2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
245 Yorkland Blvd, Suite 200, Toronto, Ontario, M2J 4W9, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
245 Yorkland Blvd, Suite 200, Toronto, Ontario, M2J 4W9, Canada
5,530.9 km
5,687.6 km
1983
2022
200
120
Nursery/Toddler to 8
9 to 12
Coed
Coed
Day
eSchool
English, French
English
Academic
Academic
Montessori
Traditional
Varies
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$4,620 to $19,495
Yes
No
0%
0%
1 to 8
None
$0
$0
15
30
0%
0%
99%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
information not available
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 8
No
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 reportSunray Academy offers a supportive, highly personalized pathway for students working toward their OSSD, with an emphasis on guidance that feels both human and consistent. Families describe the school as a place where students are genuinely known—each learner is paired with a dedicated counsellor who helps them plan their courses, stay on track, and map a clear path into postsecondary programs and early career goals. This makes Sunray a particularly good fit for students who thrive with structure, encouragement, and responsive mentorship. The school’s flexible online model is paired with uncommon transparency, including a 7-day free trial that lets families explore a course before committing. Sunray’s leadership team—rooted in Canadian industry, education, and global partnerships—adds credibility and real-world perspective to students’ learning journeys.
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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
"Before I started, I wish I had known how much less stressful this would be compared to in-person high school classes."
Yatish Aggarwal - Student (Aug 27, 2025)
Being at Sunray Academy has honestly been such a great experience. The teachers are super helpful an... View full review
"The best part about being a student at Sunray Academy is the flexibility and support."
Ana Rodriguez - Student (Aug 27, 2025)
My experience at Sunray Academy has been really positive. I like that the program is flexible but st... View full review
"The school met our expectations by offering flexible learning and personalized support, allowing our child to learn at their own pace."
Sarika Batish - Parent (Aug 27, 2025)
We really appreciate how the focus has been on helping our child build both skill and confidence by ... 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."
"Sunray Academy of Canada illuminates each student’s potential through a foundation of leadership, community, and integrity. We prepare learners with a personalized education that empowers them to design their future, pursue global opportunities, and emerge as confident and internationally minded leaders. Our Ontario Secondary School Diploma (OSSD) program is delivered online for Grades 9-12 to learners around the globe, and authorized by the Ontario Ministry of Education under BSID #883283. www.sunrayacademy.com"
"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."
"Sunray Academy of Canada was built by experienced educators and professionals with backgrounds across medicine, engineering, business, and academic leadership. Together, they designed an Ontario-aligned educational model that upholds high academic standards while intentionally preparing students for future study and long-term success.
Learning at Sunray Academy of Canada means being supported by a team that understands both the academic expectations of the Ontario Secondary School Diploma (OSSD) and the real demands students face beyond graduation. Through personalized instruction, clear expectations, and purposeful guidance, we help students develop the skills, confidence, and direction needed to move forward with integrity and purpose.
Our Educational Approach: Illuminating the Path from Potential to Purpose, is comprised of 3 interconnected pillars that provide the outline of our educational philosophy: Leadership in Learning, Connected Learning Culture, Illuminated Purpose."
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"We consciously prioritize quality over quantity in our student body. While many institutions may emphasize large-scale enrollment, we focus on enrolling and supporting dedicated students who are committed to completing their studies and pursuing meaningful careers. We don't see this as a tradeoff, but rather, a commitment to ensure that every learner receives the full benefit of our guidance, resources, and personalized attention. Through this, we safeguard the academic quality and integrity, graduation success rates, and university and career outcomes of our students. Our measure of success is not how many students enroll, but how many graduate with clarity, confidence, and a pathway to long-term achievement."
"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!"
"Sunray Academy of Canada achieved official verification under Global Affairs and EduCanada, the Government of Canada’s trusted platform for international education. This recognition reinforced our commitment to offering globally respected programs and positioned us as a school aligned with Canada’s high standards of academic excellence. In July 2025, students in Colombia celebrated their OSSD graduation at the Embassy of Canada to Colombia in Bogotá, marking the first OSSD graduation hosted at the Embassy, and we demonstrated the strong connection between Canadian education and international communities. These milestones have shaped our identity as a globally connected and government-recognized institution dedicated to preparing students for global academic and professional success."
"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."
"Sunray Academy of Canada learners approach their education with commitment, curiosity, and a genuine desire to illuminate their path from potential to purpose. Our programs are designed for learners who value both academic knowledge and practical career guidance, and who are willing to actively engage with the mentorship provided by our dedicated counsellors. Our students take their studies seriously, remain motivated, and are open to applying what they learn in real-world contexts. Families who share our belief in long-term success, accountability, and structured support will find the greatest alignment with our culture. In our program, students who benefit from Sunray Academy of Canada include: International students seeking a high quality international education; students attending school in their home-country seeking an international diploma; student athletes balancing career and education; and Canadian students seeking flexible and online learning, or living abroad."
