275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
50 Vaughan Street, Ottawa, Ontario, K1M 1X1, Canada
Indirect Support:
275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
50 Vaughan Street, Ottawa, Ontario, K1M 1X1, Canada
1974
1981
500
170
Nursery/Toddler to 12
Preschool to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Traditional
12 to 15
10 to 20
Learning, Developmental
Dedicated class; in-class adaptations
$16,750 to $18,500
$8,750 to $15,200
No
No
0%
0%
None
None
$0
$0
29
14
0%
0%
70%
100%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes
No
No
information not available
information not available
Families typically cite academics as an important driver when considering a school, and certainly they should be. That said, in the best school settings, a strong academic program is simply the baseline for what the program offers, and Fern Hill is a great example of that. Yes, numeracy and literacy are the core components, though confidence and self-esteem are too. Students are encouraged to grow in all literacies, including those of the arts and music and social interaction. The French language program has been augmented in recent years, driven principally by the needs of students and desire of parents. Administration has worked to create an environment of discovery across all curricular areas, and they’ve succeeded in that. Yes, academics are strong, though, rightly, that’s just the beginning of what Fern Hill is able to offer. It's perhaps the things over and above that which truly give strength to the overall program and distinguish the school.
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"The educators at The Ridge at Kanata Montessori offer a well-rounded curriculum that goes far beyond the provincial standards."
Marie Bordeleau - Parent (Aug 17, 2021)
We moved Emilie to The Ridge at Kanata Montessori in the middle of grade 9 after a disastrous attemp...
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"The school's vision is to get the best out of each individual, respecting the individual's strengths and weaknesses."
Niek Van Dierdonck - Parent (Aug 17, 2021)
Our son's experience was the best we could have hoped for. Freshly immigrated to Canada from Belgium...
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"The school had a rich environment of promoting high academics."
Tanja Puchala - Parent (Aug 17, 2021)
It had been a tough year in a large school with a cohort of students who were not motivated to make ...
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"At Kanata Montessori, we aren’t just preparing students for university; we are preparing them for life. We believe students should be engaged in their learning, and also understand the importance of a strong academic record. From Toddler to Grade 12 graduation, our students are part of a strong and supportive community, and engaged by passionate and supportive educators who provide a transformational learning experience with a focus on communication, collaboration and creativity."
"Established in 1981, Ottawa’s Fern Hill School offers an enriched curriculum for preschool, kindergarten and elementary grades 1-8, including Core & Advanced French and a variety of extracurricular activities. Fern Hill provides quality education in a warm, caring and nurturing environment, with a diverse international community. Guided by dedicated teachers, students enjoy a supportive community that instills a strong sense of self, responsibility and a lifelong love of learning. Located 10 minutes from downtown."
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Traditional
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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.
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At Kanata Montessori, we never stop learning. We are committed to preparing students for the post-secondary program of their choice. Our high school program is 100% aligned with the Ontario curriculum and awards students an Ontario Secondary School Diploma. By providing students choice and voice, students at Kanata Montessori immerse themselves in projects and topics that are interesting and authentic. From mock elections to engineering tasks, students at Kanata Montessori are engaged and challenged. Students develop strong academic skills as well as transferable skills like teamwork, problem solving, and time management.
At Fern Hill School we follow a traditional teaching approach. Our focus is on building skills needed for life-long learning, including independence, self-confidence and a strong academic foundation. The enhanced language, math and science curriculum is complemented by a strong arts and sports program. The aim of the Grade School program is to provide an extensive and enriched curriculum to help children reach their full potential while retaining their individuality.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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.
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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.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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
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Not applicable
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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.
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Web design
Robotics
Computer science
Physical Education and Outdoor Education are a core part of the weekly curriculum till the end of Grade Nine. From grade 10-12 students are provided the option in each grade to choose from traditional Physical Education credit or the Outdoor Education credit. In addition students can participate in a variety of intramural and team sports to support their physical and emotional health and well being.
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Play-based
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.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
The emphasis of the program is on the development of the whole child.Through an integrated approach, experiences and opportunities are provided for each child to develop intellectually, socially, emotionally and physically. It is recognized that children learn in different ways and at different rates, therefore a variety of learning experiences are provided to meet the needs of each child.
Standard-enriched
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.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Students are grouped within the classroom for work and are challenged with individual learning opportunities.
Supportive
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”.
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.
Students at Kanata Montessori Senior School are regularly challenged to meet the high expectations of the Ontario Curriculum. Our students are well supported in small classes and our graduates are well prepared for their next level of learning.
The provision of a wide variety of enriched programming within a traditional setting allows the students to participate fully and share their ideas. Students are encouraged to strive for success and a high standard of work is expected from all students. The positive, nuturing environment instills a love of learning and students take pride in their accomplishments.
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
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At Kanata Montessori we place a strong emphasis on engagement, academics, technology, adventure and community.
The emphasis of the program is not only on academics, but on the development of the whole child. Through an integrated approach, experiences and opportunities will be provided for each child to develop intellectually, socially, emotionally and physically. It is recognized that children learn in different ways, so a variety of learning approaches are provided to meet the needs of each child. Self-esteem and autonomy are key to development, and are fostered and reinforced in a caring and nuturing environment. Leadership opportunities are provided throughout the grade levels. Students develop into self-confident learners, with a strong sense of community.
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 | |
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. | ||||
| Learning disabilities | ||||
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. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
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. | ||||
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. | ||||
| Developmental | ||||
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). | ||||
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. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
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). | ||||
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. | ||||
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. | ||||
| Behavioral and Emotional | ||||
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. | ||||
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. | ||||
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. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
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. | ||||
| Physical | ||||
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. | ||||
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. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
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. | ||||
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. | ||||
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." | ||||
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). | ||||
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. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We welcome all students and personalize learning to individual students working towards an OSSD.
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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
0%
0%
$0
$0
70%
100%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes
No
No
No
No
No
No
No
No
No
No
Families interested in learning more about our different programs should call or email the school to set up an appointment.
When we meet, we take you on a personal tour, explain our program, and discuss your child’s unique interests and needs. Students are then invited to come and spend a day or two with us so they can chat with other students, meet our educators and experience the Kanata Montessori difference for themselves. Please consult our parent handbook located on our website www.kanatamontessori.com
