2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
1370 Oxford Street West, London, Ontario, N6H 1W2, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
1370 Oxford Street West, London, Ontario, N6H 1W2, Canada
5,530.9 km
5,781.0 km
1983
1918
200
180
Nursery/Toddler to 8
Preschool to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Traditional
Varies
10 to 17
Learning, Developmental, Behavioral
Learning, Behavioral
In-class adaptations
$4,620 to $19,495
$23,000 to $28,700
Yes
Yes
0%
0%
1 to 8
Preschool to 8
$0
$2,000
15
15
0%
0%
99%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, 1, 2, 3, 4, 5, 6, 7
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 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 reportMatthews Hall has been nurturing young minds since 1918. The school’s motto, "Debeo Possum Volo" ("I must, I can, I will"), reflects its dedication to instilling responsibility, resilience, and determination in students. The curriculum is both rigorous and rich, with a strong focus on critical thinking, creativity, and inquiry-based learning. Small class sizes ensure personalized attention. Beyond academics, Matthews Hall offers a vibrant co-curricular program that includes sports, arts, and community service. As a result, the co-curriculars promotes teamwork, social responsibility, and fun! The close-knit community fosters collaboration and active participation. In this supportive environment, students naturally form lasting friendships and thrive in all areas of life—academically, personally, and socially. Parents appreciate the school’s holistic approach, which equips their children with the values and skills needed to excel in life.
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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
"He thoroughly enjoys the Extended Day program, and I cannot imagine him not participating in it going forward."
Kristen Gotkowski - Parent (May 27, 2025)
My son loves going to school. He wants to stay at extended daycare as long as possible; he looks for... 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."
"A capable and caring staff, small classes, and a nurturing atmosphere have inspired elementary-aged children at Matthews Hall since 1918. A sense of community, rich curriculum and a dynamic co-curricular program allow students to learn with confidence and lead with character. We inspire academic excellence and a lifetime of joyful learning in the children we serve. At Matthews Hall, we celebrate character, talent and commitment as the foundation on which our unique learning environment is built and sustained!"
"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."
"Matthews Hall is a leading example of excellence in education. A capable and caring staff, small classes, and a nurturing atmosphere have inspired elementary-aged children at Matthews Hall since 1918. A sense of community, rich curriculum and a dynamic co-curricular program allow students to learn with confidence and lead with character. We inspire academic excellence and a lifetime of joyful learning in the children we serve. At Matthews Hall, we celebrate character, talent and commitment as the foundation on which our unique learning environment is built and sustained."
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"Foundational learning and mastery of essential learning skills are a priority at Matthews Hall. Our underlying premise is excellence in teaching and learning. We prioritize a commitment to learner centred teaching, evidence-based practice and collaboration. We recognize parents as the first and foremost teachers of their children and as such we remain focused on academics at school and allow families to support their own children with regard to their own beliefs and ideologies."
"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!"
"Matthews Hall boasts a rich history that spans over 100 years, evolving through pivotal moments along the way. Founded in 1918 by Kate Sotham Matthews at St. Paul’s Cathedral, the school soon outgrew its original location in 1930 and underwent a series of relocations, leading to its name change to Miss Matthews School. Following Miss Matthews' retirement in 1950, the institution was incorporated as an independent non-denominational school. Kate Matthews passed away in 1955, leaving behind a legacy of service to her church, school, community, and country. In 1977, the school was legally renamed Matthews Hall. In 2007, it became an accredited member of the Canadian Association of Independent Schools (CAIS). Most recently, in 2020, our campus underwent significant renovations, allowing us to expand both our facilities and programs, which has greatly enhanced the student experience."
"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."
"Ideal Matthews Hall students are curious, motivated, and eager to engage in both academic and co-curricular pursuits. We welcome families who value character education, holistic development, and a close-knit community. These are families who view education as a partnership between home and school and place value on qualities such as integrity, respect and resilience. Our collaborative approach maximizes each child’s potential in a safe and nurturing setting that promotes academic growth and social-emotional well-being."
Information not available
"While we appreciate the diverse educational needs of families, Matthews Hall may not be the best fit for those seeking a large student body. Our school emphasizes a close-knit community where each student is known and valued, prioritizing smaller class sizes over a larger population. Families looking for the social dynamics of a bigger school may find this focus limiting.