Information not available
"Sunray Academy of Canada's OSSD Program is designed for students who are goal-oriented, self-motivated, and willing to align their current education with their future university and career goals. We ensure our school is a strong match for learners who thrive on taking initiative, collaborating on guidance for their future, and who are ambitious."
"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 Sunray Academy because we provide personalized guidance from the very first point of contact and continuous support throughout the entire student journey. Our staff are not only admission specialists but also leaders in their fields, including educators engaged in advanced medical research at the University of Ottawa and highly qualified bilingual teachers who ensure accessibility and inclusivity. At the leadership level, our executive board is composed of accomplished industry figures—from the Principal to the Founder—representing one of Canada’s award-winning, fastest-growing companies spanning business, medicine, and beyond. This rare combination of expert faculty, dedicated mentorship, and visionary leadership gives families the confidence that their children are learning in an environment that is both academically rigorous and professionally future-focused."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Sunray Academy is widely recognized for its commitment to excellence and continuous growth. In the public eye, we are seen as a school that pushes both students and staff to be better every day—academically, professionally, and personally. Families associate our name with high standards, personalized guidance, and career-focused education supported by leaders in Canadian industry and academia. Our reputation is built on trust, innovation, and results: students graduate with not only strong academics but also the clarity, confidence, and skills to succeed in their chosen paths. This image of progress, accountability, and ambition is what sets us apart and defines how we are remembered by the communities we serve."
Information not available
"One of the most underappreciated strengths of Sunray Academy is the depth of leadership and personalized support we provide to every student. Families often notice our academic programs but may not fully realize that our executive board—including the Principal, senior leadership, and founders—is made up of industry leaders and accomplished professionals who bring vision, credibility, and innovation to our school. Equally significant is the guidance and mentorship students receive at every stage of their journey, from first contact to graduation and career alignment. This combination of strong leadership and continuous support is rare in education, yet it defines our identity and ensures students are prepared not only to succeed academically but also to thrive in their future careers."
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"We've finalized our relationship with Global Affairs Canada / EduCanada and secured partnerships with international schools and Ontario Universities to give families around the world the assurance that our school is recognized by the Canadian Government as a legitimate entity and school."
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"Over the next five years, Sunray Academy will continue to expand its vision of providing students with worldwide opportunities supported by strong guidance and mentorship. We are committed to further strengthening our academic programs, particularly the Ontario Secondary School Diploma (OSSD), ensuring it remains globally recognized and career-focused. At the same time, we are expanding our presence in Latin America, creating new pathways for international students to access Canadian education while receiving personalized support that prepares them for higher studies and professional success. By combining academic excellence with global outreach, our future plan is to make Sunray Academy a leading international bridge between Canadian education and students worldwide."
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.
Sonia has more than 20 years of experience in the field of education. She has provided leadership to colleagues and other teaching professionals at the University of Windsor’s Faculty of Education and the Thames Valley District School Board. Based on this experience, she has come to firmly believe that teachers aren’t only in the teaching business; they are in the relationship business
Building positive relationships between all those involved in a student’s academic journey is, Sonia says, the key to academic success. Students need support in order to feel engaged and inspired, as do teachers, and parents and guardians need support in order to feel empowered as caregivers.
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.
Information not available
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.
At Sunray Academy, our mathematics program is built on an equal balance of traditional and discovery methods. We believe that students need both a strong foundation in procedural fluency and the ability to think critically and apply concepts creatively. In practice, this means we first ensure mastery of essential algorithms and logical structures, while also encouraging students to explore problems, ask questions, and connect math to real-world situations. Our approach integrates structured lessons with opportunities for inquiry, collaboration, and hands-on application. By doing so, students not only gain confidence in solving problems accurately but also develop the resilience and curiosity needed to approach unfamiliar challenges. Across all grades, mathematics at Sunray Academy is taught as both a discipline of precision and a tool for innovation, preparing students for higher education, careers, and everyday decision-making with equal strength in theory and practice.
All material is available online, except in some occasions where students need to select a novel, or watch a particular movie. In these cases there are also suggested online links to free resources they can use.
Students may use a calculator - not a smartphone.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
In the language portion of the curriculum Casa students begin by identifying sounds and later associating them with letters. Later, students apply this knowledge to phonics and reading. In the Montessori system students first learn to write and then to read.
