strong relationships, a genuine sense of belonging, and a close-knit community. Students are known by their teachers, supported throughout their journey, and encouraged to develop confidence alongside academic excellence.
Families are also often surprised by the strength of students’ English language skills. Although the school follows the French curriculum, graduates leave fully bilingual and exceptionally well prepared for English-speaking universities.
Over time, many families realize that the Lycée is not simply a French school in Toronto, but a truly bilingual, bicultural, and international learning community."
Information not available
"In recent years, the Lycée Français de Toronto has continued to invest in both its learning environment and educational approach.
We have enhanced our outdoor spaces and student facilities to support well-being, play, and learning at every stage of development. At the same time, we have strengthened student support by maintaining small class sizes and expanding the resources available throughout each student’s educational journey.
We have also invested significantly in professional development, with teachers regularly engaging in training focused on cognitive science, visible thinking, language development, and research-informed teaching. These initiatives reflect our belief that great learning begins with great teaching.
Together, these improvements reinforce our commitment to providing a rigorous, bilingual education in a supportive environment where students are known, challenged, and encouraged to grow."
Information not available
"Over the next five years, one of the most significant developments for the Lycée Français de Toronto will be the renovation and expansion of our campus. This project is driven by a simple goal: creating learning environments that better support the way students learn, grow, and connect.
The expanded campus will create new opportunities for academics, arts, athletics, student life, and collaborative learning, while preserving the strong sense of community that defines the Lycée experience.
As part of the global AEFE network of more than 500 French schools worldwide, we will continue to expand opportunities for international collaboration and exchange.
At the same time, we will strengthen our research-informed approach to teaching and our bilingual, bicultural educational model. Our vision is not simply to build a larger school, but an even stronger environment for learning, belonging, and personal growth."
Since opening our doors in 1983, the National Capital Region has come to recognize Bishop Hamilton Montessori School as a leader in education beginning at 3 months of age and continuing through to grade eight.
As School Director, I am proud of our student-body and the BHMS community at large. The school community has created an environment that strives for excellence not only within the classroom but also when looking outwards to the world around them. BHMS students and graduates come to appreciate the vast and diverse world around them through studying different cultures and through participating in charities both locally and internationally.
The value of learning Christian principles and charity in the context of a multicultural and religiously diverse student body prepares students to partake fully in the Canadian cultural mosaic. By stressing the importance and interconnectedness of people around the world, students also learn about the interconnectedness of the subjects that they study, thus fortifying BHMS’s academic excellence. Through this model, students aspire to become well-rounded citizens from an early age; this aspiration serves to motivate students to develop a passion and hunger for knowledge that they will carry with them through life.
Selecting a school that focuses on your child’s academic, social and spiritual growth is one of the most important decisions that you will make. Bishop Hamilton Montessori School looks forward to partnering with you every step of the way.
Together we can unlock your child’s potential.
Barbara Martin, as the Head of School at Lycée Français de Toronto, brings a remarkable blend of passion, experience, and leadership to her role. With a background as a science teacher and extensive experience in France, including leading a large high school and driving change within the French Ministry of Education, she embodies a vision for education that is both ambitious and compassionate.
Her dedication to nurturing an environment where every student can excel and embrace their individuality is evident. Grounded in principles of compassion, open-mindedness, and collective intelligence, her leadership fosters a community where dialogue and responsibility are paramount. She believes in empowering each member to contribute to a more inclusive and equitable world.
Barbara's commitment to ensuring the school embodies values of humanism, curiosity, and excellence for all shines through. She is passionate about providing an education that not only challenges students intellectually but also prepares them to be thoughtful and engaged global citizens. Through a holistic and multilingual approach, she aims to empower students to reach their full potential and make a positive impact in their communities and beyond. Her leadership reflects a dedication to creating a nurturing and inspiring educational environment where students can thrive and fulfill their aspirations.
