7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
1370 Oxford Street West, London, Ontario, N6H 1W2, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
1370 Oxford Street West, London, Ontario, N6H 1W2, Canada
5,430.9 km
5,781.0 km
1944
1918
125
180
5 to 12
Preschool to 8
Coed
Coed
Day
Day
English
English
Science and technology
Academic
Traditional
Traditional
12 to 18
10 to 17
Learning, Behavioral
In-class adaptations
$13,000 to $16,000
$23,000 to $28,700
No
Yes
0%
0%
None
Preschool to 8
$0
$2,000
16
15
0%
0%
100%
95%
5, 6, 7, 8, 9, 10, 11, 12
JK, SK, 1, 2, 3, 4, 5, 6, 7
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 8
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 reportMatthews Hall has been nurturing young minds since 1918. The school’s motto, "Debeo Possum Volo" ("I must, I can, I will"), reflects its dedication to instilling responsibility, resilience, and determination in students. The curriculum is both rigorous and rich, with a strong focus on critical thinking, creativity, and inquiry-based learning. Small class sizes ensure personalized attention. Beyond academics, Matthews Hall offers a vibrant co-curricular program that includes sports, arts, and community service. As a result, the co-curriculars promotes teamwork, social responsibility, and fun! The close-knit community fosters collaboration and active participation. In this supportive environment, students naturally form lasting friendships and thrive in all areas of life—academically, personally, and socially. Parents appreciate the school’s holistic approach, which equips their children with the values and skills needed to excel in life.
View full reportinformation not available
"He thoroughly enjoys the Extended Day program, and I cannot imagine him not participating in it going forward."
Kristen Gotkowski - Parent (May 27, 2025)
My son loves going to school. He wants to stay at extended daycare as long as possible; he looks for... View full review
"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."
"A capable and caring staff, small classes, and a nurturing atmosphere have inspired elementary-aged children at Matthews Hall since 1918. A sense of community, rich curriculum and a dynamic co-curricular program allow students to learn with confidence and lead with character. We inspire academic excellence and a lifetime of joyful learning in the children we serve. At Matthews Hall, we celebrate character, talent and commitment as the foundation on which our unique learning environment is built and sustained!"
"We are a family oriented School. Small classes, individual attention."
"Matthews Hall is a leading example of excellence in education. A capable and caring staff, small classes, and a nurturing atmosphere have inspired elementary-aged children at Matthews Hall since 1918. A sense of community, rich curriculum and a dynamic co-curricular program allow students to learn with confidence and lead with character. We inspire academic excellence and a lifetime of joyful learning in the children we serve. At Matthews Hall, we celebrate character, talent and commitment as the foundation on which our unique learning environment is built and sustained."
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"Foundational learning and mastery of essential learning skills are a priority at Matthews Hall. Our underlying premise is excellence in teaching and learning. We prioritize a commitment to learner centred teaching, evidence-based practice and collaboration. We recognize parents as the first and foremost teachers of their children and as such we remain focused on academics at school and allow families to support their own children with regard to their own beliefs and ideologies."
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"Matthews Hall boasts a rich history that spans over 100 years, evolving through pivotal moments along the way. Founded in 1918 by Kate Sotham Matthews at St. Paul’s Cathedral, the school soon outgrew its original location in 1930 and underwent a series of relocations, leading to its name change to Miss Matthews School. Following Miss Matthews' retirement in 1950, the institution was incorporated as an independent non-denominational school. Kate Matthews passed away in 1955, leaving behind a legacy of service to her church, school, community, and country. In 1977, the school was legally renamed Matthews Hall. In 2007, it became an accredited member of the Canadian Association of Independent Schools (CAIS). Most recently, in 2020, our campus underwent significant renovations, allowing us to expand both our facilities and programs, which has greatly enhanced the student experience."
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"Ideal Matthews Hall students are curious, motivated, and eager to engage in both academic and co-curricular pursuits. We welcome families who value character education, holistic development, and a close-knit community. These are families who view education as a partnership between home and school and place value on qualities such as integrity, respect and resilience. Our collaborative approach maximizes each child’s potential in a safe and nurturing setting that promotes academic growth and social-emotional well-being."
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"While we appreciate the diverse educational needs of families, Matthews Hall may not be the best fit for those seeking a large student body. Our school emphasizes a close-knit community where each student is known and valued, prioritizing smaller class sizes over a larger population. Families looking for the social dynamics of a bigger school may find this focus limiting.
