2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
33 Mallard Road, Toronto, Ontario, M3B 1S4, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
33 Mallard Road, Toronto, Ontario, M3B 1S4, Canada
5,530.9 km
5,688.0 km
1983
2016
200
330
Nursery/Toddler to 8
5 to 12
Coed
Coed
Day
Homestay
English, French
English
Academic
Academic
Montessori
Traditional
Varies
10 to 25
Learning, Developmental, Behavioral
In-class adaptations
$4,620 to $19,495
$22,000
Yes
No
0%
0%
1 to 8
None
$0
$0
15
41
0%
0%
99%
90%
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
Rolling
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 reportAs a distinguished private school, Westfield Secondary School offers a unique blend of academic excellence and tailored support for its students. The school's rigorous curriculum, delivered by expert teachers, and their emphasis on extracurriculars, gives students a truly well-rounded education. Westfield maintains a nurturing community, where students can excel in their academics, while at the same time developing essential life skills. The personalized attention and guidance builds the students’ confidence to reach their full potential and envision their future plans, including post-secondary success. Through rigorous coursework, extracurricular involvement, and personalized support, Westfield Secondary School offers a transformative experience that prepares students for a bright future.
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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
"Teachers are passionate and knowledgeable."
Dorothy Osehobo - Parent (Nov 07, 2024)
Physical activities/sports/recreation are exceptional in this school. Students have access to the gy... View full review
"The school offered strong academics, diverse extracurriculars, and a welcoming community, contributing to a generally enjoyable atmosphere."
Christy Yiu - Alumnus (Jan 06, 2025)
I spent my whole high school life in Westfield Secondary School and I would be always thankful for h... 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."
"Westfield is a boutique private school in North York offering a rigorous academic program, small class sizes, and personalized mentorship. Designed for ambitious students and forward-thinking families, Westfield blends top-tier AP academics with university advising, extracurricular depth, and a culture of aspiration. We specialize in helping high-performing students unlock elite post-secondary pathways—both in Canada and abroad—through a focused, future-facing environment."
"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."
"Westfield Secondary School has a singular focus - to balance the academic needs of students with chances to feel happy and find time for fun! Our program's academics are dedicated to success at the highest level, and we encourage students who are looking for top grades for University applications to choose us - we can help push them to the greatest heights of their lives! But the best kind of success does not exist in a vacuum - we wish for our students to be satisfied with the choices they have made, and to find time in their busy schedules for excitement and collaboration! Developing the "whole" student means appealing to both sensibilities - and this is our greatest success!"
Information not available
"Because Westfield Secondary School has dedicated itself to the highest tiers of academic success, our program is focused on the very best students around and those with the greatest potential for the future. As such, we have limited supports for those students on IEP's who have a large arrangement of modifications - our classes are focused on teaching Ontario curriculum with the greatest of challenge, and this may not be appropriate for students who need layers of additional support."
"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!"
"The history of Westfield Secondary School is one of fast growth and rapid development. From a small founding in 2016, to surviving and thriving throughout COVID, moving to our current campus location (33 Mallard) all the way to now, growing ever faster due to our programs and policies, Westfield is poised to be a force in the world of Toronto Private Schools.
However, let's highlight a few specific moments which outline just how prestigious Westfield has become:
-Collaboration between students and teachers - during our sport practices, seeing everyone working together and being happy while playing games together helps us feel Westfield is both a safe, but also a happy place to be!
-Receiving congratulations to our Graduates from both Doug Ford and Justin Trudeau.
-The experience of seeing every day as a new and special challenge."
"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."
"Westfield Secondary School's main focus is to support students who have complex ambitions. The best fit for a student within our school environment is a student who is dedicated to their own success. We support our students with all manner of supplementary help, but we believe it is ultimately up to the students to decide what to do with their lives. We will help them with those choices, and support them in their endeavours. So for students who are truly unsure of their futures, or those who are not serious about school, those students may struggle in the Westfield environment. Still, we can provide the help those students need to make a change, should they so wish it."
Information not available
"The greatest mismatch between Westfield Secondary School and a student is simply a student who is not interested in school; Westfield's entire existence is predicated on student ambition and a lack thereof among students would be detrimental to their success in this environment. In addition, we are not a school with a wide variety of supports for IEP students; those students may not receive the same level of modification to their course plan as other schools may provide, which could impact the success of that student."
"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."
"The Westfield Secondary School comparative advantage can be described with a single word - support. In all aspects of our program, students will receive more care and scrutiny than they would receive elsewhere; the ratio of student to teacher is small, but the ratio of student to Guidance Counselor is even smaller. Every student can meet with their advisors frequently, and prepare their post-secondary applications with comprehensive support. But students also have the oppourtunity to meet with their teachers frequently during after-school office hours, where any student can find any teacher to receive additional help. With those program in place, every student who wants to learn and grow will be given additional oppourtunties and support in doing so."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Westfield Secondary School is still establishing its reputation with its current campus, as we have only been located here a few short years. But in that time, we hope and expect that Westfield's reputation in this neighbourhood will continue to grow, and feed back onto itself - with continuously successful students, our reputation as a school dedicated to academic excellence will shine through to everyone. Our graduation and post-secondary destination numbers speak for themselves - we graduate the majority of our students into prestigious University programs in Ontario and across the world!"
