7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
3508 Commerce Court, Burlington, Ontario, L7N 3L7, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
3508 Commerce Court, Burlington, Ontario, L7N 3L7, Canada
5,430.9 km
5,706.1 km
1944
2007
125
200
5 to 12
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Science and technology
Academic
Traditional
Montessori
12 to 18
Varies
Learning, Developmental
In-class adaptations
In-class adaptations
$13,000 to $16,000
No
No
0%
0%
None
None
$0
$0
16
15
0%
0%
100%
100%
5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades 1 - 6
No
No
No
No
information not available
information not available
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportFamilies look to Fairview Glen because it is trusted and established, and presents a robust academic program that hews closely to Maria Montessori’s intentions, including multi-aged classrooms and a bright, comforting classroom atmosphere. Fairview is perhaps a bit larger than the average Montessori in Halton, something that allows for a nice breadth and depth of programming. That includes before- and after-school options, which allow for consistency from the preschool years into the elementary grades. A full range of arts programming, including distinct music and visual arts instruction, as well as a proven preschool immersion program, is also a draw.
View full reportinformation not available
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"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"At FGMS, we foster self-advocacy, inspire leadership, and nurture responsibility, grounded in a culture of integrity and trust. Our well-rounded learning experience, rooted in authentic Montessori principles, encourages students to explore, question, and grow. With a focus on both academic excellence and emotional intelligence, FGMS helps students find their balance and thrive; intellectually, socially, and personally."
"We are a family oriented School. Small classes, individual attention."
"FGMS prepares student for authentic engagement and professional interaction. The project-based learning environments naturally embed many opportunities to develop presentations skills. Students share information, present to their classmates to demonstrate learning outcomes, and speak at assemblies, larger audiences and community events. The strong emphasis on soft-skills and social intelligence sets our students at ease when public speaking. Over the span of the program, students develop the skill and confidence needed to research, discuss, debate, and support global issues on an international scale. Students are repeated recognised when the continue to secondary and post-secondary schools for their ability to provide thoughtful initiatives, respectful collaboration and captivating presentations. Our graduates stand out as effective team-members who raise the standard of academics and leadership, and empower those around them."
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"FGMS prioritizes integrity overall. When social interactions, academic pursuits, and healthy competition are combined with integrity, individuals are sure to engage in a valuable learning experience. While it may involve careful coordination and due diligence, the time is worth the effort. Education is a long-term journey that unfolds gradually. It requires time and patience to develop fully.
Our multi-sensory approach to learning actively engages children both mentally and physically, creating a captivating and immersive learning experience. Through successive approximation, children progress steadily toward skill mastery. This is fundamentally different from evaluating at check points. Our daily review of students' tasks allow us to tailor constructive feedback throughout the learning process. We place a strong emphasis on fostering independence and building accuracy at each stage of learning, so students can adapt to the increasing levels of academic responsibility."
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"FGMS has maintained its commitment to offering the school community every reason to stay. Shortly after opening we devoted considerable effort to opening a Toddler Program to meet the needs of our families. Following this a gymnasium was constructed and then additional classrooms to host the student population that quickly quadrupled in size. The launch of our Junior High Program completes the full range of education from Toddler to Grade 8.
The exceptional Montessori, academic curriculum introduces students to concepts and vocabulary in a concrete manner well in advance of Ontario curriculum, allowing student to advance and feel dignified in their learning. FGMS offers the opportunity for students to earn High School credits prior to graduation of Grade 8."
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"Students who are curious, ambitious and self-directed are well suited to a Montessori learning environment. Independence and initiative are essential qualities that help drive this community atmosphere of learning. Collaborative, focused engagement supports the project based learning approach. Naturally, students who have a support system that values the learning process, consistent attendance and punctuality, and an appreciation for community adapt well to the Montessori classroom."
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"Selecting a Montessori environment is a decision that must suit the whole family. The opportunity to learn in a 3-year community through direct experience and critical thinking brings genuine authenticity to the learning process.
Students thrive in an environment that offers daily evaluation and feedback, a self-paced approach for enrichment, and individual assessment scale that is based on a relationship of their independence and accuracy, as demonstrated by their learning outcomes. Traditional grades are not introduced until our Junior High level.
The three-year learning cycle and classroom community depends on students' applying positive work habits, such as planning their day, setting appropriate time parameters, and working toward interim goals. The open-ended work period allows students the freedom to use their time more effectively or to take a deep dive into a topic of specific interest to them."
"Our multicultural family oriented environment is appealing to most families"
"Families who choose FGMS are seeking a learning environment where their child is seen as an individual. Montessori education prioritizes an individual approach and seeks to reveal the positive qualities each student brings to the learning environment. Our motto of Focus, Integrity, Trust keeps the child as the centre and defines what is essential for our interactions. Our success depends on a commitment from all community members; faculty, families and students, alike. At FGMS all members are valued for support and learning opportunities they bring forth. Together, we are continuously learning and evolving."
Information not available
"FGMS offers an exclusive edge to learning. The focus on the development of essential work habits, best practices, and self-direction are skillsets that support learning are facilitated by the three-year age span in the classroom. In this learning community you have students of different ages and abilities who learn to organise themselves for a common goal. Students learn the skills to work cooperatively, to engage other students with different skillsets, to speak on behalf of their group, to organise, delegate and direct others. They test out what methods work and learn first hand what does not to develop social intelligence. These leadership skills are portable and applicable to the next stage of academics and have served our graduates extremely well in their academic life and professional careers."