Information not available
Not applicable
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Not applicable
Information not available
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science is an integral part of the Montessori classroom curriculum from Casa through Junior High. As students join the Senior Elementary classroom they are introduced to an enriched science program conducted by the science specialist in a carefully designed student-friendly laboratory. In this environment students conduct a variety of experiments, learning about such topics as biology, physics, optics, anatomy, astronomy, genetics, and aerodynamics. This hands-on approach to learning what is often only taught through textbooks instills in students a passion for exploration and discovery. Since research at BHMS is not limited by age, only by imagination, students are able to conduct independent research on topics of personal interest. They then present their conclusions in local and regional science fairs where BHMS consistently rates among the top schools in the region.
At Sunray Academy, our science program follows an equal balance between expository and inquiry methods. We believe that students need a strong foundation in scientific facts and theories, while also being actively engaged in experimentation and discovery. Core concepts are introduced through structured lessons, ensuring clarity and mastery, but are quickly reinforced through hands-on labs, projects, and inquiry-based investigations. Students are encouraged to design experiments, test hypotheses, and apply scientific reasoning to real-world contexts, which strengthens both their conceptual understanding and problem-solving skills. By combining structured instruction with student-driven inquiry, we cultivate curiosity, critical thinking, and confidence in applying scientific knowledge. This balanced approach prepares our students not only to excel in exams and assessments but also to thrive in higher education, research, and future careers where innovation and adaptability are essential.
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
At Sunray Academy, our literature program strikes a thoughtful balance between traditional and social justice approaches. Students engage with both classical and contemporary works, analyzing literary mechanics such as plot, characterization, and theme, while also situating texts within broader cultural and social contexts. This dual approach allows learners to appreciate timeless works on their own merits, while also fostering critical reflection on issues such as identity, equity, and human rights. We encourage close reading, critical essays, and seminar-style discussions to build strong analytical and communication skills, but we also incorporate projects and reflections that highlight the relevance of literature in today’s world. By blending traditional rigor with social consciousness, our program equips students to not only decode and appreciate texts, but to see them as powerful tools for empathy, social dialogue, and personal growth.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Not applicable
Throughout the elementary program students are exposed with increasing detail to the Great Stories: Creation of the Universe, Timeline of Life, Timeline of Humans, The Story of Numbers and The Story of Language. Montessori lessons address reading, writing, mathematics, geometry, physics, chemistry, biology, economics, history, art, geology and geography. The Montessori concepts and skills development are an enriched program with a lot of scope.
Information not available
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
BHMS offers an adolescent program within the context of the regular Montessori school, providing a supportive learning environment specially tailored to meet the needs of adolescents. Happy and healthy teenage experiences are essential for developing the coping skills and knowledge for successful adulthood. To this end, the integrated program of study for the BHMS Junior High follows Dr. Montessori’s Educational Syllabus for the adolescent: Self Expression: Music, Writing Workshops & Language Arts, Art, Physical Education Psychic Development: Moral Education, Mathematics, Languages (French) Preparation for Adult Life: Study of the Earth & Living Things (Physical Geography, Biology, Anatomy, Astronomy) Study of Human Progress & the Development of Civilization (Physics, Chemistry, Engineering, Genetics, History of Science & Technology) Study of History of Humanity (History of Exploration & Settlement, Political Geography, Environmental Studies, Religion, Peace & Conflict Studies, Law & Government, Literature/ Novel Study, National history & Current Events).
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.
At Sunray Academy, our foreign language and ESL programs emphasize a communicative approach, where language learning goes beyond memorization and drills to focus on authentic use in real-world contexts. Students build fluency through interactive activities such as group projects, debates, role-plays, and cultural explorations that connect language to lived experience. While we do reinforce accuracy through grammar and vocabulary instruction, our priority is ensuring students gain confidence in using the language for academic, professional, and social purposes. By immersing students in meaningful communication and linking instruction to cultural understanding, we prepare them not only to excel in examinations but also to thrive in higher education and global environments. This balance of skill development and cultural literacy equips students with the tools to become confident, adaptable communicators.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
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.