Additionally, Matthews Hall upholds a strong student honor code that establishes clear behavior expectations. Families who may not be a good fit are those who do not prioritize accountability and alignment with our values. We seek parents who actively support our commitment to holding students accountable for their actions, as this collaboration is essential for maintaining a positive learning environment. Families that prefer a more lenient approach to behavior management may find that our emphasis on accountability and adherence to the honor code does not align with their educational philosophy."
"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 Matthews Hall for our nurturing and personalized environment, as well as our balanced approach to education. Our dedication to small class sizes, individualized learning, and a rich array of co-curricular opportunities distinguishes us. With an emphasis on character development and academic excellence, families trust us to provide a well-rounded education that fosters confidence, curiosity, and inclusion. These in addition to our community-centric culture and dedicated teachers are consistently highlighted by families as key reasons for choosing us over other schools."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"In the public eye, Matthews Hall is recognized for balancing high academic standards with a supportive, community-oriented atmosphere. We are known for our rigorous academic programs, complemented by a full co-curricular schedule that enriches our students’ educational experience. Our commitment to developing the whole child is evident in our reputation for nurturing confident, capable, and well-rounded individuals who excel both academically and in life. Families regard us as a nurturing, inclusive school that is well-resourced and consistently prepares students for the next stages of their academic journeys, ensuring they are equipped to succeed in their future endeavors."
Information not available
"An often-overlooked aspect of Matthews Hall is our deep commitment to character education and social-emotional learning. While our academic accomplishments receive much attention, our dedication to cultivating compassionate, resilient, and respectful individuals is equally foundational. This focus equips our students with the necessary skills to navigate life’s challenges, fostering their growth as ethical, engaged citizens and empathetic leaders."
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"Families frequently express surprise at our strong sense of community. While they may expect excellent academics, they may not expect the warmth, inclusivity, and support that defines Matthews Hall. From faculty engagement to family involvement, we have a culture of genuine care and respect that helps students feel secure and valued, creating a vibrant learning environment where each child can truly flourish."
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"For the first time in Matthews Hall’s history, we are embarking on a transformative journey of comprehensive campus renewal. This initiative achieves the historic milestone of uniting all students and teachers under one roof, fostering a truly connected learning community where every child can thrive. Research indicates that physical and social environments profoundly impact learning, and we have prioritized inspiring spaces that uplift both students and teachers. Our new kindergarten and grades 1-8 classrooms, along with revitalized playgrounds and basketball and volleyball courts, honor the heart and soul of Matthews Hall. With enhanced lighting, acoustics, textures, and personalized elements, these thoughtfully designed spaces not only respect our students but also reinforce our unwavering commitment to excellence. You will be inspired!"
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"Our ambition at Matthews Hall is to elevate student achievement and success by nurturing each unique child. We are dedicated to providing rich learning opportunities across academics, the arts, athletics, and active citizenship, preparing students to make meaningful contributions to the world. By fostering a growth mindset, we encourage students to embrace challenges, take risks, and learn with resilience and optimism—skills essential for success in school and in life.
With Phase 1 and 2 of our campus master plan now complete, we are poised to continue this transformation through several exciting phases. Future plans include a two-part Arts Block for visual arts, music, and drama. Future plans also include a Dining Hall Block and outdoor enhancements designed to further inspire and support a dynamic, well-rounded student experience. Through these strategic initiatives, we are shaping an environment where every student can grow, discover, and be inspired."
Since opening our doors in 1983, the National Capital Region has come to recognize Bishop Hamilton Montessori School as a leader in education beginning at 3 months of age and continuing through to grade eight.
As School Director, I am proud of our student-body and the BHMS community at large. The school community has created an environment that strives for excellence not only within the classroom but also when looking outwards to the world around them. BHMS students and graduates come to appreciate the vast and diverse world around them through studying different cultures and through participating in charities both locally and internationally.
The value of learning Christian principles and charity in the context of a multicultural and religiously diverse student body prepares students to partake fully in the Canadian cultural mosaic. By stressing the importance and interconnectedness of people around the world, students also learn about the interconnectedness of the subjects that they study, thus fortifying BHMS’s academic excellence. Through this model, students aspire to become well-rounded citizens from an early age; this aspiration serves to motivate students to develop a passion and hunger for knowledge that they will carry with them through life.
Selecting a school that focuses on your child’s academic, social and spiritual growth is one of the most important decisions that you will make. Bishop Hamilton Montessori School looks forward to partnering with you every step of the way.
Together we can unlock your child’s potential.