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"FGMS offers a refined balance of freedom and responsibility. This balance is tailored to allow each individual the support or autonomy they need for success. While you may observe may students working on different subjects at the same time, you will also note that the students are engaged, productive, on task, and collaborative. Environments where students need to be self-directed teach more than core subject material, they inspire initiative, intrinsic motivation, and stamina."
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"Families who attend Fairview Glen Montessori School assume all schools are this way. They often develop an appreciation for the professional faculty, caring attitudes of the teachers, community connection, an incredibly well-rounded educational experience when it is time to graduate. They try to find an extension of our school elsewhere and quickly learn it does not exist. FGMS offers something unique and special in it's interconnectedness between the levels which supports leadership, mentorship, and empathy. This is a direct result of our faculty members' commitment to the Montessori philosophy stating that the true essence of leadership is empowering others."
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"Our recent focus has been to expand our elementary program and establish our Junior High (Grade 7 & 8) program with a consistent degree of academic excellence and engagement. The mature class setting and opportunities give students a natural bridge to transition to secondary school. Versatile classroom spaces were designed and constructed to support the changing needs of the adolescence. Adolescents are promoted to increasing levels of responsibility within the school and wider community. An appreciation for real-world, experiential learning is incorporated through Outdoor Education, Montessori Model UN, charity commitments, and off-campus lunches.
Further to this the elementary school has a new purpose built classroom to host the Upper Elementary program. This vast space supports the growing community with ample room for movement and focused learning time. Playground improvements offer a wide variety of activities for enjoyment during recess."
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"Fairview Glen Montessori School is committed to establishing a solid reputation for academic excellence throughout the wider Burlington community. With our Junior High program providing a natural bridge to secondary school, we are now receiving significant notoriety for our students' success, focused mindset, and positive leadership. Alumni have remarked that their next teachers ask them, "Where did you come from?" or "How do you already know this?" We are delighted that so many of them credit FGMS as the key to their academic prowess.
As we embark on our 20th year, Fairview Glen Montessori School is seeking to reconnect with it's elementary Alumni and develop a network of individuals with this commonality. We welcome graduates to return to the roots of their learning and stay connected."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
Fairview Glen Montessori: A place for the whole family
Fairview Glen Montessori focuses on enhancing academic excellence by stimulating creativity and intellectual curiosity. By offering opportunities to strengthen our growing school community, students, faculty, and families are united in a bond of integrity. Our holistic approach to education satisfies the developmental and academic needs of children from toddler through elementary levels, with high standards accredited by the C.C.M.A.
Combined with specialty French, Music, Visual Arts, and Physical Education programs, children are exposed to a wealth of interest and immense learning. Faculty members are committed to providing an inspiring, diverse curriculum that allows children to experience the joy of learning, and to giving families a place they will always feel welcome.
Montessori
Information not available
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.
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.
Not applicable
High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
Fairview Glen Montessori maintains academic excellence and a positive school culture that supports responsibility, initiative, and passion for learning. Our individualized approach to education provides a stimulating curriculum that sparks interest and motivates deep exploration of concepts and skills, on the pathway to subject mastery.
Not applicable
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.
Not applicable
The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
Students progress through the Montessori curriculum which introduces advanced concepts with concrete materials and progresses toward abstraction. Subjects material can be up to 2 years advance.
Math is supported by the Albanese curriculum.
Calculators and computers are permitted in all math classes.
Students may not use calculators until Gr. 7/8 when facts are firmly established and only as needed for specific concepts. The exception to this is for checking their work.
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.
Information not available
Students engage with Montessori materials that support phonetic awareness, word building, and reading. A student who completes the 3-year Casa cycle is usually reading fluently.
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.
Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
Approaches vary for different learning outcomes. Students learn cursive writing with a program that follows their pace. They progress to writing sentences and compositions. Students are active in the editing process to enhance their work and develop an appreciation for the process of writing.
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
Science provides a platform for experiential knowledge as well as group mentorship. Students collaborate to build, explore, observe, and create, culminating in class presentations. Students are introduced to the fundamentals of experiments, microscopes, during in-depth discussions and hands-on learning.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Social Justice
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Not applicable
The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
Information not available
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
Information not available
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
Receptive
These programs have an equal emphasis on receptive and creative learning.
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
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.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
Students are introduced to technology after they have developed concentration for reading and writing. We begin with keyboarding, keynotes, and progress to coding, task management, enrichment, and online submissions.
Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
Physical literacy support each individual to develop a healthy active lifestyle. Student performance is based on a combination of preparedness, engagement, skill and leadership.
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.
The Casa programs offer children aged 2.5 to 6 an individual approach to learning that fosters autonomy, initiative, curiosity, belonging, and engagement.
Accelerated
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.
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).
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
Information not available
Rigorous
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 “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”.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
Montessori believed that children a curious and capable of learning complex concepts. Students are supported using concrete materials to stretch their learning potential and delve deeply into a vast range of subject areas.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Students are encouraged to be critical thinkers, capable of making decisions and confident in their choices. This is true in all areas of development including social, emotional, physical, emotional and intellectual.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| 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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
Information not available
Information not available
An individual approach to education is designed to meet each child's needs. Modifications and accommodations are discussed with parents to offer the best opportunity for growth and success.
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
5 - 11
1%
0%
$0
$0
100%
100%
5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades 1 - 6
No
No
No
No
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
Students with a natural curiosity about the world will be captivated by our programs. Initiative and Self Regulation are an asset.
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
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