781 Richmond Avenue, Victoria, British Columbia, V8S 3Z2, Canada
335 Lindsay Street, Ottawa, Ontario, K1G 0L6, Canada
Indirect Support:
781 Richmond Avenue, Victoria, British Columbia, V8S 3Z2, Canada
335 Lindsay Street, Ottawa, Ontario, K1G 0L6, Canada
1913
1966
854
300
JK to 12
Nursery/Toddler to 6
Coed
Coed
Homestay, Day, Boarding
Day
English
English, French
Academic
Academic
Progressive, International Baccalaureate
Montessori
16 to 18
16 to 25
Learning
In-class adaptations
In-class adaptations
$20,840 to $39,005
$12,864 to $21,384
$57,260 to $73,145
Yes
Yes
15%
10%
SK to 12
Nursery/Toddler to 6
$2,000
$2,500
57
27
3%
0%
72%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades Preschool - 12
Yes: grades 4 - 6
No
No
“By any metric, Glenlyon Norfolk School is one of the best of its kind in Canada, namely a school that offers the full IB curriculum with two unique boarding options, and prepares students for post-secondary education and beyond.”
“What distinguishes GNS is that attention to self-awareness.”
Read The Our Kids Review of Glenlyon Norfolk School
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Glenlyon Norfolk School started its long life in 1913 as a girls school, the founders intending to establish something better, something more forward thinking, much like other girls’ schools that have a similar pedigree. Later, a boys school was established nearby, and in 1986 they combined to become the school, at least in broad outlines, as it exists today. In keeping with the initial vision, the school intends to be at the leading edge of instruction, continually evaluating what it offers and ensuring that it’s in keeping with what students will need for success at post-secondary studies and beyond. In 1996 it became an IB World School with the adoption of the Diploma Programme, adding the Middle Years Programme and Primary Years Programme in 2004 and 2007, respectively. With them, GNS became one of the first schools in the country to offer the full continuum. The tradition of evaluation and evolution continues today, in a very literal sense, with the school in the midst of an ambitious strategic plan, one intending to keep the school at the forefront of innovation while reflecting the values and ideals that have informed the life of the school for more than a century. The offering, rightly, is highly regarded, and serves as an example to other schools nationally. The ideal student is one who can thrive in a challenging, vibrant, dynamic learning environment.
View full reportEstablished in 1966, OMS is one of the older dedicated Montessori schools in the country. It’s also one of the larger Montessori environments, something that is in part a function of the school’s long success. Size is certainly not a bad thing, and the principal benefits are diversity within the student population and the breath of program offerings. That said, with a student population divided between two schools, OMS is able to have the best of both worlds, with each location feeling very close-knit in all the ways that we imagine Montessori programs to be. OMS grew from offering instruction in the primary years into the middle and high school years. In 2015, the high school grades became The Element, a school of its own. So, while the locations may be separate, the continuity across all grade levels is understandably attractive to the families that enroll at OMS.
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"Glenlyon Norfolk School is an inclusive family-driven community whose members care about each other and the world around them, where dedicated teachers and staff deliver the full International Baccalaureate Program in a co-educational environment from First Steps to Grade 12. Building on our foundation as a university preparatory school, we encourage students to be curious, engaged and balanced learners who are ready to take positive risks, make mistakes and discover their true selves."
"Established in 1966, OMS Montessori is a non-profit, independent, CCMA accredited school providing an authentic Montessori education to nearly 400 students. Our students range in age from Toddler to Grade 12 at two unique campuses in the Nation's Capital. OMS is the first and only English and Francophone Montessori school in Ottawa. OMS Montessori takes great pride in being a leader in education."
"Every student at GNS is an IB learner. During their time at GNS, they are encouraged to ask questions, investigate topics independently and take action about issues they feel are important. Building on a foundation of over 25 years of training and experience, our teachers have created a unique approach to delivering the IB curricula that enables our students to develop higher-level skills in inquiry, analysis and innovation that they can put into action in the real world today and in the future."