At Matthews Hall, we want to be part of your child's educational journey by inspiring your child’s love of learning and sense of belonging. Our talented team of teachers and committed staff pledge to do our very best to discover your son or daughter’s potential and prepare him or her for the challenges of a rapidly changing world. We do this in partnership with you as parents – the first and most important teachers of your children.
As a proud member of the association of Canadian Accredited Independent Schools (CAIS), as well as the Conference of Independent Schools of Ontario (CIS), we share a commitment to excellence and accountability, which is the hallmark of every excellent independent school.
We believe so strongly in the value of a Matthews Hall education that we invite you to visit us and see for yourself.
You can be assured of a warm Matthews Hall welcome!
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.
At Matthews Hall, our underlying premise is Excellence in Teaching and Learning, with a goal to ensure that all we do is different, better and special. We strive to inspire academic excellence and a lifetime of joyful learning in the students we serve. At Matthews Hall, we believe that students excel when they are inspired and motivated by teachers who excel in the planning, delivery, assessment and evaluation of meaningful learning opportunities. We believe this is best achieved through a commitment to learner-centered teaching, evidence-based practice, collaboration and self-reflection in a supportive environment. We aim to accompany our students on a balanced journey of academic, character and leadership development at all levels. We recognize our unique partnership with parents, who are the first and most important teachers of their children, and believe common goals for student learning are a team effort.
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.
The math curriculum blends traditional methods with modern enrichment, fostering a strong foundation while challenging students to reach their full potential. Mastery of number facts and efficiency with standard computational algorithms is a focus in the early elementary grades. We emphasize exploration and encourage students to use a variety of strategies to understand and apply mathematical concepts. The inclusion of math contests offers an excellent platform for students to apply their skills in real-world scenarios, sparking interest and engagement. A differentiated teaching approach is central to the curriculum, addressing diverse learning styles and needs. This approach nurtures all learners—whether they excel or need additional support—fostering a deeper, more meaningful understanding of mathematics. Discovery math is strategically introduced once foundational skills are established. This method helps students connect with the why behind the math, not just the how, and provides meaningful challenges that encourage application of their knowledge in new contexts.
Teachers create their own material or use material that match Ontario curriculum standards.
Students may use calculators at the discretion of their teacher.
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.
Phonics Intensive in the Early Years with a move to Balanced Literacy as students become competent readers. Starting in our early years programming key aspects of our phonics approach include Sequential Skill Development - Students progress through a carefully designed sequence of phonics instruction, mastering foundational skills before moving on to more complex patterns. Multi-Sensory Learning - Engaging activities such as phonemic awareness games, hands-on letter manipulation, and interactive reading experiences to reinforce phonics concepts. Application to Authentic Reading - Students practice applying phonetic patterns in both controlled texts and open-ended reading experiences, helping them bridge the gap between learning and real-world application. Building Confidence in Decoding - By equipping students with strong phonics skills, we enable them to tackle unfamiliar words with ease, fostering a love for reading and lifelong literacy success.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science is an integral part of the Montessori classroom curriculum from Casa through Junior High. As students join the Senior Elementary classroom they are introduced to an enriched science program conducted by the science specialist in a carefully designed student-friendly laboratory. In this environment students conduct a variety of experiments, learning about such topics as biology, physics, optics, anatomy, astronomy, genetics, and aerodynamics. This hands-on approach to learning what is often only taught through textbooks instills in students a passion for exploration and discovery. Since research at BHMS is not limited by age, only by imagination, students are able to conduct independent research on topics of personal interest. They then present their conclusions in local and regional science fairs where BHMS consistently rates among the top schools in the region.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
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
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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.
Approaching the curriculum through a traditional lens helps students develop a strong understanding of the historical roots and foundational concepts. Within this framework, students explore subject matter from multiple perspectives—examining issues as individuals within a local context, as members of a global community, and through cross-comparisons between diverse communities. They also investigate the impact of human activity on the environment and throughout history. Inquiry-based learning plays a central role, empowering students to ask meaningful questions, seek out evidence, and develop critical thinking skills. This approach fosters curiosity and a sense of ownership over their learning as they develop their voice within these contexts. As students progress through the curriculum, each unit highlights key themes tailored to the content and aligns with age-appropriate learning goals. This intentional progression allows learners to build on their knowledge, deepening their understanding and broadening their perspective on both historical and contemporary issues.
