18 Coldwater Road, Toronto, Ontario, M3B 1Y7, Canada
21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
1995
2003
1075
448
Nursery/Toddler to 6
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional, Reggio Emilia
Varies
15 to 20
In-class adaptations
$12,500 to $20,000
$19,000 to $21,500
No
Yes
0%
8%
None
7 to 12
$0
$5,600
98
30
0%
0%
100%
48%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 6
Yes: grades JK - 12
No
No
information not available
“[Students who enroll] don’t have to be great in all things—and certainly no student is—but … they should be open to trying new things and discovering new things about themselves.”
“Hudson’s reputation is one for supporting learners who are capable, academically, but who have yet to find an environment that allows them to express their personalities and their interests.”
“Where larger schools institute advisory programs, in a smaller school, and with the right approach, individual attention is more consistent, and comes with less effort. Hudson provides a good example. The environment is intimate, with a rich interface between students and instructors.”
Read The Our Kids Review of Hudson College
Since it was founded in 1995, CMS has grown to include five locations in the GTA. The program is founded on the core ideals that Maria Montessori promoted in her work, those of respect, community, purposeful engagement, and self-directed learning. That said, Montessori didn't create her program as a museum piece, but rather as a starting point, and that's a spirit that CMS upholds as well. Dr. Montessori, as has been said, "adjusted and adapted her educational system to better serve children's needs, and well-functioning Montessori classrooms typically share many features reflecting those adjustments." One of which was, of course, a willingness to adjust and adapt. As such, the CMS program includes, as at the Maplehurst location, a computer lab, a library, and a music room. In all, the focus is very clearly on the child, and supporting child development, which is just as it should be.
View full reportThere are many reasons parents choose to enroll their children at a private school, from family tradition to elite sports. Parents who choose Hudson College, however, are less interested in the extremes at the edges of the private education market, and more interested in the foundational elements of a strong academic program and a positive learning experience: consistent social support, a sense of community, the agility to address student interests, and a consistent approach to curricular development. Jeff Bavington founded the school "to be a place where students with all different interests can come and feel part of a larger community, feel at home, and where students themselves can help create" the school environment. And it is.
View full report
"the Montessori method has, in our opinion allowed a deeper understanding of the material that is taught."
Rizwan Suleiman - Parent (Mar 15, 2021)
When enrolling our kids to a private school, we chose the Montessori method of teaching because it r...
View full review
"The practical life aspect of the curriculum was insightful as this was not what I had experienced as a child."
G Mok - Parent (May 03, 2021)
We've been with CMS since 2015, and we can tell that our kids enjoy going to school as they come bac...
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"It is nice to see teachers help kids to develop interest."
Terry Smith - Parent (Dec 10, 2021)
My kid started in this school (different campuses) when she was two. Now she is in grade 6.
When sh...
View full review
Mastering the basics
Nicolette Linton - Parent (Jan 23, 2018)
My daughter is in her fifth year at Hudson College (she joined in Grade One from a French Immersion ...
View full review
"They both love going to school."
James Hyslop - Parent (Jan 23, 2018)
It starts every morning when I drop my children (grades 7 &2) off at school in the morning. They ru...
View full review
"I had an ideal admissions process"
Eva Greyeyes - Student (Mar 12, 2018)
It took some time to settle into Hudson, but it was the best feeling when I realized I was talking w...
View full review
"For over 25 years, CMS has focused on engaging students and building strong foundations during the most formative years of their lives. We provide quality Montessori education at every stage of a child's development. Our renowned Toddler & Casa programs nurture and encourage the inquisitive minds of children to build the foundational skills needed for future success. As children move through our Casa Program, the emphasis gradually shifts from basic motor skills and language to the development of concentration, coordination, independence, and a sense of order. This allows the child to consolidate their writing, reading, and math skills. Our Elementary program offers an enriched curriculum that promotes analytical and collaborative thinking while nurturing individual strengths. We exceed the Ministry of Education curriculum by introducing hands-on material, facilitating a deep understanding of all learning. Physical education, French, music, art, computers, STEM, and a variety of extracurricular activities enrich the learning experience for CMS students. We are a CCMA-accredited school highlighted for teaching excellence and offering quality Montessori education."