Barbara Martin's expertise and leadership in education have garnered significant recognition, as evidenced by her recent publication, "La méthode Barbara," released by the renowned French publishing house, Fayard, on October 12, 2022. This book chronicles her experiences as headmaster of a French lycée and has quickly gained acclaim, attracting attention from the press and media, including Radio Canada. The success of "La méthode Barbara" underscores her innovative approach to education and her ability to inspire positive change within educational institutions. Through her book, Barbara shares valuable insights and strategies that have resonated with educators and administrators worldwide, further solidifying her reputation as a trailblazer in the field of education.
In recognition of her distinguished merits and commitment to serving others, she was awarded the medal of the French National Assembly in 2016 and made a Chevalier de l'ordre national du Mérite (France's highest honor) in November 2021.
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.
The Lycée Français de Toronto is the only school in Toronto fully accredited by the French Ministry of National Education from Preschool to Grade 12. As part of the AEFE network of more than 500 French schools worldwide, it offers students access to a globally recognized curriculum and a truly international educational pathway. The French curriculum is known for its coherence, depth, and academic rigor. Students build strong foundations in mathematics, sciences, languages, humanities, and the arts while developing critical thinking, analytical skills, and intellectual independence. Learning takes place in both French and English, preparing students to thrive across languages and cultures. This academic journey culminates in the French Baccalauréat, one of the world's most respected secondary school diplomas and a qualification recognized by leading universities in Canada and around the world.
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.
Mathematics at the Lycée Français de Toronto is taught through a structured and progressive approach that emphasizes mastery of foundational skills before moving to increasingly complex applications and problem-solving. Compared with the Ontario curriculum, the French curriculum often introduces concepts in a different sequence and places a stronger emphasis on procedural fluency, logical progression, and mathematical precision. Students first learn and practice mathematical methods and algorithms, then apply these tools to increasingly challenging problems and real-world situations. Regular practice helps build accuracy and confidence, while each new concept builds upon previously acquired knowledge. This combination of strong foundations and analytical thinking helps students develop the mathematical maturity needed for advanced studies in mathematics, science, engineering, economics, and other analytical fields.
Information not available
Information not available
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
In the language portion of the curriculum Casa students begin by identifying sounds and later associating them with letters. Later, students apply this knowledge to phonics and reading. In the Montessori system students first learn to write and then to read.
Early reading at the Lycée Français de Toronto combines systematic literacy instruction with rich exposure to language and literature in both French and English. Children develop foundational reading skills through phonological awareness, decoding, and word recognition while engaging daily with stories, picture books, read-alouds, and classroom discussions. Explicit instruction in reading strategies is complemented by meaningful opportunities to explore texts, build vocabulary, and develop comprehension. As students progress, they learn not only how to read accurately and fluently, but also how to interpret, question, and connect with what they read. Our approach nurtures both the technical skills required for strong literacy and a lifelong appreciation for books, language, and learning.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
Writing instruction at the Lycée Français de Toronto combines explicit teaching of language conventions with frequent opportunities for authentic written expression. In the younger grades, students learn handwriting through cursive writing, which supports fine motor development, fluency, and the connection between reading and writing. At the same time, they receive systematic instruction in grammar, spelling, vocabulary, sentence structure, and writing conventions. Students regularly write for different purposes and audiences, gradually progressing from words and sentences to longer, more complex texts. Teachers provide modeling, guided practice, and feedback to help students develop both technical accuracy and confidence as writers. Our goal is to help students become clear, thoughtful communicators who can express ideas creatively, organize their thinking effectively, and write with increasing precision and independence.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science is an integral part of the Montessori classroom curriculum from Casa through Junior High. As students join the Senior Elementary classroom they are introduced to an enriched science program conducted by the science specialist in a carefully designed student-friendly laboratory. In this environment students conduct a variety of experiments, learning about such topics as biology, physics, optics, anatomy, astronomy, genetics, and aerodynamics. This hands-on approach to learning what is often only taught through textbooks instills in students a passion for exploration and discovery. Since research at BHMS is not limited by age, only by imagination, students are able to conduct independent research on topics of personal interest. They then present their conclusions in local and regional science fairs where BHMS consistently rates among the top schools in the region.