Additionally, Matthews Hall upholds a strong student honor code that establishes clear behavior expectations. Families who may not be a good fit are those who do not prioritize accountability and alignment with our values. We seek parents who actively support our commitment to holding students accountable for their actions, as this collaboration is essential for maintaining a positive learning environment. Families that prefer a more lenient approach to behavior management may find that our emphasis on accountability and adherence to the honor code does not align with their educational philosophy."
"Our multicultural family oriented environment is appealing to most families"
"Families choose Matthews Hall for our nurturing and personalized environment, as well as our balanced approach to education. Our dedication to small class sizes, individualized learning, and a rich array of co-curricular opportunities distinguishes us. With an emphasis on character development and academic excellence, families trust us to provide a well-rounded education that fosters confidence, curiosity, and inclusion. These in addition to our community-centric culture and dedicated teachers are consistently highlighted by families as key reasons for choosing us over other schools."
Information not available
"In the public eye, Matthews Hall is recognized for balancing high academic standards with a supportive, community-oriented atmosphere. We are known for our rigorous academic programs, complemented by a full co-curricular schedule that enriches our students’ educational experience. Our commitment to developing the whole child is evident in our reputation for nurturing confident, capable, and well-rounded individuals who excel both academically and in life. Families regard us as a nurturing, inclusive school that is well-resourced and consistently prepares students for the next stages of their academic journeys, ensuring they are equipped to succeed in their future endeavors."
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"An often-overlooked aspect of Matthews Hall is our deep commitment to character education and social-emotional learning. While our academic accomplishments receive much attention, our dedication to cultivating compassionate, resilient, and respectful individuals is equally foundational. This focus equips our students with the necessary skills to navigate life’s challenges, fostering their growth as ethical, engaged citizens and empathetic leaders."
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"Families frequently express surprise at our strong sense of community. While they may expect excellent academics, they may not expect the warmth, inclusivity, and support that defines Matthews Hall. From faculty engagement to family involvement, we have a culture of genuine care and respect that helps students feel secure and valued, creating a vibrant learning environment where each child can truly flourish."
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"For the first time in Matthews Hall’s history, we are embarking on a transformative journey of comprehensive campus renewal. This initiative achieves the historic milestone of uniting all students and teachers under one roof, fostering a truly connected learning community where every child can thrive. Research indicates that physical and social environments profoundly impact learning, and we have prioritized inspiring spaces that uplift both students and teachers. Our new kindergarten and grades 1-8 classrooms, along with revitalized playgrounds and basketball and volleyball courts, honor the heart and soul of Matthews Hall. With enhanced lighting, acoustics, textures, and personalized elements, these thoughtfully designed spaces not only respect our students but also reinforce our unwavering commitment to excellence. You will be inspired!"
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"Our ambition at Matthews Hall is to elevate student achievement and success by nurturing each unique child. We are dedicated to providing rich learning opportunities across academics, the arts, athletics, and active citizenship, preparing students to make meaningful contributions to the world. By fostering a growth mindset, we encourage students to embrace challenges, take risks, and learn with resilience and optimism—skills essential for success in school and in life.
With Phase 1 and 2 of our campus master plan now complete, we are poised to continue this transformation through several exciting phases. Future plans include a two-part Arts Block for visual arts, music, and drama. Future plans also include a Dining Hall Block and outdoor enhancements designed to further inspire and support a dynamic, well-rounded student experience. Through these strategic initiatives, we are shaping an environment where every student can grow, discover, and be inspired."
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.
At Matthews Hall, we want to be part of your child's educational journey by inspiring your child’s love of learning and sense of belonging. Our talented team of teachers and committed staff pledge to do our very best to discover your son or daughter’s potential and prepare him or her for the challenges of a rapidly changing world. We do this in partnership with you as parents – the first and most important teachers of your children.
As a proud member of the association of Canadian Accredited Independent Schools (CAIS), as well as the Conference of Independent Schools of Ontario (CIS), we share a commitment to excellence and accountability, which is the hallmark of every excellent independent school.
We believe so strongly in the value of a Matthews Hall education that we invite you to visit us and see for yourself.
You can be assured of a warm Matthews Hall welcome!
Traditional
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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
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.
At Matthews Hall, our underlying premise is Excellence in Teaching and Learning, with a goal to ensure that all we do is different, better and special. We strive to inspire academic excellence and a lifetime of joyful learning in the students we serve. At Matthews Hall, we believe that students excel when they are inspired and motivated by teachers who excel in the planning, delivery, assessment and evaluation of meaningful learning opportunities. We believe this is best achieved through a commitment to learner-centered teaching, evidence-based practice, collaboration and self-reflection in a supportive environment. We aim to accompany our students on a balanced journey of academic, character and leadership development at all levels. We recognize our unique partnership with parents, who are the first and most important teachers of their children, and believe common goals for student learning are a team effort.