Information not available
"Our biggest underappreciated reality is our current status as a high-functioning, academically-focused school. We are working tirelessly to tell the world just how good our programs are at graduating students into prestigious post-secondary programs. We believe it will not be long before many more Canadians become aware of just how good a destination we can be for academically-focused students."
Information not available
"Westfield Secondary's School most surprising aspect to many parents would be our growth compared to our age. We have grown exponentially every year we have been open, because we continuously prove to families that choosing us as their destination will help ensure their child's future. We do everything we can to prepare students for post-secondary studies, and our entire program is focused on this goal. As such, parents may be surprised to learn just how much focus we put on each, individual student, and how much individual time they receive with their advisors. This translates into rapid growth; Everyone is cared for here!"
Information not available
"There are several new initiatives happening at Westfield Secondary School which we are excited to have seen come to fruition during the past year, which include, but are not limited to:
-Application to Canadian Accredited Independent Schools Program;
-AP classes offered for the first time with College Board approval;
-Model UN Program connection with TMUN conference."
Information not available
"Westfield Secondary School's current five-year plan (2022-2027) has a number of important initiatives we expect to see begun and even completed, which include:
-CAIS Application Approval;
-CIS and CISAA memberships begun - New Sports Leagues to join;
-Campus Expansion and new Locations Opened across Toronto;
-Further review and development of Student Service Teams with support for their expansion."
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.
Warm regards to all members of the Westfield Family, including our dedicated staff, motivated students, supportive parents, and valued community members!
As your Vice Principal, I am excited by the excitement we harbor for the approaching school years. With a commitment and positivity, we stand ready to provide unparalleled care and support to every student who walks through the doors of Westfield Secondary School. Here, we firmly believe that every individual has the capacity to reach their aspirations, and it is our collective mission to ensure that they do.
I anticipate the opportunity to collaborate with each and every one of you as we enter on this journey together. Remember, Westfield Secondary School isn’t just a school—it’s a place where dreams flourish and potential is realized. It’s exactly where you belong!
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.
Westfield Secondary School utilizes the Ontario Curriculum to deliver content to its students with the goal of delivering OSSD's to all of its students. With a high school diploma from Westfield, students will have an advantage in applying to post-secondary institutions, due to the additional support and care offered to all students. With a specialized Guidance program designed to assist and raise the profile of all students, everyone will beenfit from our traditional, academically-focused approach.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
The math materials, like all other classroom materials, focus first on the concrete and then move toward abstraction. Students first focus on the numbers one to ten, mastering quantity, then the symbol and finally associating the two. A complete comprehension of this first stage is essential as it lays a solid foundation for future work in the decimal system. Students are exposed to the operations of addition, subtraction, multiplication and division before they leave the Casa program. There are five strands in the Ontario Grade 7 & 8 Curriculum. Our program meets and exceeds the requirements for both levels, not only by incorporating material from grade 9, but also by requiring students to conduct higher order thinking in math seminar and math projects.
The Westfield Secondary School approach to mathematics is unique to our school, and a program developed based on the best, latest pedagogical methods to ensure positive student outcomes. As such, our current system utilizes about 80% of traditional math approaches, giving students from a variety of backgrounds a clear, consensus-based approach to understanding mathematics. However, our teachers also utilize elements of discovery math, especially in assignment differentiation and project-based approaches, to provide the best of both worlds.
We utilize the textbook and ideas from the Ontario Trillium List, but supplement as needed with more up to date examples and project ideas.
Calculator usage is determined by the project - while there are many examples of projects and assignments where students and encouraged to use calculators, at other times students are asked to demonstrate their learning through notation, and a balanced approach here is best for all involved.
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.
Using a purely expository style does not allow for the teacher to reach students who require some differentiation in their instruction, and sometimes a more dynamic approach is called for. However, inquiry-based learning cannot also reach all students at all times, and therefore, Westfield emphasizes a whole-student approach which blends both ideas equally, and provides multiple oppourtunities for students to demonstrate their learning in a variety of contexts.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
Westfield Secondary School has adopted a more traditional approach to literature which blends the experiences of Canadian students with our international student experiences. Because of the widely varied opinions entering into our classrooms, we tend to focus on a more traditional approach, based in the Ontario Curriculum, which emphasizes skill development and competency in writing. Despite the rise in AI-assisted technology, Westfield still believes it is vitally important to teach students to be good writers, and to be able to understand complex literature and develop critical thinking.
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
Pragmatism
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.
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.
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).