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"At GNS, you are not just another student. The GNS experience is an enriched one that meets every student where they are and supports them to do their very best. This is possible because of our people. Our community. A strong partnership between the school and our families creates the best environment for student growth, and the relationships forged between students and teachers who know them and care about them as individuals set us apart and make our great school truly exceptional."
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"GNS is a Canadian school with a global viewpoint. As an International Baccalaureate school with membership in the Round Square, our staff strive to broaden our students’ world views, both inside and outside of the classroom, to impart to each student that we all have a role to play in the maintenance and growth of our communities. Being part of the GNS community prepares students to recognize how their actions have an impact on the world around them and helps them become capable global citizens."
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"We embrace the greatness of small. Our students enjoy the richness of opportunity that comes from being a part of a small school that offers large school programs, where everyone is encouraged and expected to take part. Play on the soccer team, perform in the musical, or organize a beach clean-up—we count on our Gryphons to be active, involved members of our community. As a result, students gain confidence, learn how to work for and with others, and are inspired to pursue their passions."
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I am honoured to be the head of the Glenlyon Norfolk School community school, entrusted with ensuring a quality education for our students from Gryphon First Steps (3 years old) to Grade 12.
We are a proudly Canadian school with a global viewpoint, as demonstrated by our International Baccalaureate (IB) World School designation.
If you’re reading these words you’ve already begun an important process. If you explore further you will find detailed information and vivid descriptions of student life, both inside and outside the classroom, at each of our two unique and idyllic campuses.
You’ll discover the depth and breadth of the IB curricula that underpins every aspect of our academic life, and you’ll learn about the first-class co-curricular opportunities that ensure each and every GNS student has the opportunity to embrace an experience that is well-rounded, challenging and fun.
In that sense, GNS is no different from so many of the other fine schools in BC, across Canada, and around the world.
But GNS is so much more than that.
The GNS experience is an enriched one that meets every student where they are and supports them to do their very best. This is possible because of our people. Our community. The partnership built between the school and our families creates a strong environment for student growth. The relationships forged between students and teachers who know them and care about them as individuals set us apart and make our great school truly exceptional.
As I often state, the foundation of GNS lies in Our Core Values. Truth. Courage. Caring. Individuality. Community. These principles guide each member of the “GNS Family,” as we ensure the school remains an exceptional place for students, parents, families, alumni, faculty and staff. I know that my two boys love it here!
Our collective philosophy is to never miss an opportunity to celebrate one another’s achievements, but to also never miss a chance to grow and to learn. As in many schools, excellence at GNS is measured in part by academic success, but it’s also gauged by the development of empathy, by the discovery of new passions, by a willingness to push beyond comfort zones, and by the ability to create and maintain enduring relationships and friendships that last a lifetime.
We’re so excited that you’re considering joining our community, and we look forward to assisting you through the process. If you have questions, please ask. If you have comments, I hope you’ll share them with our Director of Enrolment, Trevor Mannion.
The journey you are about to embark on is one that is shared and enhanced by every other member of this community. Together, we’ll ensure that the future is brighter for you, for your family, and for our school.
Warmly,
Chad Holtum
Head of School
On behalf of the OMS Montessori community, thank you for visiting our profile. As School Director, I have the privilege of working with a proficient team of parents, alumni, faculty and staff who are dedicated to offering their best to each of our students. We work tirelessly to realize our mission by delivering an educational experience designed to inspire and challenge students to discover the best of who they are, while year after year reaching to achieve their full potential.
As a parent, you recognize that choosing a school for your child is one of the most significant decisions you will make. We need specific criteria by which to choose the ideal educational approach for our children. It is clear that the school years help to form the core foundation of our approach to learning and problem-solving, as well as who we are as contributing, global citizens. We ,at OMS, are here to support you.
At OMS, we provide our students with an educational foundation from which they can achieve personal and academic goals, while building independence, self-confidence and self-esteem. The unique Montessori methodology, with its child-centered approach, encourages the development of personal responsibility and thinking skills, as well as fostering a love of learning. Each child is guided in the exploration of his or her own learning style and the development of work habits most suited to individual interests and needs.
