2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
123 Main Street East, Milton, Ontario, L9T 1N4, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
123 Main Street East, Milton, Ontario, L9T 1N4, Canada
5,530.9 km
5,712.6 km
1983
2013
200
100
Nursery/Toddler to 8
Preschool to 6
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Montessori
Varies
Varies
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$4,620 to $19,495
$14,800 to $15,300
Yes
No
0%
0%
1 to 8
None
$0
$0
15
10
0%
0%
99%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades 1 - 6
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 reportStirling Montessori Academy provides a warm, community-oriented learning environment grounded in Montessori principles. Families appreciate the school for prioritizing hands-on learning, independence, and a respect for each child’s developmental pace. The low teacher-to-student ratio, especially in the Senior Elementary years, supports highly personalized learning and steady growth in confidence, creativity, and leadership. Programs follow a cohesive Montessori continuum, enriched with French, music, athletics, STEM, and technology. This blend of experiential learning and strong academic integration appeals to families seeking both a nurturing atmosphere and high standards. The school is known for its committed, highly trained educators and for its close-knit culture, where collaboration, empathy, and community engagement are emphasized.
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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
"What stands out most is how attentive they are to each child’s individual development, both academically and socially."
Jacqueline Nunes - Parent (Feb 27, 2026)
Our experience has been deeply enriching. The school applies Montessori principles in such a complet... View full review
"When I think back on my time there, I remember feeling excited to go to school each day."
William R - Alumnus (Mar 10, 2026)
I attended for five years, and it truly shaped who I am as a student today. When I think back on my ... View full review
"Hands-on learning, learning at my own pace or building meaningful connections with friends and teachers, has been beneficial for me in learning and in social situations to this point in my life and will continue beyond."
Aaron Coelho - Alumnus (Apr 21, 2026)
One of the first things I remembered on my first day in the CASA program was how safe I felt. The nu... 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."
"Stirling Montessori Academy offers students a creative and supportive environment to cultivate and embrace their unique strengths while fostering a genuine passion for learning. Grounded in the principles of Montessori education, our curriculum is crafted to align with the developmental needs of each student. The dedicated members of our seasoned staff infuse each interaction with integrity, warmth, and an unwavering commitment to every student and family within our close-knit community."
"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 Stirling Montessori Academy, we uniquely implement the Montessori Method to create a nurturing environment where experiential learning is prioritized. Our programs are designed to foster independence, self-paced progress, and a genuine enthusiasm for learning. With a low teacher-to-student ratio in our Senior Elementary program, students receive personalized instruction that goes beyond academics to build creativity, confidence, and leadership skills. Our curriculum surpasses Ministry of Education standards, integrating French, music, athletics, STEM, and technology to develop well-rounded, globally aware individuals."
Information not available
"To offer a truly individualized learning experience, we maintain a low teacher-to-student ratio, which necessitates careful resource allocation and investment in highly trained staff. Our commitment to maintaining the integrity of the Montessori Method means we may not follow traditional educational models or schedules, which requires families to align with our philosophy. Additionally, our comprehensive programs, including extended hours and special activities, are designed to accommodate working families, representing an investment in time and resources to ensure a holistic educational journey for our students."
"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!"
"Stirling Montessori Academy's accreditation by the Canadian Council of Montessori Administrators (CCMA) marked a significant milestone, reinforcing our commitment to providing authentic Montessori education. The development of our unique continuum of education from Casa to Senior Elementary has allowed us to offer a cohesive learning journey tailored to each developmental stage. Furthermore, the integration of a comprehensive STEM and technology curriculum has positioned us to meet and exceed educational standards, preparing students for the future. These key developments have solidified our reputation as a nurturing, innovative learning environment where students thrive academically and personally."
"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."
"Our school is ideally suited for self-motivated, creative learners who thrive in an environment that emphasizes experiential learning and independence. Students who are curious, eager to explore, and interested in hands-on activities will find our Montessori approach engaging and fulfilling. Those who appreciate a supportive, community-oriented atmosphere, where collaboration and empathy are valued, will benefit from our vibrant student culture. Families who align with our educational philosophy and value a holistic approach to learning—encompassing academics, social development, and personal growth—will find Stirling Montessori Academy a perfect fit for their child's educational journey."
