2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
5,530.9 km
5,689.6 km
1983
1978
200
280
Nursery/Toddler to 8
Nursery/Toddler to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Progressive
Varies
Varies
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$4,620 to $19,495
$18,200
Yes
No
0%
0%
1 to 8
None
$0
$0
15
22
0%
0%
99%
80%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Nursery/Toddler - 8
No
No
information not available
information not available
Every school is unique, and BHMS is a particularly good example of that. It’s a Montessori program, and a faith-based school, though in both of those areas it charts its own unique approach. The school rightly prizes the relationship it has with the families that enroll, bringing them into the life of the school. Parents are drawn by the values that inform the delivery of the curriculum, as well as a focus on empathy and an appreciation of diversity within the school and beyond. While a smaller school, BHMS nevertheless offers a good breadth of extracurricular activities, which is also a principal draw.
View full reportFounded in 1978, Wishing Well is one of the older Montessori programs in the region, as well as the country, so has had a lot of time to develop its programs. Today it provides the foundational elements of the method, including a strong sense of place, as well as a wealth of opportunity to peer interaction. The Casa classrooms are of a size that the work well, allowing for mentorship relationships to develop naturally among the students. In addition, the administration has demonstrated a keen desire to develop the program with an eye to the kinds of things that students need when they advance to grade 9 and beyond, including a keen interest in developing 21st century literacies, including digital literacy and a robust science curricula. The extended care option, included in tuition, is understandably a very welcome feature for the families that enroll; it’s also a sign of the school’s attention to the needs of the parent community. The school has built a reputation on providing a strong, varied program based firmly in the ethos of the Montessori method, with an eye to educating students to be creative, confident, and social learners.
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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
information not available
"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."
"Wishing Well Schools offers an advanced, enriched program that fosters leadership, collaboration, and critical thinking in a gifted environment. Our accelerated curriculum blends project-based learning and innovation, developing problem-solving skills and intellectual curiosity. Students explore their interests. building confidence and a love of learning. We challenge students to think deeply, take initiative, and excel academically, preparing them for high school and beyond."
"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."
"Wishing Well Schools stands out by combining advanced academics, innovative learning, and personalized support to challenge and inspire students. Our gifted-level curriculum ensures deep understanding in math, science, and language, preparing students for high school and beyond. We integrate STEAM, coding, and AI ethics, teaching real-world skills through project-based learning that fosters problem-solving and creativity. Small class sizes provide personalized learning, while traditional academics ensure a strong foundation. Beyond academics, we prioritize physical fitness, sports, and the arts, promoting confidence, teamwork, and self-expression. Our approach develops well-rounded, future-ready students who excel academically and thrive in an evolving world."
Information not available
"At Wishing Well Schools, we prioritize advanced academics, innovation, and personalized learning, which means we make intentional trade-offs to uphold these values.
Rather than a one-size-fits-all standardized approach, we emphasize small class sizes and individualized learning, ensuring each student is challenged appropriately. We set ambitious academic expectations, creating a high-level learning environment where our top learners rise to meet and exceed advanced goals.
Our focus on STEAM, coding, AI ethics, and project-based learning means we deprioritize rote memorization in favor of critical thinking and real-world problem-solving. While we value traditional academics, we move beyond conventional teaching methods, incorporating advanced curricula that demand more from students while fostering creativity and collaboration.
At the same time, we offer a variety of extracurriculars that all students are involved in, ensuring they develop well-rounded skills in leadership, teamwork,"
"In January 1983 Bishop Hamilton School opens a not for profit Christian school with 6 Casa students. The school is named after the first Anglican bishop of Ottawa, the Right Reverend Charles Hamilton. In 1997 BHS celebrates 15 years, with over 230 students, toddler to grade 8.
In 2005 founder and Principal, Elaine Hopkins retires & Alison Goss is the School Director. In 2008 BHMS celebrates 25 years and the school became Bishop Hamilton Montessori School. In 2010 Renette Sasouni becomes the School Director. In 2015 BHMS opens an Infant program. In 2023, BHMS celebrates 40 years!"