"Hudson is a place where you can be yourself. For over 20 years, we have served a diverse community of families from across Toronto. Our Lower School offers an experiential, collaborative learning environment, starting with a Reggio Emilia-inspired program to nurture children’s innate curiosity. We promote strong foundational skills in math, language and science, complemented by a curricular approach that interweaves critical thinking, fine arts, health and fitness, character education, and service. Our Upper School’s three-semester system carries on this tradition of balance, with students focusing on fewer subjects at a time for deeper learning. Guided study periods over two semesters allow students to seek support during school hours while participating actively in sports, clubs, and activities. We introduce age-appropriate technology and platforms at every level, with robotics and coding from Grade 2 and a 1:1 laptop program from Grade 9. Extracurricular activities include SSAF competitive sports, wide-ranging clubs from chess to creative writing, camp weeks, and field trips. With smaller class sizes, our dedicated teachers can help students to build academic confidence, take on new challenges, and explore personal strengths and interests. Every student’s journey is important as we prepare graduates to define their own path and success."
"Our school is truly a caring school. Staff are loyal to the organization and stay for more than 10 years using their expertise and love of all things Montessori to guide the children's learning. The level of creativity is also an additional richness with weekly themed lessons and assemblies and an awareness of so many topics and ideas that young people should come to know such as World Children's day, Indigenous month and an understanding of of many diverse religious festivals."
"Our academic program is enriched and challenging – Hudson students are accepted to selective postsecondary programs and score exceptionally well on tests like the CTBS and UWaterloo contests each year – but we achieve this through careful scaffolding, attentive feedback, consistent pedagogy, and personal growth through extracurriculars, rather than a heavy homework load or overemphasis on competition. The result? Happy, well-adjusted students who are excited to learn every day."
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"Our families and our graduates report the importance of having learned independence and creativity after their time at CMS. They speak volumes at the annual alumni panel about the compassionate teachers who empowered them to succeed no matter what they were facing, more so during the pandemic when lessons continued uninterrupted for the entire day and even additional lessons of health and gym and art complemented their learning at home. We are a community of individuals who nurture children."
"We're often told that the diversity of our students, down-to-earth environment, affordable tuition, and welcoming admission process set Hudson apart. As one parent noted, 'After my children attended for the visit day, they asked if they could start right away! That was a big factor in knowing that Hudson was the right decision.' Another explained, 'The interview felt connected, organic and natural; the questions were a true indication of a school that wanted to get to know who my daughter is.'"
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"You get more bang for your buck at CMS. An intimate setting where you have highly qualified professionals who go out of their way to enrich the lives of children. The quality of the hot lunches, the size of the classrooms and their versatility of use, the integretaed STEM lessons, the diversity of the students and strong mentoring and wellbeing program are all aspects of the CMS experience parents appreciate after they have attended our school for a short while."
"Our team puts a huge amount of effort into understanding what our students need – individually and collectively – by forming positive relationships, using data well, and communicating closely across the community. This knowledge is carried and applied year-over-year in all kinds of ways, from learner profiles to co-curricular programming, and generates the kind of consistency and structure that is really special to a JK–12 school."
"Parents have answered the question in this way:
We have loved the multiage classrooms where older students truly mentor the younger ones
We have loved the French Immersion experience from Casa to lower and then upper elementary
Our two boys attended CMS and are very successful and stand out at their current school for their ability to be independent and think outside the box.
CMS is a family, everyone cares about the wellbeing of the children first and foremost and the academics complement this."
"New families are often pleasantly surprised by the choice in our club offerings and strength of our drama, music and visual art programs, especially for a school of our size. After several years, they tend to appreciate our proactive focus on expanding and adapting our curriculum: every year we add something different (recent additions include a full-time coding and robotics teacher, flag football for Grades 3–5, and a dedicated high school leadership course)."
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Maria Montessori developed a unique method of education to inspire a child's love for life-long learning. CMS provides a stable and nurturing environment to the support the child through this journey in education. Our program engages the child and ensures they have a strong educational foundation.
With more than 35 years’ experience as an educator, I understand the importance of personalizing student programming to meet each learner’s individual needs. Hudson College provides academic and co-curricular programs designed to develop every student’s abilities and successfully transition to the next stage of education and life.
Hudson is a place where dedicated, highly qualified teachers and staff work to see that students at every level are provided with a nurturing, challenging and engaging experience every day. From Kindergarten through Grade 12, we offer enriching programs that encourage students to strive for the betterment of themselves and the wider community.
Some say it’s all about what you learn, I believe it’s first about how you're treated and nurtured in that learning environment. Only then will successful learning follow.