Information not available
"We would advise families against choosing Stirling Montessori Academy if they are seeking a traditional educational approach with a conventional structure and pace. Families who prioritize rigorous standardized testing over experiential, self-paced learning may find our Montessori philosophy misaligned with their expectations. Additionally, if a child requires highly specialized support beyond what a typical Montessori classroom can provide, we might not be the best fit. Lastly, if a family is unable to fully commit to our community-focused approach, which emphasizes collaboration and engagement, they may not find our environment conducive to their educational goals."
"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 Stirling Montessori Academy for our authentic implementation of the Montessori Method, which emphasizes experiential learning, independence, and a love of learning. Our continuum of programs from Casa to Senior Elementary offers a cohesive and personalized educational journey. The low teacher-to-student ratio ensures individualized attention and fosters creativity, confidence, and leadership. Parents appreciate our commitment to exceeding educational standards through a rich curriculum that includes French, music, athletics, and STEM. Our supportive, community-oriented atmosphere, along with extended hours and special programs, aligns with the needs of working families seeking a holistic educational experience for their children."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Stirling Montessori Academy is viewed as a nurturing and innovative learning environment that prioritizes the Montessori Method's principles of experiential learning and independence. Our reputation is built on providing a cohesive educational journey that spans from Casa to Senior Elementary, ensuring a personalized experience for each student. The public recognizes us for our commitment to exceeding educational standards, offering a rich curriculum that includes French, music, athletics, and STEM. Families appreciate our community-focused approach, which fosters collaboration, empathy, and leadership. Our extended hours and special programs further enhance our image as a reliable partner for working families, providing a comprehensive educational experience."
Information not available
"One underappreciated aspect of Stirling Montessori Academy is our commitment to fostering global awareness and leadership skills in our students. While our rich academic curriculum receives much attention, the emphasis we place on developing compassionate, socially responsible individuals is equally significant. Our multi-age classrooms encourage mentorship and collaboration, cultivating empathy and broad social development. Additionally, our extensive extracurricular activities, such as diverse gym classes and after-school clubs, offer students opportunities to engage in their personal interests and develop skills beyond academics, contributing to their overall growth and preparing them to be conscientious global citizens."
Information not available
"Families might be surprised by the depth and variety of our extracurricular programs at Stirling Montessori Academy. Beyond the classroom, we offer a rich array of activities, including swimming, soccer, tennis, yoga, and after-school clubs, allowing students to explore diverse interests and develop new skills. Our commitment to French education is another highlight, providing students with a strong foundation in a second language. Additionally, our low teacher-to-student ratio ensures personalized instruction, fostering creativity and confidence. These elements, combined with our emphasis on global awareness and leadership, create a well-rounded educational experience that may exceed expectations."
Information not available
"Stirling Montessori Academy has made significant enhancements to our curriculum and infrastructure to better serve our students and families. We've expanded our STEM and technology offerings to further integrate hands-on, inquiry-based learning with technological literacy, aligning with Montessori principles. This includes investing in new educational tools and resources that enhance student engagement and learning outcomes. Our French program has been enriched to provide more immersive language experiences, supporting bilingual communication skills. We have also extended our extracurricular offerings, adding new activities and clubs that cater to diverse student interests. We've streamlined our admissions process to ensure seamless communication with prospective families, emphasizing our educational philosophy and community values. These improvements reflect our ongoing commitment to providing an exceptional, holistic educational experience that prepares students for success."
Information not available
"In the next five years, Stirling Montessori Academy plans to further enhance our educational offerings and strengthen our community engagement. We aim to expand our facilities to accommodate growing enrollment and enrich our learning environments. Our curriculum will continue to evolve, incorporating the latest research in Montessori education and technology to offer cutting-edge, experiential learning opportunities. We plan to deepen our focus on global awareness and environmental stewardship, fostering a sense of responsibility and leadership in our students. Additionally, we will enhance our support for working families by exploring options for expanded programming and flexible scheduling. Our commitment to maintaining a low teacher-to-student ratio will remain a priority, ensuring personalized instruction and fostering a nurturing, inclusive atmosphere. These changes will position us to continue providing a high-quality, holistic education that prepares our students for success."