Traditional Math
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.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
The 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.
The math curriculum blends traditional methods with modern enrichment, fostering a strong foundation while challenging students to reach their full potential. Mastery of number facts and efficiency with standard computational algorithms is a focus in the early elementary grades. We emphasize exploration and encourage students to use a variety of strategies to understand and apply mathematical concepts. The inclusion of math contests offers an excellent platform for students to apply their skills in real-world scenarios, sparking interest and engagement. A differentiated teaching approach is central to the curriculum, addressing diverse learning styles and needs. This approach nurtures all learners—whether they excel or need additional support—fostering a deeper, more meaningful understanding of mathematics. Discovery math is strategically introduced once foundational skills are established. This method helps students connect with the why behind the math, not just the how, and provides meaningful challenges that encourage application of their knowledge in new contexts.
Teachers create their own material or use material that match Ontario curriculum standards.
Calculators and computers are permitted in all math classes.
Students may use calculators at the discretion of their teacher.
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
Phonics Intensive in the Early Years with a move to Balanced Literacy as students become competent readers. Starting in our early years programming key aspects of our phonics approach include Sequential Skill Development - Students progress through a carefully designed sequence of phonics instruction, mastering foundational skills before moving on to more complex patterns. Multi-Sensory Learning - Engaging activities such as phonemic awareness games, hands-on letter manipulation, and interactive reading experiences to reinforce phonics concepts. Application to Authentic Reading - Students practice applying phonetic patterns in both controlled texts and open-ended reading experiences, helping them bridge the gap between learning and real-world application. Building Confidence in Decoding - By equipping students with strong phonics skills, we enable them to tackle unfamiliar words with ease, fostering a love for reading and lifelong literacy success.
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.
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
Information not available
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
Physiology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
Approaching the curriculum through a traditional lens helps students develop a strong understanding of the historical roots and foundational concepts. Within this framework, students explore subject matter from multiple perspectives—examining issues as individuals within a local context, as members of a global community, and through cross-comparisons between diverse communities. They also investigate the impact of human activity on the environment and throughout history. Inquiry-based learning plays a central role, empowering students to ask meaningful questions, seek out evidence, and develop critical thinking skills. This approach fosters curiosity and a sense of ownership over their learning as they develop their voice within these contexts. As students progress through the curriculum, each unit highlights key themes tailored to the content and aligns with age-appropriate learning goals. This intentional progression allows learners to build on their knowledge, deepening their understanding and broadening their perspective on both historical and contemporary issues.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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
Audio-Lingual
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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
Not applicable
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.
Not applicable
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.
Information not available
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.
Information not available
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The kindergarten program at Matthews Hall provides students with the strong start they deserve. At Matthews Hall our graduates are engaged, accomplished, self-assured, positive and caring. Our kindergarten program includes Pre-K, JK and SK. Children attending kindergarten at Matthews Hall enjoy a personalized learning experience. Our pre-school & Kindergarten programs are further enriched with art, music, and a variety of co-curricular activities – even for our youngest students. Daily French instruction begins in junior kindergarten. Our students also enjoy field trips, guest speakers, Innovative Learning Spaces, including an Outdoor classroom.
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.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
Some of our key flexible pacing options include tailored learning support for grouped abilities, ongoing daily differentiated instruction, extracurricular academic competitions that push students beyond standard coursework, and project-based and experiential learning to enhance students’ understanding and engagement.
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.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Not applicable
Not applicable
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Not applicable
Not applicable
Information not available
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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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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||||
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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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||||
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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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||||
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
|
||||
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
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
Information not available
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
Preschool - 8
1%
1%
$0
$2,000
100%
95%
5, 6, 7, 8, 9, 10, 11, 12
JK, SK, 1, 2, 3, 4, 5, 6, 7
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 8
No
No
No
No
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
Ideal Matthews Hall students are curious, motivated, and eager to engage in both academic and co-curricular pursuits. We welcome families who value character education, holistic development, and a close-knit community. These are families who view education as a partnership between home and school and place value on qualities such as integrity, respect and resilience.
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
To begin the application process, please contact the school through email at [email protected] or by calling Tobi Solomon at 519-471-1506 ext. 506 to book a tour.
During a tour of the school, families will be provided with an information package and an application form.
After submitting the completed application form along with proof of age, recent report cards and the $250 non-refundable application fee, students are scheduled to spend a day at Matthews Hall.
Admissions decisions are made after the student visit.
Families are notified by email.
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