Please browse our website and discover how we work together with OMS parents to empower students to become self-regulated, engaged and lifelong learners. As trained experts in education, we understand that observation is an essential component in the decision making process. As such, we would like to invite you to visit us for a tour of our spacious and peaceful learning environment. This is the most personal way to see what OMS Montessori has to offer your child and family.
OMS Montessori is a not-for-profit school. For over 50 years, we have offered exceptional education to families in the city of Ottawa. OMS welcomes you to call and chat with our friendly staff (613-521-5185) or email ([email protected]) regarding your child’s education. Share with us how we can partner with you and your family to further explore Montessori education and philosophy.
It is with great anticipation that we embark on the next 50 years at OMS Montessori. Please join us on this journey of promise and excitement.
Montessori
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
As an IB continuum school, Glenlyon Norfolk School offers a seamless approach to the International Baccalaureate programmes for students at all grade levels. Our uniquely designed and delivered educational program allows us to challenge and support students of all abilities, allowing them to do their best in everything they do. Students are inspired by knowledgeable, committed teachers who are IB experts, and are encouraged to take risks and make inquiries surrounded by supportive peers and classmates. Regular communication with parents allows us to foster a positive partnership between student, family and school for the benefit of all parties. We also provide comprehensive exposure to athletic, artistic and service opportunities that allow us to develop well-rounded students of character. Ultimately, our goal is to ensure students graduate with the tools necessary to find success in their post-secondary studies and to live happy and successful lives.
An OMS education is grounded in creating the conditions for students to be in a state of flow or focused engagement, while they are learning academic and life skills. Teachers demonstrate individual and small group lessons using research-based Montessori materials; children learn primarily through activity rather than through a lecture or group presentation. The OMS Montessori prepared environments inspire academic progress, while preserving a natural joy in learning. Le fondement même d’une éducation à l‘OMS est la mise en place des conditions qui permettent aux élèves de se retrouver dans un état de « flux » ou d’engagement ciblé tout en apprenant à développer des habiletés tant académiques que de vie pratique. Les enseignants présentent les leçons individuellement ou en petits groupes en se servant du matériel Montessori ; les enfants apprennent principalement en faisant l’activité plutôt qu’en écoutant une présentation en grand groupe.Notre environnement préparé aide les élèves à atteindre leurs objectifs à leur propre rythme tout en préservant leur joie naturelle d’apprendre.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The technical aspects of mathematics and geometry (math facts, mathematical operations and facts, geometry constructions, etc.) are layered onto this curriculum, benefitting from the students’ natural curiosity and desire to master their world. The sequence of materials gradually directs the students into abstraction and work on paper. The Montessori curriculum encourages depth of understanding, creative thinking, problem solving, collaborative effort and mastery. Les aspects techniques des mathématiques et de la géométrie (arithmétique, constructions géométriques, etc.) se chevauchent dans ce programme qui fait appel à la curiosité naturelle des élèves et de leur désir de maîtriser leur monde. Le caractère séquentiel du matériel amène graduellement les élèves vers l’abstraction et le travail sur papier. Le programme Montessori favorise une compréhension en profondeur, la pensée créatrice, la résolution de problème, l’effort collaboratif et la maîtrise des concepts.
Information not available
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Reading is taught through the IB Primary Years Programme Units of Inquiry as well as a separate foundation skill. Teachers differentiate for all learners making it possible for all students to progress at their own pace.
Montessori children generally write before they read using a moveable alphabet that allows them to create words without having to write on paper. While they are working on the moveable alphabet they are also working with materials that will help them control a pencil. After much repetition with these preparatory exercises, children begin writing full words and sentences on paper. Once children can communicate their own ideas in written form they are ready to begin to decipher what others have written. En règle générale, les enfants Montessori écrivent avant de lire à l’aide de l’alphabet mobile qui leur permet de créer des mots sans avoir à les écrire sur papier. Tout en travaillant avec l’alphabet mobile, ils utilisent parallèlement avec le matériel qui les aide à contrôler un crayon. Après plusieurs répétitions avec ces exercices préparatoires, les enfants commencent à écrire des mots et des phrases entières sur papier.