At Sunray Academy, our Fine Arts program (Grades 9–12) is designed to nurture both creativity and critical appreciation through Visual Arts, Music, Drama, and Dance. In Grade 9, students develop foundational skills such as technique, vocabulary, and creative processes, establishing a strong base for future growth. As they advance, projects become increasingly student-centered, encouraging personal expression, collaboration, and innovation. We emphasize a balance between receptive learning—analyzing artistic works in their historical and cultural contexts—and creative practice, where students engage directly in performance, composition, and art-making. This dual approach ensures students not only produce art but also understand its significance and impact. By Grade 12, learners at Sunray Academy take on independent, complex projects, showcasing mastery of diverse media and techniques. Many students complete portfolio-based assessments that highlight their artistic growth, technical proficiency, and critical insight, preparing them for post-secondary pathways in the arts or related fields.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
At Sunray Academy, our computer studies program is designed to build both digital literacy and future-ready technology skills. Students begin with a strong foundation in computer hardware, software, and safe digital practices, then progressively advance to coding, programming, and applied technology projects. Our approach integrates structured lessons with hands-on, project-based learning, allowing students to design websites, apps, and multimedia presentations while developing problem-solving and creativity. In senior grades, emphasis is placed on computational thinking, design thinking, and digital ethics, preparing students to navigate both the technical and social aspects of technology. We also encourage cross-disciplinary applications, where students use digital tools to enhance work in math, science, and the arts. By combining core IT competencies with innovative, real-world projects, our program equips learners with the confidence, adaptability, and technical expertise needed for higher education and careers in a rapidly evolving digital world.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at BHMS learn from a young age that a healthy mind thrives in a healthy body. Once students reach the third year of Casa they progress to classes lead by the physical education specialist in our gym or outside. These classes, taught three times weekly, teach the importance of exercise as part of a routine, the rules of certain sports and good sportsmanship. Students participate in city-wide sporting events as well as in athletic competitions with other schools. The Junior High Physical and Health Education program, taught in French and English, introduces a variety of sports, games, and outdoor pursuits. We participate in cross-country running, soccer, floor hockey, track and field, as well as, an extensive cycling program. The health curriculum uses the Ontario curriculum documents as a guide.
Our Physical Education program is designed to promote lifelong health, fitness, and overall well-being. Beginning in Grade 9, students are introduced to foundational knowledge of body systems, nutrition, and basic fitness principles. As students progress, we incorporate skill development in a variety of physical activities, including team sports, individual fitness training, and recreational activities that foster teamwork, resilience, and leadership. Alongside physical skill-building, we emphasize the importance of maintaining mental health, stress management, and balance between academic and physical growth. By Grades 11 and 12, students explore advanced concepts such as human physiology, exercise science, and personal fitness planning, encouraging them to set individualized goals for lifelong wellness. Our curriculum is inclusive, encouraging participation at all ability levels, and highlights the role of diversity, equity, and fair play. Ultimately, we aim to empower students with the knowledge and habits necessary for a healthy, active lifestyle beyond the classroom.
Not applicable
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Not applicable
Students progress and learn at their own pace. For this reason fast learners are not held back and slower learners are not frustrated by their inability to keep up. Classrooms consist of mixed ages 3 to 6 and provide a family life setting where learning takes place naturally. This approach recognizes learning as a social process and provides opportunities for older students to mentor the younger ones. The curriculum develops spoken and written language, reading, mathematics, the natural sciences and the arts.
Information not available
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Students in ESL courses may be placed in multi-age groupings depending on their English level. Students may also opt to study at their pace.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
The School works collaboratively with parents teachers and students to foster the development of each child. The outcome of this partnership is our Portrait of a Graduate which consists of following skills and attributes: academically prepared, leader, independent thinker, intrinsically motivated, socially responsible, respecter of all persons, competent learner, confident, creative thinker, collaborative worker, protector the environment, engaged community citizen, secure with their relationship with God. Portrait of a Graduate illustrates the skills and attributes BHMS students can develop when parents and teachers work collaboratively to foster the development of their child’s academic, social, emotional, and spiritual development.
At Sunray Academy, our academic culture is supportive, focusing on fostering curiosity, resilience, and a love of lifelong learning. While we maintain strong academic standards aligned with the OSSD curriculum, our approach emphasizes the process of learning rather than short-term performance alone. Teachers encourage students to set personal goals, engage in collaborative learning, and explore subjects deeply to build both confidence and independence. We prioritize individual growth by offering guidance, mentorship, and flexible pathways that recognize diverse strengths and learning styles. Academic performance is seen as a natural outcome of sustained effort, curiosity, and encouragement. This supportive environment allows students to thrive academically while also developing critical life skills such as problem-solving, adaptability, and self-motivation.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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).
Information not available
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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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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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
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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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
1 - 8
0%
0%
$0
$0
99%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 8
No
No
No
No
No
No
Yes: grades 9 - 12
No
No
No
No
Our students should be ready to take the next step to align their future goals tomorrow with the activities and learning they're doing today. Students that are unwilling or unable to commit to a dedicated path of learning will not be the best fit for our program. Our program is best suited for students that take control of their learning and are goal-oriented, always aligned to their educational and professional ambitions.
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.
For students entering in Grade 9, the application process is simple. They need to provide us with government-issued ID, and demonstrate that they have completed primary school up to Grade 8.
For students entering in Grade 10-12, we will need to asses the students prior learning, and determine how many OSSD credits our schools can grant towards their diploma.
All international students, or students studying in a non-english language school, will need to complete an English entrance exam.
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