Since opening our doors in 1983, the National Capital Region has come to recognize Bishop Hamilton Montessori School as a leader in education beginning at 3 months of age and continuing through to grade eight.
As School Director, I am proud of our student-body and the BHMS community at large. The school community has created an environment that strives for excellence not only within the classroom but also when looking outwards to the world around them. BHMS students and graduates come to appreciate the vast and diverse world around them through studying different cultures and through participating in charities both locally and internationally.
The value of learning Christian principles and charity in the context of a multicultural and religiously diverse student body prepares students to partake fully in the Canadian cultural mosaic. By stressing the importance and interconnectedness of people around the world, students also learn about the interconnectedness of the subjects that they study, thus fortifying BHMS’s academic excellence. Through this model, students aspire to become well-rounded citizens from an early age; this aspiration serves to motivate students to develop a passion and hunger for knowledge that they will carry with them through life.
Selecting a school that focuses on your child’s academic, social and spiritual growth is one of the most important decisions that you will make. Bishop Hamilton Montessori School looks forward to partnering with you every step of the way.
Together we can unlock your child’s potential.
Welcome to Stirling Montessori Academy!
As Directors, we are honoured to lead a school community that is deeply rooted in the values and philosophy of Maria Montessori. At Stirling Montessori Academy, our mission is to provide a warm, nurturing, and inclusive learning environment where every child feels supported, respected, and inspired to reach their full potential.
We believe that the early years of a child’s education are a foundation for lifelong success. That’s why we are committed to cultivating not only a love for learning, but also emotionally secure, confident, and resilient children. Through hands-on, authentic Montessori experiences, we aim to guide students in developing independence, critical thinking, empathy, and curiosity.
Our team of passionate educators is at the heart of what we do. We continuously invest in high-quality training and professional development to ensure our staff is equipped to deliver an enriching and authentic Montessori experience. Their dedication and ongoing growth are key to fostering a dynamic and prepared environment for all our learners.
We are also proud to be part of the vibrant Milton community. Whether through local partnerships, nature walks, community outreach, or real-world learning experiences, we strive to connect our classrooms with the world around us. These interactions not only deepen the children’s understanding but also instill a sense of belonging and responsibility.
At Stirling Montessori Academy, our goal is simple yet profound: to ignite the joy of learning in every child and provide them with the tools to flourish academically, socially, and emotionally.
Thank you for being a part of our journey. We look forward to growing and learning together.
Warm regards,
Caley Ruzzier & Claire Cumpstey
Co-Directors
Stirling Montessori Academy
Montessori
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.
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.
Not applicable
BHMS offers a Christian based Montessori education in a safe community where infants to young adolescents are encouraged to reach their full developmental potential.
Our programs are designed to nurture each student’s unique strengths and support their natural love of learning. Rooted in Montessori principles, our curriculum meets students’ developmental needs through engaging, hands-on learning experiences. Our dedicated and experienced staff bring integrity, warmth, and a deep commitment to every student and family in our community. Our primary goal is to unlock each student’s academic potential while fostering a lasting appreciation and love for learning. In our warm and nurturing classrooms, children are encouraged and challenged to reach their fullest potential.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The math materials, like all other classroom materials, focus first on the concrete and then move toward abstraction. Students first focus on the numbers one to ten, mastering quantity, then the symbol and finally associating the two. A complete comprehension of this first stage is essential as it lays a solid foundation for future work in the decimal system. Students are exposed to the operations of addition, subtraction, multiplication and division before they leave the Casa program. There are five strands in the Ontario Grade 7 & 8 Curriculum. Our program meets and exceeds the requirements for both levels, not only by incorporating material from grade 9, but also by requiring students to conduct higher order thinking in math seminar and math projects.