Science education at the Lycée Français de Toronto combines strong academic foundations with hands-on inquiry and experimentation. Students develop a solid understanding of scientific concepts through structured instruction while also learning to investigate questions, analyze evidence, and apply their knowledge in meaningful ways. From the earliest grades, students explore the natural world through observation, experiments, projects, and discussion. As they progress, they build increasingly sophisticated knowledge in life sciences, physics, chemistry, earth sciences, and technology, while learning to use the scientific method and think critically about evidence. Our balanced approach develops both scientific knowledge and scientific thinking. Students learn not only what we know about the world, but how that knowledge is built, tested, and refined. By High School, they are well prepared for advanced scientific study and confident in their ability to solve complex problems.
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
Physics
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
Literature plays a central role in the curriculum at the Lycée Français de Toronto. Throughout their schooling, students engage with a rich selection of both classic and contemporary works in French and English. As they progress, students learn to analyze plot, characterization, themes, style, and authorial intent while developing an appreciation for the cultural and historical contexts that deepen understanding of a text. Classroom discussions, close reading, and written analysis encourage students to interpret, question, and defend their ideas with clarity and evidence. Beyond literary knowledge, the study of literature helps students explore universal questions about identity, relationships, ethics, and society. By High School, students are able to engage thoughtfully with complex texts, communicate sophisticated ideas, and develop the critical-thinking and writing skills that are essential for success at university and beyond.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Throughout the elementary program students are exposed with increasing detail to the Great Stories: Creation of the Universe, Timeline of Life, Timeline of Humans, The Story of Numbers and The Story of Language. Montessori lessons address reading, writing, mathematics, geometry, physics, chemistry, biology, economics, history, art, geology and geography. The Montessori concepts and skills development are an enriched program with a lot of scope.
In the elementary grades, social studies focuses on helping students build a strong understanding of history, geography, and the societies that shape our world. Students explore significant people, places, events, and civilizations through stories, reading, discussion, maps, projects, and age-appropriate research. Historical topics are introduced through a coherent progression, helping students develop a sense of chronology and understand how societies evolve over time. Geography studies help students understand the relationships between people, places, environments, and cultures at local, national, and global levels. Our approach emphasizes knowledge acquisition alongside curiosity and critical thinking. By building strong historical and geographical foundations, students develop cultural awareness, informed citizenship, and a deeper understanding of the world around them.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
BHMS offers an adolescent program within the context of the regular Montessori school, providing a supportive learning environment specially tailored to meet the needs of adolescents. Happy and healthy teenage experiences are essential for developing the coping skills and knowledge for successful adulthood. To this end, the integrated program of study for the BHMS Junior High follows Dr. Montessori’s Educational Syllabus for the adolescent: Self Expression: Music, Writing Workshops & Language Arts, Art, Physical Education Psychic Development: Moral Education, Mathematics, Languages (French) Preparation for Adult Life: Study of the Earth & Living Things (Physical Geography, Biology, Anatomy, Astronomy) Study of Human Progress & the Development of Civilization (Physics, Chemistry, Engineering, Genetics, History of Science & Technology) Study of History of Humanity (History of Exploration & Settlement, Political Geography, Environmental Studies, Religion, Peace & Conflict Studies, Law & Government, Literature/ Novel Study, National history & Current Events).
The humanities and social sciences at the Lycée Français de Toronto combine the study of foundational knowledge with the exploration of contemporary issues and perspectives. Students engage with history, geography, economics, philosophy, literature, and social sciences to understand how societies have evolved and how individuals interact with the world around them. They study significant ideas, events, and thinkers while examining their relevance to current social, political, environmental, and ethical questions. Through reading, discussion, research, debate, and written analysis, students learn to evaluate evidence, consider multiple perspectives, and construct well-reasoned arguments. Our approach values both knowledge and inquiry, helping students develop cultural literacy, intellectual curiosity, and informed citizenship. By connecting enduring ideas to real-world challenges, students gain the critical-thinking skills needed to navigate an increasingly complex and interconnected world.
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.