Traditional
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Our schools’ aim is to prepare children to reach their full potential and to play a responsible role in protecting the global environment and fostering peace and harmony with natural processes and community interests. CMS endeavors to provide quality education in a safe, diverse, nurturing and creative environment that helps the development of the whole child. Our mission ensures that the child is academically motivated, artistically creative, physically active and emotionally supported.
Our Reggio Emilia approach in the early years focuses on developing the whole child—academically, emotionally, and socially. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. Our Preparatory Program in Grades 6–8 gives special attention to soft skills needed for success in Upper School as well as university—students learn organization, self-advocacy, note-taking, study skills, collaboration, and communication. Our Grade 9 and 10 students benefit from a supervised study period every day during the first two semesters, as well as tailored workshops to further support effective work habits.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Montessori based use of materials to enable each of the learners to kinesthetically access the curriculum. Whilst the provincial curriculum is also followed students are able to surpass their grade level expectations with the multi age support available in the class.
Based on the results of an extensive review of different mathematics programs, Hudson College uses Saxon Math for its elementary division. Saxon Math ensures foundational mastery in underlying mathematical procedures and promotes the accurate use of mathematical language. As well, Saxon Math uses "Investigations" to engage students in thinking critically about mathematical problems and concepts. The Upper School mathematics program delivers the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking with regular opportunities for discovery through proofs, manipulatives and technology. Hudson College uses a balanced approach between exploratory methods and formal methods, where the latest technologies are utilized for exploring the wide range of mathematical applications while providing foundational mastery for the development of mathematical fluency.
Saxon Math from Kindergarten through Grade 8
Information not available
Balanced Literacy
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.
Information not available
At Hudson College, reading and writing is introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is a focus of our elementary language program.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8.
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.
Information not available
Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
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.
Information not available
In our Primary grades, Science is inquiry-based. Most lessons focus on acquiring skills and knowledge through hands-on experiences. In our Elementary grades (5 - 8) Hudson utilizes Equal Balance teaching practices, hands-on experimentation and supports direct-instruction of scientific theory. Formal lab report writing is utilized in preparation for high school science. The Upper School Science program at Hudson follows an equal balance approach, with equal emphasis placed on inquiry-based learning and on knowledge acquisition through a variety of instructional methods. The Ontario Curriculum is covered thoroughly; areas of general interest to the students are explored in greater detail. Experiments are thoughtfully designed to enrich the students’ learning and give experience with instrumentation, procedures and lab reporting skills that will be utilized in their futures beyond Hudson. Students will leave Hudson with a deeper understanding and appreciation for the world around them.
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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
At Hudson College, reading and writing are introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is the focus of our elementary language program. Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8. Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
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).
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In our primary grades social studies is a thematic approach with a focus on expanding communities. As students move through the elementary social studies curriculum, the focus is core knowledge. Art and drama enhances the social studies program in all elementary grades.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
In Grade 7 and 8, History and Geography take on both a perennialist and pragmatic approach depending on the specific topic of study in relation to the Ontario curriculum. Hudson College’s Upper School Social Sciences and Humanities Department employs equal balance overall. Where strong foundations and core knowledge (“cultural literacy”) are concerned vis-à-vis theory and pioneers, perennialism is emphasized. Similarly, when making these theories and innovators relevant to real-life and progressive in nature, a more pragmatic approach is emphasized as necessary.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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In the Primary and Junior grades, students develop their French communication skills in part with the AIM program: proficiency with speaking, listening, reading, and writing is fostered through scaffolded techniques based on story-telling that features high-frequency vocabulary. In the intermediate years, students follow the Trillium-listed Odyssée series, wherein learning situations are presented with engaging themes and a wide variety of text forms designed to promote authentic communication in French. In our Upper School, students are taught the foundation of the French language using the rules of grammar and are then encouraged to use what they have learned based on structure and rules to express themselves in the most natural way in both spoken and written form. The goal is for the learner to show that s/he comprehends the language by means of natural use.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Information not available
In middle school, the art program focuses on creating a sense of curiosity, creativity and confidence in students. This involves exposing students to art through trips to galleries, inviting in guest artists from the community and being challenged to think about the importance of art in the world. The creative process and experience not only develops critical thinking skills, but is also an outlet for students to express themselves in different ways, while building confidence in themselves. The Upper School Visual Art program at Hudson College takes a balanced approach to developing observational, technical and critical thinking skills. The creative process not only fosters imagination and innovation, but further develops the ability to solve complex problems. Working in a broad range of media helps to build students confidence and creates an environment where they are encouraged to grow and take risks.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Our i-Hub is an intimate, interactive workspace, where we use 3D printers, Virtual Reality, robotics, electronics, and multimedia equipment to support learning across many subject areas. Our students demonstrate a remarkable aptitude for using technology to let their imagination and creativity shine. Some of the software used within the curriculum include Tinkercad, Sculptris, Calcflow, Arduino, and Raspberry Pi.