Math is taught using a concrete, hands-on approach that helps children deeply understand mathematical concepts. Specialized Montessori materials and manipulatives—such as number rods, golden beads, and spindle boxes—allow children to explore numbers and quantities in a tactile and meaningful way. This method introduces abstract concepts gradually, beginning with concrete experiences. Children learn number recognition, quantity, place value, and basic operations through purposeful, self-directed activities that build a strong foundation and confidence in math.
In our elementary program, we use programs such as Math Makes Sense, Jump Math and Problem Solver.
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.
In a Montessori classroom, the foundation for early reading is built through a rich, language-filled environment that nurtures a child’s natural curiosity and love for words. From an early age, children are introduced to classified cards, helping them build vocabulary by learning the names of familiar objects in their environment. As their language skills develop, they begin working with phonetic sounds using the sandpaper letters, which leads to word building with the moveable alphabet and reading simple three-letter (CVC) words. Once children are ready, they enter our structured reading program, progressing through carefully sequenced readers that focus on phonetics, phonograms, and eventually compound words. This multisensory and individualized approach ensures that each child gains the confidence and skills needed for fluent reading.
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
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
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Throughout the elementary program students are exposed with increasing detail to the Great Stories: Creation of the Universe, Timeline of Life, Timeline of Humans, The Story of Numbers and The Story of Language. Montessori lessons address reading, writing, mathematics, geometry, physics, chemistry, biology, economics, history, art, geology and geography. The Montessori concepts and skills development are an enriched program with a lot of scope.
Information not available
Not applicable
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.
Not applicable
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
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.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Beginning in the Casa level and beyond, students meet with the Music Specialist where they are introduced gradually to music theory and expression. In grade 4 students begin exploring different musical instruments and, later, are integrated into the school band. Additionally, vocal skills are honed and refined through learning and performing choral music. The BHMS passion for music and performance is evidenced through annual concerts that bring together students of all ages, as well as the staging of some popular musicals, complete with set design, costuming, and theatrics, all developed by the students. Creative expression is an important outlet for students. The Art curriculum aims to inspire students to express feelings, ideas, and issues using a variety of medians such as: two and three dimensional forms and Multimedia Art. Students learn to apply the critical analysis process to communicate feelings, ideas and understanding of Socio-cultural and Historical Contexts.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
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.
At Stirling, physical education complements our Montessori curriculum by supporting each child’s physical, social, and emotional development. Our gym program emphasizes skill-building, coordination, and joyful movement in a non-competitive, inclusive environment. Students participate in structured activities that promote teamwork, body awareness, and a lifelong love of physical activity.
Montessori
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.
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.
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 Stirling Montessori Academy, we provide an authentic Montessori experience led by highly trained Montessori educators in a warm, nurturing environment. Children learn at their own pace using hands-on materials, allowing them to advance as they are ready. Our enriched academic program is enhanced by visits from community partners like the Milton Library, the Humane Society, and Mad Science. We also offer engaging after-school clubs—including chess, STEM, yoga, and Spanish—that further support each child’s growth and love of learning.
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.
Multi-age classrooms at both the Casa and Elementary levels offer our students opportunities to foster leadership, collaboration, and individualized learning. Younger students learn from older peers, while older students build confidence by mentoring. Children progress at their own pace, free from comparison or pressure.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
The School works collaboratively with parents teachers and students to foster the development of each child. The outcome of this partnership is our Portrait of a Graduate which consists of following skills and attributes: academically prepared, leader, independent thinker, intrinsically motivated, socially responsible, respecter of all persons, competent learner, confident, creative thinker, collaborative worker, protector the environment, engaged community citizen, secure with their relationship with God. Portrait of a Graduate illustrates the skills and attributes BHMS students can develop when parents and teachers work collaboratively to foster the development of their child’s academic, social, emotional, and spiritual development.
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"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).
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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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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
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
0%
0%
$0
$0
99%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades 1 - 6
No
No
No
No
No
No
No
No
No
No
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.
Interested families can visit our website and add their child's information to our database, this adds them to our waiting pool. Our Admin Team will reach out via email/telephone with any questions or to invite you to attend an upcoming Open House or School Tour. At the visit further details on the enrollment process will be shared.
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