Foreign language learning at the Lycée Français de Toronto emphasizes communication, cultural understanding, and authentic language use. Students are encouraged to use the target language in meaningful contexts through conversation, collaboration, presentations, projects, and real-world situations. Language acquisition is supported by a variety of activities, including discussions, role-playing, games, literature, media, and authentic texts that help students connect language with culture. Grammar and vocabulary are taught as important tools for communication rather than as isolated exercises. As students progress, they develop confidence in speaking, listening, reading, and writing while gaining a deeper appreciation for different cultures and perspectives. Our goal is to help students become effective communicators who can engage comfortably and confidently across languages and cultural contexts.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Beginning in the Casa level and beyond, students meet with the Music Specialist where they are introduced gradually to music theory and expression. In grade 4 students begin exploring different musical instruments and, later, are integrated into the school band. Additionally, vocal skills are honed and refined through learning and performing choral music. The BHMS passion for music and performance is evidenced through annual concerts that bring together students of all ages, as well as the staging of some popular musicals, complete with set design, costuming, and theatrics, all developed by the students. Creative expression is an important outlet for students. The Art curriculum aims to inspire students to express feelings, ideas, and issues using a variety of medians such as: two and three dimensional forms and Multimedia Art. Students learn to apply the critical analysis process to communicate feelings, ideas and understanding of Socio-cultural and Historical Contexts.
The fine arts program at the Lycée Français de Toronto balances artistic appreciation with creative expression. Through visual arts, music, drama, and performance, students learn both to understand artistic works and to develop their own creative voice. Students explore a wide range of artistic traditions, techniques, styles, and cultural influences while engaging in hands-on creation, performance, and experimentation. They learn to observe, interpret, and discuss works of art, while also developing the skills and confidence to create, perform, and present their own work. Whether through painting, drawing, music, theatre, or collaborative projects, students are encouraged to take creative risks, refine their techniques, and communicate ideas in meaningful ways. Our approach nurtures creativity, self-expression, cultural awareness, and the confidence to engage with the arts throughout their lives.
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
Technology plays an important but balanced role in the curriculum at the Lycée Français de Toronto. We view digital tools as a means to support learning, creativity, collaboration, and problem-solving rather than as an end in themselves. Students develop digital literacy progressively across subjects, learning how to research, evaluate information, create content, collaborate responsibly, and use technology effectively. As they advance through the grades, they also gain exposure to computer science concepts, coding, computational thinking, and digital citizenship. Technology is integrated where it enhances learning while preserving the importance of discussion, reading, writing, hands-on experiences, and human interaction. Our goal is to help students become thoughtful, responsible, and adaptable users of technology, equipped with the digital skills needed to thrive in an increasingly connected world.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at BHMS learn from a young age that a healthy mind thrives in a healthy body. Once students reach the third year of Casa they progress to classes lead by the physical education specialist in our gym or outside. These classes, taught three times weekly, teach the importance of exercise as part of a routine, the rules of certain sports and good sportsmanship. Students participate in city-wide sporting events as well as in athletic competitions with other schools. The Junior High Physical and Health Education program, taught in French and English, introduces a variety of sports, games, and outdoor pursuits. We participate in cross-country running, soccer, floor hockey, track and field, as well as, an extensive cycling program. The health curriculum uses the Ontario curriculum documents as a guide.
Physical education at the Lycée Français de Toronto combines skill development, teamwork, competition, and personal growth. The journey begins in the early years, with daily movement activities and skating introduced in Grande Section. As students progress through Primary, Middle, and High School, they participate in a structured physical education program and a wide range of sports, including soccer, basketball, cross-country, track & field, ball hockey, and multisport activities. Students have opportunities throughout their school years to represent the Lycée in competitions across Toronto through the SSAF, developing teamwork, commitment, resilience, and school spirit. Some students also participate in events organized through the AEFE network of French schools, connecting with peers from across North America through sport and competition. Our goal is not only to develop athletic skills, but also confidence, leadership, perseverance, and a lifelong appreciation for physical activity and wellbeing.
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Students progress and learn at their own pace. For this reason fast learners are not held back and slower learners are not frustrated by their inability to keep up. Classrooms consist of mixed ages 3 to 6 and provide a family life setting where learning takes place naturally. This approach recognizes learning as a social process and provides opportunities for older students to mentor the younger ones. The curriculum develops spoken and written language, reading, mathematics, the natural sciences and the arts.