"Founded in 1978, Wishing Well Schools has continuously evolved to meet the needs of advanced learners while maintaining a strong commitment to academic excellence and innovation. One key turning point was our shift toward a gifted-level curriculum, challenging students beyond grade level and integrating STEAM, project-based learning, and leadership development.
Another milestone was the creation of Quiet Waters, our private outdoor education facility, reinforcing our belief in hands-on, experiential learning. More recently, we expanded our AI education program, integrating coding and ethics to prepare students for the future.
Throughout our history, we have built a strong family-school partnership, ensuring parents play an integral role in student success. These milestones have shaped Wishing Well into a future-focused, well-rounded learning environment, where students thrive academically while developing the skills to lead and adapt in a changing world."
"Bishop Hamilton Montessori School prepares students to live in the real world. Our students become leaders, lifelong learners, and independent thinkers who have a social conscious and a secure relationship with God. These qualities are possible due to our strong partnership with parents. Families who get the most out of their time in our school are families who share the same values."
"Students who thrive at Wishing Well Schools are curious, motivated, and eager for academic challenge. They excel in a high-expectation environment that fosters critical thinking, creativity, and problem-solving through STEAM, coding, AI ethics, and project-based learning. We seek students who are driven by a love of learning rather than just high scores, yet achieve academic excellence through curiosity and engagement.
Families who value advanced learning, innovation, and independent thinking align well with our philosophy. We want parents who not only support high expectations but also want their child to enjoy learning and be excited to come to school every day. We are the best fit for families seeking an academically ambitious and future-focused education, where students develop the skills and confidence to succeed in high school and beyond."
Information not available
"Wishing Well Schools may not be the best fit for families seeking a standardized, test-focused education or a strictly lecture-based approach. Our high expectations and advanced coursework prioritize deep learning, creativity, and problem-solving over memorization and short-term academic gains.
Families who focus solely on grades and rankings rather than fostering a love of learning may find our approach misaligned. While students achieve top results, their success comes from curiosity and engagement, not pressure or competition.
We emphasize STEAM, coding, AI ethics, and project-based learning, so those preferring textbook-driven instruction may not resonate with our model. Additionally, all students participate in extracurriculars, physical fitness, and the arts, making our school less ideal for families seeking a purely academic focus.
Families looking for a rigid, test-driven structure may not align with our interactive, future-focused education."
"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 Wishing Well Schools for our advanced academics, innovative learning, and family-focused approach. They seek a school that challenges students beyond grade-level expectations, offering enriched math, science, and language programs that prepare them for high school and beyond.
Parents appreciate our STEAM, coding, AI ethics, and project-based learning, which build real-world skills rather than relying on memorization. They value our small class sizes, ensuring individualized attention and strong teacher-student relationships.
We are a family-focused school, where parents play an active role in their child’s success, creating a strong school-home partnership.
Families also choose us for our engaging environment, where students are motivated by curiosity, not pressure. Our balance of academics, extracurriculars, and the arts provides a well-rounded, future-ready education in a supportive and community-driven setting."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Wishing Well Schools is known for its advanced academics, leadership development, and project-based learning in a gifted environment. We challenge students beyond grade level, fostering critical thinking, creativity, and collaboration.
Our students are happy, engaged, and excited to learn in an environment that nurtures their curiosity and growth. We maintain close relationships with families, working together to support each child’s success.
With STEAM, coding, AI ethics, and character development, we ensure students gain real-world skills alongside academics. Our strong sense of community and mentorship programs create a supportive and enriching experience.
Families appreciate our small class sizes, innovative teaching, and warm, family-focused culture. We also have an excellent reputation with leading public and private schools, ensuring our graduates are well-prepared for future success."
Information not available
"One underappreciated aspect of Wishing Well Schools is our strong family-school partnership. While families recognize our academic excellence and innovative programs, they may not fully realize how much their involvement enhances their child’s success. Our close-knit community, where parents, teachers, and students collaborate, creates a supportive environment that fosters confidence and achievement.