Perennialism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
BHMS offers an adolescent program within the context of the regular Montessori school, providing a supportive learning environment specially tailored to meet the needs of adolescents. Happy and healthy teenage experiences are essential for developing the coping skills and knowledge for successful adulthood. To this end, the integrated program of study for the BHMS Junior High follows Dr. Montessori’s Educational Syllabus for the adolescent: Self Expression: Music, Writing Workshops & Language Arts, Art, Physical Education Psychic Development: Moral Education, Mathematics, Languages (French) Preparation for Adult Life: Study of the Earth & Living Things (Physical Geography, Biology, Anatomy, Astronomy) Study of Human Progress & the Development of Civilization (Physics, Chemistry, Engineering, Genetics, History of Science & Technology) Study of History of Humanity (History of Exploration & Settlement, Political Geography, Environmental Studies, Religion, Peace & Conflict Studies, Law & Government, Literature/ Novel Study, National history & Current Events).
Information not available
Audio-Lingual
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
The study of French is of utmost importance at Bishop Hamilton Montessori School where students begin their daily language study while still in the Casa program. As students progress through the levels their mastery of the language intensifies as does their understanding of Francophone culture and literature. Harnessing Ottawa’s geographic location and bilingual nature the French program conducts field-trips, culminating in annual trips to visit nearby Francophone cities of Montreal and Quebec in grades six through eight. Students graduating from grade eight of the Junior High program have successfully completed the French immersion language curriculum that is introduced at grade 10 in the public immersion system. By moulding students’ linguistic capabilities from such a tender age, and in small-group settings, they are able to become fully assimilated into the bilingual mosaic of Canada’s National Capital Region.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Beginning in the Casa level and beyond, students meet with the Music Specialist where they are introduced gradually to music theory and expression. In grade 4 students begin exploring different musical instruments and, later, are integrated into the school band. Additionally, vocal skills are honed and refined through learning and performing choral music. The BHMS passion for music and performance is evidenced through annual concerts that bring together students of all ages, as well as the staging of some popular musicals, complete with set design, costuming, and theatrics, all developed by the students. Creative expression is an important outlet for students. The Art curriculum aims to inspire students to express feelings, ideas, and issues using a variety of medians such as: two and three dimensional forms and Multimedia Art. Students learn to apply the critical analysis process to communicate feelings, ideas and understanding of Socio-cultural and Historical Contexts.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
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.
Not applicable
Information not available
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at BHMS learn from a young age that a healthy mind thrives in a healthy body. Once students reach the third year of Casa they progress to classes lead by the physical education specialist in our gym or outside. These classes, taught three times weekly, teach the importance of exercise as part of a routine, the rules of certain sports and good sportsmanship. Students participate in city-wide sporting events as well as in athletic competitions with other schools. The Junior High Physical and Health Education program, taught in French and English, introduces a variety of sports, games, and outdoor pursuits. We participate in cross-country running, soccer, floor hockey, track and field, as well as, an extensive cycling program. The health curriculum uses the Ontario curriculum documents as a guide.
Information not available
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.
The kindergarten program at Matthews Hall provides students with the strong start they deserve. At Matthews Hall our graduates are engaged, accomplished, self-assured, positive and caring. Our kindergarten program includes Pre-K, JK and SK. Children attending kindergarten at Matthews Hall enjoy a personalized learning experience. Our pre-school & Kindergarten programs are further enriched with art, music, and a variety of co-curricular activities – even for our youngest students. Daily French instruction begins in junior kindergarten. Our students also enjoy field trips, guest speakers, Innovative Learning Spaces, including an Outdoor classroom.
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.
Some of our key flexible pacing options include tailored learning support for grouped abilities, ongoing daily differentiated instruction, extracurricular academic competitions that push students beyond standard coursework, and project-based and experiential learning to enhance students’ understanding and engagement.
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.
Information not available
"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.
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Not applicable
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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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).
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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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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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
1 - 8
Preschool - 8
0%
1%
$0
$2,000
99%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, 1, 2, 3, 4, 5, 6, 7
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 8
No
No
No
No
No
No
No
No
No
No
Ideal Matthews Hall students are curious, motivated, and eager to engage in both academic and co-curricular pursuits. We welcome families who value character education, holistic development, and a close-knit community. These are families who view education as a partnership between home and school and place value on qualities such as integrity, respect and resilience.
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.
To begin the application process, please contact the school through email at [email protected] or by calling Tobi Solomon at 519-471-1506 ext. 506 to book a tour.
During a tour of the school, families will be provided with an information package and an application form.
After submitting the completed application form along with proof of age, recent report cards and the $250 non-refundable application fee, students are scheduled to spend a day at Matthews Hall.
Admissions decisions are made after the student visit.
Families are notified by email.
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