At the Lycée Français de Toronto, our Preschool and Kindergarten program combines play, discovery, and strong academic foundations within a fully bilingual environment. No prior French is required. Children learn through hands-on experiences, structured exploration, storytelling, movement, the arts, and daily interactions in both French and English. Small class sizes allow teachers to provide individualized attention and build strong relationships with each child. Our approach balances curiosity and joy with the development of essential early literacy, numeracy, language, and social-emotional skills. By helping children feel confident, known, and supported from the start, we create the conditions for a lifelong love of learning and future academic success.
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.
While curriculum expectations are clearly defined, teachers use differentiated instruction to meet students where they are. Students receive individualized support, appropriate challenge, and regular opportunities for guided independent work, helping them build autonomy, confidence, and effective learning habits.
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.
The Lycée Français de Toronto maintains a rigorous academic culture built on high expectations, intellectual challenge, and strong foundations across disciplines. Students follow the French national curriculum, complemented by a robust English program, while developing analytical, critical-thinking, and communication skills. Academic rigor is reflected not only in the depth of the curriculum, but also in the development of autonomy, responsibility, and effective study habits. At the same time, high expectations are supported by individualized attention and close guidance from teachers. Our goal is not simply academic achievement, but to help students develop the knowledge, confidence, and discipline needed to succeed at leading universities in Canada, Europe, and the United States.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The academic, spiritual, physical and social growth of each student is achieved through two methods: the Christian message of the Catechesis of the Good Shepherd and the Montessori approach as outlined by the Association Montessori Internationale and the Canadian Council of Montessori Administrators (CCMA).
At the Lycée Français de Toronto, we aim to help students become knowledgeable, thoughtful, and well-rounded individuals prepared to thrive in a changing world. We place equal importance on intellectual, emotional, social, and physical development. Through a rigorous academic program, students develop analytical and critical-thinking skills, intellectual curiosity, and a strong understanding of the world around them. At the same time, they build confidence, resilience, empathy, and a sense of responsibility toward others. Through academics, arts, athletics, leadership, and community experiences, students learn to collaborate, communicate effectively, and engage respectfully with diverse perspectives. Our goal is to graduate young adults with the knowledge and character to make meaningful contributions wherever life takes them.
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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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
The Lycée Français de Toronto provides a range of accommodations and support measures designed to help students access learning while maintaining high expectations. Support may include differentiated instruction, classroom accommodations, organizational support, modified assessment conditions, and individualized learning strategies. Teachers work closely with families and external professionals to ensure that support plans are responsive to each student's needs. The school also benefits from the guidance of an Inclusion Reference Teacher, who helps coordinate support, advise staff, and facilitate collaboration between families, teachers, and specialists. Our approach is guided by a simple principle: every student should have the opportunity to learn, progress, and participate fully in school life. By combining individualized support with clear expectations, we strive to create an environment where students can develop confidence, independence, and academic success.
The Lycée Français de Toronto is committed to supporting students who develop learning difficulties during their educational journey. We work closely with families, teachers, and, when appropriate, external specialists to identify needs early and provide appropriate support. Students with diagnosed learning disabilities may be successful at the Lycée, depending on their individual profile and the level of support required. Admissions decisions are made on a case-by-case basis, with careful consideration of whether the school can provide an environment in which the student can thrive academically, socially, and emotionally. While we are not a specialized school, we are committed to fostering an inclusive environment where students are known, supported, and encouraged to reach their full potential.
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%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 15, 2025
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 12
No
No
No
No
No
Yes: grades 1 - 12
No
Yes: grades 6 - 12
No
No
Admission to Kindergarten (Pre-K, JK, SK) The meet and greet (30 minutes) is a play-and-learn interaction with one of our kindergarten teachers, conducted in the applicant’s preferred language (French or English). *Candidates for the Pre-K class must be potty trained Admission to Grades 1 - 12 Admissions tests for Grades 1-12 assess French language skills. Grade 1: Candidates must understand and speak French; reading and writing skills are not required. Grades 2-12: Both written and oral French skills will be assessed.
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 2 ▶︎ Online application
Families interested in applying to LFT are invited to complete an online application on our admissions portal. Your application is considered complete once you have :
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