Additionally, our focus on character development and leadership is often seen as secondary to academics, yet it plays a vital role in preparing students for high school and beyond. By emphasizing resilience, independence, and teamwork, we ensure students not only excel academically but also develop the mindset and skills to thrive in a rapidly changing world. Families who embrace this holistic approach see their children grow into well-rounded, motivated learners ready for future challenges."
Information not available
"Families are often surprised by how much their child loves coming to school at Wishing Well. While they expect academic excellence, they don’t always anticipate how engaging, hands-on, and joyful learning is. Our students are motivated by curiosity, not pressure, and thrive through project-based learning, real-world problem-solving, and innovation.
Another surprise is the strong family-school connection—parents quickly see they are an integral part of their child’s success.
Many also don’t realize how well we prepare students for high school and beyond. Our reputation with leading public and private schools ensures our graduates transition smoothly, equipped with confidence, leadership, and adaptability. Families come for the academics but stay for the exceptional experience, support, and lifelong skills their children gain."
Information not available
"Wishing Well Schools is committed to innovation and future-focused learning, which is why we have recently expanded our AI education program, integrating AI ethics, coding, and real-world applications to equip students with essential skills for a rapidly evolving world.
We have also enhanced our project-based learning approach, giving students more opportunities to solve real-world problems, collaborate, and think critically. Our STEAM, leadership, and hands-on learning initiatives continue to grow, reinforcing our commitment to academic excellence and personal development.
Additionally, we have strengthened our family-school partnership and expanded our outdoor education program at Quiet Waters, our private facility, where students develop resilience, teamwork, and environmental awareness. These changes ensure our students not only excel academically but also gain the adaptability, creativity, and confidence needed for success in high school and beyond."
Information not available
"Over the next five years, Wishing Well Schools will continue to expand experiential learning, ensuring students develop real-world skills alongside academic excellence. We plan to reintegrate our six-week ski program and place greater emphasis on outdoor education at Quiet Waters, our private outdoor facility. These programs will enhance leadership, resilience, and hands-on learning in nature.
We will also deepen our AI and STEAM integration, equipping students with advanced coding, problem-solving, and ethical decision-making skills. Our project-based learning approach will evolve, offering even more opportunities for students to engage with real-world challenges.
Additionally, we will strengthen our family-school partnership, creating more ways for parents to be actively involved in their child’s education. These changes will ensure our students are not only academically prepared but also confident, adaptable, and future-ready in an ever-changing world."
Since opening our doors in 1983, the National Capital Region has come to recognize Bishop Hamilton Montessori School as a leader in education beginning at 3 months of age and continuing through to grade eight.
As School Director, I am proud of our student-body and the BHMS community at large. The school community has created an environment that strives for excellence not only within the classroom but also when looking outwards to the world around them. BHMS students and graduates come to appreciate the vast and diverse world around them through studying different cultures and through participating in charities both locally and internationally.
The value of learning Christian principles and charity in the context of a multicultural and religiously diverse student body prepares students to partake fully in the Canadian cultural mosaic. By stressing the importance and interconnectedness of people around the world, students also learn about the interconnectedness of the subjects that they study, thus fortifying BHMS’s academic excellence. Through this model, students aspire to become well-rounded citizens from an early age; this aspiration serves to motivate students to develop a passion and hunger for knowledge that they will carry with them through life.
Selecting a school that focuses on your child’s academic, social and spiritual growth is one of the most important decisions that you will make. Bishop Hamilton Montessori School looks forward to partnering with you every step of the way.
Together we can unlock your child’s potential.
At Wishing Well Schools, we take pride in fostering an exceptional learning environment for our students. Within this nurturing environment, students not only achieve academic excellence but also cultivate confidence and a genuine enthusiasm for learning. Our objective extends beyond providing them with the academic accomplishments needed for entry into competitive programs post-elementary school; we also strive to instill in them the character and confidence necessary to emerge as successful leaders.
Our ongoing commitment to providing an enriched and forward-thinking educational experience for our students is continuously revised and enhanced. With so many emerging changes in the world, we aim to empower our students with a robust foundation, setting them on a trajectory towards academic excellence and success.