Web design
Robotics
Computer science
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Our athletic program provides students with important life skills whether they play on competitive or intramural / house-league teams. Team and individual sports play a vital role in developing one’s physical, intellectual, social and emotional well-being. In addition to these benefits, athletic participation helps students develop self-confidence, sportsmanship, co-operation, discipline, commitment, pride and resiliency. At Hudson, we offer a wide variety of competitive and recreational sporting experiences for our students. Our students are encouraged to find their passion through physical activity and athletic involvements which will in turn compliment their academic endeavours as our students learn the value of hard work, commitment and discipline.
Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
We follow a Montessori Educational Philosophy based on the belief that a child learns best within a social environment that supports and nurtures each individual's unique developmental pattern. We follow the child's natural curiosity and desire to learn and provide an environment, materials and experiences to help each child reach their full potential. Children are free to challenge themselves at their own pace allowing them to build confidence and independence. All our classrooms are equipped with Montessori resources and our staff are Montessori trained. the casa program is also supplemented with additional specialist lessons of French, Art, Music and Physical education.
Our teaching pedagogy encourages children to explore, investigate and grow. With the belief that children’s curiosity and innate sense of creativity should guide their learning, teachers engaging a Reggio approach observe children, support their interests and document learning to reflect on developmentally appropriate ways of expanding students’ knowledge. Long-term collaborative projects connect core academic areas of Language, Mathematics, Science and the Arts.
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.
Our students work at their own pace and level allowing them to excel in many areas of the Ontario Curriculum. We use the Montessori's hands-on, inquiry based methodology for teaching, therefore our students tend to cover
Learner Profiles are developed and used by Hudson teachers to determine where students are in their learning, what interests their students and how do their students best demonstrate new skills and knowledge. Because of our commitment to the individual student, Learner Profiles inform our teaching practices across the curriculum.
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”.
We promote a strong academic culture, by providing ongoing assessment of our students to ensure that we exceed provincial standards in math, reading, and writing skills. Both Developmental Reading Assessments (DRAs)—administered twice yearly—and the Canadian Test of Basic Skills (CTBS) continuously confirm our academic achievements in relation to provincial or national standards. Hudson College students understand that high academic performance is necessary to gain entrance into competitive university programs. To-date, Hudson graduates have experienced a 100% percent acceptance rate into the post-secondary programs of their choosing.
Information not available
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
We empower our students to become well rounded individuals who have the skills and confidence to excel in all areas life. We strive to provide a nurturing environment where children are intellectually motivated, artistically creative and academically challenged. We value confidence and leadership skills and endeavour to develop these skills from a young age by allowing students to collaborate and communicate their ideas as valuable members of their classroom community .
We are proud to help our students develop into independent, self-advocating, intelligent, global-minded individuals. While we promote independence in thought and action, our students also develop a strong sense of responsibility to their community. This strong sense of responsibility towards others is developed through the inclusion of topics that promote social awareness. Through a number of experiences, we equip our students with a strong sense of character, dedication to the community, and leadership skills, preparing them to take on leadership roles in a variety of future life and career opportunities.
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RecreationalRec. |
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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
7 - 12
0%
8%
$0
$5,600
100%
48%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 6
Yes: grades JK - 12
No
No
No
No
No
Yes: grades JK - 9
No
Yes: grades 9 - 12
No
No
We are looking for citizens of our world and the leaders of our tomorrow. We are looking for open minded children and parents to join our community where they will learn and discover how to ask the big questions, problem solve at their own peace and learn the importance of peace and harmony through the Montessori method of learning. We also offer a French Immersion programme.
We’re always excited to meet kind, well-rounded and motivated students! Applicants should demonstrate overall academic readiness with at or above grade-level skills in math and language, as well as the ability to be consistently collaborative, respectful and engaged in the classroom. We particularly appreciate students with balanced personal interests, a self-aware approach to learning, and an interest in growing positive relationships with teachers and peers.
Please review our school website here for the full details of the registration and deposits according to the age of your child.
https://cmschool.net/application-form/
18 Coldwater Road, Toronto, Ontario, M3B 1Y7, Canada
21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