Westfield Secondary School believes that the humanities and social sciences are vital programs to developing better understanding of the world and world events, and also to develop higher order critical thinking skills. As such, our teachers and our program focuses on a pragmatic approach, giving students real-world skills and examples to better their understanding. This approach allows us to put focus where student demand is highest, and cater that approach to students who wish to better themselves in these categories.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The study of French is of utmost importance at Bishop Hamilton Montessori School where students begin their daily language study while still in the Casa program. As students progress through the levels their mastery of the language intensifies as does their understanding of Francophone culture and literature. Harnessing Ottawa’s geographic location and bilingual nature the French program conducts field-trips, culminating in annual trips to visit nearby Francophone cities of Montreal and Quebec in grades six through eight. Students graduating from grade eight of the Junior High program have successfully completed the French immersion language curriculum that is introduced at grade 10 in the public immersion system. By moulding students’ linguistic capabilities from such a tender age, and in small-group settings, they are able to become fully assimilated into the bilingual mosaic of Canada’s National Capital Region.
Our students arrive from Toronto neighbourhoods, as well as far-flung countries from around the world. As such, we provide a variety of language courses as well as an ESL program designed to give students a fast-paced but ultimately useful English instruction. All students have oppourtunities to learn other languages at school, including French, Spanish, and Mandarin, and our shared diversity allows all students to learn from each other using the communicative approach.
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.
Westfield Secondary School thinks of its students in our art programs as artists. We emphasize their creativity, with essential skills as the base. All subjects and all topics are based on finding ways for students to express themselves creatively, and this creates at atmosphere conducive to fun, learning, and free expression. With such a powerful focus on student achievement, we have found this method works best to "awaken the artist" in each student.
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
Westfield Secondary School recognizes the power of technology in the 21st Century, but beyond this, we also recognize the utility it has in the lives of students, our first generations of digital natives. The technology they will utilize in their future employment will become more and more integrated into every day society, and therefore Westfield prioritizes this approach within the classroom. Laptops are encouraged, every classroom is equipped with digital technology including TV's and sound systems, and many after-school programs and activities emphasize things like AI development and coding projects.
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.
Westfield Secondary School utlizes our spacious and well-equipped gymnasium to provide a variety of physical education activities to students. Beyond curriculum-based classes, a variety of sports, games, and fun activities utilize this space as well. We believe in the blending of traditional techniques, including the mastery of specific physical activities and the rules that govern them, and more modern approaches, such as the "Meaningful PE" approach, which emphasizes social interaction and personally relevant learning. Students will find themselves with many oppourtunities to demonstrate their physical learning at Westfield.
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.
We expect students to be placed in classrooms based on their merit, their pre-requisites, and their own interests. This can sometimes mean students wish to take an accelerated track towards graduation, and because we allow this, sometimes classrooms can find themselves with mixed age groups.
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.
Westfield Secondary School's main focus is on academic success. Everything we are designed to do relates to the achievements our students can accomplish while with us. We promote and push a rigorous academic schedule, with more credits per year earned than in public school. We also emphasize more individual support, and better academic supports from enrollment to graduation. This means students achieve more in less time!
"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).
Our programs are designed for our students to achieve at high levels in post-secondary environments. Our goal is to see our students successful at the highest academic levels. We promote intellectualism first and foremost; developing this skill equals better oppourtunities later in life. However, we also understand at Westfield that strong social skills provide enormous advantages in the 21st Century, and we promote this highly as well.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Our special needs program is highly limited to accommodations for only a small number of issues. The majority of Westfield's academic program is geared towards high-achieving students and rigorous academic learning, and so students with significant issues may find themselves without needed supports.
Westfield's primary focus is on academic learning at the highest levels, and therefore we do not offer most of the supports for diagnosed learning disabilities. However, students with minor difficulties can be accommodated.
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%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Rolling
Yes: grades Nursery/Toddler - 8
No
No
No
No
No
No
No
No
Yes: grades 9 - 12
No
No
We are looking for students to join us who are dedicated to their own success. We provide the tools, the support, and the care for students to achieve at the highest possible levels. The attributes they should possess are simple ones - a drive for success, ambition to develop themselves, and a goal they want to achieve. We will help you get there!
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.
(Please Note: Some steps in the application process do not apply to Canadian Residents - these will be marked with an asterisk (*).
Step 1: Application - you may submit your application online at westfieldeducation.ca or call the school directly at 905-707-9119 for more information.
Step 2: Assessment - Westfield will assess your application, which may include completing an entrance essay and/or English placement test, if needed. We normally process all applications within 5 business days.
Step 3: Offer - depending on the specific situation, Westfield may offer three types of "Letter of Acceptance" - A) Provisional Letter of Acceptance / B) Conditional Letter of Acceptance / C) Unconditional Letter of Acceptance. Please read the letter you receive and follow its instructions closely to proceed to Step 4.
Step 4: Acceptance - Once you have completed all steps listed in the above letter, you are ready to attend Westfield! Congratulations!
Step 5: Visa* - If needed, the Government of Canada will issue you a visa, or study permit, to be able to attend Westfield in person.
Step 6: Arrival in Canada* - If needed, Westfield will arrange for an airport pickup for you and help you get settled in your new location.
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