As we celebrate 45 years of educational excellence at Wishing Well Schools, we look forward to another 45 years marked by continued success, academic excellence, and the emergence of upstanding student graduates. Our enduring commitment to providing a nurturing and enriching environment sets the stage for an even brighter future, as we look forward to shaping the next generation of accomplished individuals. Here's to the ongoing journey of learning, growth, and success at Wishing Well Schools for the years to come.
Progressive
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
Wishing Well Schools offers a rigorous, future-focused curriculum that blends advanced academics, STEAM, project-based learning, and leadership development. Our gifted-level approach challenges students beyond grade level, emphasizing critical thinking, problem-solving, and creativity in math, science, and language. We integrate AI education, coding, and ethics, ensuring students develop essential technological and analytical skills. Our hands-on, project-based learning approach encourages real-world problem-solving, collaboration, and innovation. Additionally, our outdoor education program at Quiet Waters enhances resilience, teamwork, and environmental awareness. Beyond academics, we prioritize character development, leadership, and a strong family-school partnership, ensuring students are confident, adaptable, and future-ready. Our small class sizes and supportive environment allow for personalized learning, helping each child reach their full potential. At Wishing Well, students don’t just excel academically—they develop the skills, mindset, and passion to become lifelong learners and leaders, prepared to thrive in high school and beyond.
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.
At Wishing Well Schools, we incorporate traditional math as a foundational pillar in our accelerated Ontario curriculum in Grades 1-8. We emphasize mastery of core algorithms and procedures through structured instruction, repetition, and drills, ensuring students develop strong computational fluency and accuracy. By following a logical progression, students first learn key mathematical methods before applying them to increasingly complex, real-world problems. This structured approach builds confidence, problem-solving skills, and long-term retention. We extend this approach to computer science and coding, where students first learn fundamental programming concepts and algorithms before applying them to projects, AI development, and problem-solving tasks. This ensures a strong technical foundation while fostering logical thinking and innovation. While we integrate STEAM and project-based learning, we recognize the importance of procedural mastery as a stepping stone to higher-level mathematical reasoning, computational thinking, and real-world applications.
Nelson Math, My Math Path and supplemental materials created by teachers and departments.
Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
In the language portion of the curriculum Casa students begin by identifying sounds and later associating them with letters. Later, students apply this knowledge to phonics and reading. In the Montessori system students first learn to write and then to read.
Our early years program is a Montessori program. The Montessori approach to phonics in Casa (ages 3-6) is a hands-on, sensory-based method that builds strong foundational literacy skills through systematic, sequential learning. Children first learn letter sounds (phonemes) before letter names, using sandpaper letters to connect tactile, auditory, and visual learning. Through movable alphabets, they begin forming words independently, reinforcing phonemic awareness and spelling skills. Phonics lessons progress from simple to complex, introducing blending sounds, digraphs, and phonograms in a natural, engaging way. Montessori phonics fosters independence and confidence, allowing children to explore language at their own pace. Multi-sensory activities, such as object matching, word-building, and reading simple books, make learning interactive and enjoyable. This approach ensures a deep understanding of phonics, enabling children to decode words effectively, build strong reading skills, and develop a lifelong love of literacy.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
We use an equal balance of the systematic and process approaches in our writing program. Students follow the Ontario Curriculum while also benefiting from the UK curriculum, which provides more advanced structure and depth in writing instruction. We ensure students have ample opportunities to write meaningful pieces, fostering a love of writing while also providing explicit instruction in grammar, sentence construction, and editing skills. Early on, students learn structured techniques such as paragraph organization, sentence variety, and revision strategies. As they progress, students apply these skills to creative, analytical, and real-world writing tasks, ensuring both technical mastery and expressive confidence. This balanced approach builds strong foundational writing skills while allowing students to develop their unique voice and creativity, preparing them for high-level writing expectations in later grades.
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.
We take an equal balance approach to teaching science, blending expository instruction with inquiry-based learning. Students build a strong foundation in scientific facts, theories, and principles through direct instruction and textbook learning, ensuring content mastery and analytical thinking. At the same time, we emphasize hands-on experimentation, critical thinking, and real-world applications. Through labs, projects, and open-ended investigations, students develop hypotheses, design experiments, and analyze data, fostering a scientific mindset and problem-solving skills. Our STEAM and AI integration further enhances inquiry learning, allowing students to apply scientific concepts in coding, engineering, and environmental studies. Our outdoor education program at Quiet Waters provides additional opportunities for field studies and environmental exploration. This balanced approach ensures that students not only understand core scientific knowledge but also develop the skills, curiosity, and confidence needed to apply science in innovative and meaningful ways throughout their education.
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
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
Our literature program follows an equal balance approach, combining classical literature with contemporary works to develop critical thinking and cultural awareness. Beginning in grade six, students study Shakespeare, Dickens, and other classic authors, analyzing plot, themes, and historical context while exploring universal human experiences. We also incorporate contemporary fiction and texts that address social issues, encouraging students to examine diverse perspectives, equity, and historical narratives. Literature is used as a tool for both intellectual exploration and social reflection, fostering discussions on representation, bias, and ethical dilemmas. Our program, based on the Ontario Curriculum at an advanced level with UK influences, includes class discussions, critical essays, and cooperative projects. Students learn to appreciate literary traditions while developing empathy, analytical skills, and a global perspective, preparing them to engage thoughtfully with the world through literature.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Throughout the elementary program students are exposed with increasing detail to the Great Stories: Creation of the Universe, Timeline of Life, Timeline of Humans, The Story of Numbers and The Story of Language. Montessori lessons address reading, writing, mathematics, geometry, physics, chemistry, biology, economics, history, art, geology and geography. The Montessori concepts and skills development are an enriched program with a lot of scope.
Our elementary social studies program follows the Core Knowledge approach, providing a sequential and comprehensive understanding of history and geography. Students engage in research and presentations, allowing them to analyze significant people, places, and events while developing strong communication and critical thinking skills. Aligned with the Ontario Curriculum, our program develops students' ability to think critically, analyze historical events, and understand geographic concepts. By exploring key historical figures, civilizations, and global connections, students build a strong foundation in social studies that deepens as they progress through the grades. This approach ensures students gain broad knowledge, historical awareness, and geographic literacy, preparing them to make meaningful connections between the past and present. By integrating Core Knowledge with the Ontario Curriculum, we provide a rich, engaging social studies experience that helps students become informed, thoughtful, and active citizens.
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).
Our Grades 6-8 humanities and social sciences program follows an equal balance approach, integrating perennialist and pragmatic methods to develop critical thinking and real-world application. History is essential to understanding today’s world. Students explore historical events, civics, ethics, and philosophy, analyzing how past ideas and decisions shape society. They develop argumentative writing, debate, and research skills to engage with complex issues. At the same time, we emphasize contemporary social sciences, including geography, sociology, economics, and political structures, using case studies and real-world applications to connect history with current events. Civics ensures students understand citizenship, governance, and ethical decision-making. Aligned with the Ontario Curriculum at an advanced level, our approach helps students develop analytical, persuasive, and problem-solving skills, preparing them to be informed, engaged citizens in high school and beyond.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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 advanced French program in elementary follows an equal balance approach, blending audio-lingual and communicative methods to develop fluency, comprehension, and confidence. Unlike public schools, which begin Core French in Grade 4, our students receive daily instruction starting in Casa, providing a strong linguistic foundation. Students practice oral drills, repetition, and structured exercises to reinforce grammar, pronunciation, and vocabulary. At the same time, they engage in interactive activities, dialogues, cultural exploration, and real-world communication to make learning engaging and meaningful. This balanced approach ensures that students develop both accuracy and practical language skills, allowing them to speak, write, and understand French effectively. Aligned with the Ontario Curriculum at an advanced level, our program prepares students for high school French and beyond, fostering a lifelong appreciation for language learning and Francophone culture.
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.
Our arts program follows an equal balance between receptive and creative learning, ensuring students appreciate, analyze, and create across multiple disciplines. We offer acting, dance, drama/theatre, graphic design, music, and visual arts, providing a comprehensive arts education. Students explore art history, musical movements, theatre traditions, and design principles, analyzing artistic works and their cultural significance. At the same time, they actively engage in studio work, performance, and creative expression, developing their own artistic voice and technical skills. We celebrate the arts yearly with our Annual Winter Pageant, where students showcase their talents through music, dance, drama, and visual presentations, fostering confidence and a love for performance. Aligned with the Ontario Curriculum, our balanced arts program nurtures creativity, critical thinking, and artistic excellence, helping students build both appreciation and hands-on expertise in the arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
In our Elementary program, we have a 1to1 iPad program and we are fortunate to have many opportunities to integrate technology into our curriculum. This technology is used to enhance the pedagogy and is curriculum driven. We teach coding from Grade 1 and Computer Science in Grade 7/8.
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.
We believe that Physical Education is the key to success. We have a mandatory 20 minute whole school DPA every morning and three to four gym classes per week. Our ski program is a six week program every winter and we are part of the SSAF.
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Students progress and learn at their own pace. For this reason fast learners are not held back and slower learners are not frustrated by their inability to keep up. Classrooms consist of mixed ages 3 to 6 and provide a family life setting where learning takes place naturally. This approach recognizes learning as a social process and provides opportunities for older students to mentor the younger ones. The curriculum develops spoken and written language, reading, mathematics, the natural sciences and the arts.
At Wishing Well Schools, our Casa program follows the Montessori approach, fostering independence, curiosity, and a love of learning. Through hands-on, multi-sensory activities, children build strong foundations in literacy, numeracy, and practical life skills at their own pace. Our phonics-based reading program introduces letter sounds first, using sandpaper letters and movable alphabets to strengthen early reading and writing skills. In math, concrete materials like number rods and golden beads help children develop deep, intuitive understanding before abstract problem-solving. With small class sizes and individualized learning, Casa students gain confidence, critical thinking skills, and creativity, ensuring a smooth transition into our accelerated elementary program.
Accelerated
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.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Information not available
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.
Our school fosters a rigorous academic culture while maintaining a supportive environment. We set high expectations, challenging students through an advanced curriculum that exceeds Ontario standards while nurturing curiosity and a love of learning. Students develop critical thinking, problem-solving, and independent learning skills, ensuring they are motivated by discovery rather than pressure. With small class sizes and personalized support, teachers provide the guidance needed for students to meet challenges with confidence. Our balanced approach ensures students achieve academic excellence while developing the resilience and work ethic needed for high school and beyond.
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The academic, spiritual, physical and social growth of each student is achieved through two methods: the Christian message of the Catechesis of the Good Shepherd and the Montessori approach as outlined by the Association Montessori Internationale and the Canadian Council of Montessori Administrators (CCMA).
At Wishing Well Schools, we take a balanced approach, nurturing intellectual, emotional, social, and physical growth equally. Our goal is to shape well-rounded individuals who are academically strong, confident, and socially responsible. Through an advanced curriculum, we challenge students to think critically, solve problems, and engage deeply in learning. We also foster leadership, teamwork, and character development through extracurriculars, outdoor education, and physical activity. Our supportive environment helps students develop confidence, adaptability, and a strong work ethic, preparing them to excel academically while leading with integrity. We strive to cultivate lifelong learners and engaged citizens, ready to contribute meaningfully to their communities and the world.
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
Information not available
Every child is unique and their strengths and skills should be determined on an individual basis.
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%
80%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Nursery/Toddler - 8
No
No
No
No
No
Yes: grades 1 - 8
No
Yes: grades 1 - 8
No
No
Students who strive for excellence and can cope with academic rigour, finding joy in learning, are ideal candidates for Wishing Well Schools.
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.
Students in 3rd Year Casa (SK) to Grade 8 must spend a day to determine suitability for our program. Within the day visit, an entrance test will also be administered.
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