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 work on this skill by using a writing continuum that has been co-constructed by them. They develop their writing by being able to see where they are currently and where they are headed, making this a highly differentiated approach to learning. Writing is incorporated into all aspects of the curriculum. All teachers are considered teachers of writing, and this skill is part of every IB Primary Years Programme Unit of Inquiry.
Cursive writing rather than print is introduced. At this age children love to repeat so it is an ideal time to practice cursive writing. Children who learn to write in cursive read print easily but the opposite is not as true. Children also make fewer reversals of letters if they are using cursive. Les enfants au niveau Casa apprennent à écrire en lettres cursives. Cet âge est idéal pour pratiquer l’écriture en lettres cursives, car les enfants aiment la répétition. Les enfants qui apprennent à écrire en lettres cursives lisent les lettres moulées facilement, alors que le contraire n’est pas aussi vrai. Les enfants inversent moins les lettres s’ils écrivent en lettres cursives.
Inquiry
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.
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.
Each year five great stories are told in a dramatic fashion in order to create a framework of information to which students will add detail and understanding throughout their elementary years. The story of the beginning of the universe, of life on the Earth, of human life and of the great human creations of language, mathematics and science create a broad framework that invites students to explore all the traditional curriculums (the sciences, history and geography, as well as mathematics and language) creating greater depths of understanding each year.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Academically, our program is rigorous, involving students in accurate self-assessment and individualized goal setting that emphasizes challenge, achievement, and accountability. The literature curriculum is interdisciplinary and centered on topics that have personal and societal relevance, and that allow for discussion and debate.
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
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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).
Social Studies is taught through the programme of inquiry which is the focus of the IB programme at the elementary years. There are overriding unit themes such as "Where We Are in Place and Time" and then broken into units of inquiry that reflect these broad ideas in age and stage appropriate ways. Key concepts are covered in every grade and, in the earliest grades, a global perspective is incorporated into these units of inquiry.
Each year five great stories are told in a dramatic fashion in order to create a framework of information to which students will add detail and understanding throughout their elementary years. The story of the beginning of the universe, of life on the Earth, of human life and of the great human creations of language, mathematics and science create a broad framework that invites students to explore all the traditional curriculums (the sciences, history and geography, as well as mathematics and language) creating greater depths of understanding each year.
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.
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Adolescents need to be respected and allowed choice, not only to develop independence but also to help them experience personal dignity. Students are given the freedom to select research project topics that are important to them individually. There are also periods for independent work each day – focused freedom, to allow the students to independently prioritize their work and manage it according to their learning style. The Ontario Curriculum is often exceeded and there is a strong emphasis on skill development (research, writing skills, project writing, oral communication, problem-solving, studying and test taking).
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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In addition to traditional lessons on vocabulary, grammar and verbs, the Accelerative Integrated Method (AIM) which is a gesture-based program, begun in the preschool years, is continued and augmented with plays in which all students learn all parts, and with ‘raps’ for the older students. These aspects of the AIM approach increase the comfort with which students speak their second language. Long classes allow teachers to explore various units of interest with students from picking apples from our trees, describing them, cutting them up, cooking them and then eating them; to doing projects on native peoples or geographical landforms, all in French. Consolidated class time also means less time lost to changing classes and getting settled. Our students also benefit from being in a dual language school. French and English are working languages at OMS.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
OMS has an Art Resource Room with a wide variety of art materials on display and available to students, such as clay, watercolours, acrylics, charcoal, paper-making and marbling. Music is one of the many subjects a student can choose to explore and we use the ukulele to facilitate this exploration of music. Opportunities to be dramatic abound in our classes. Some Montessori activities such as the Grammar Boxes require students to ‘act out’ various scenarios or interpret the nuances of our language in a dramatic way. Students often present projects they have done to their peers, students in other classes or other adults in the school. In addition, each Elementary class produces some type of dramatic performance at least once a year, which they present to their families. Having class level plays and presentations rather than a school-wide one, ensures that every student can participate fully.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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OMS takes seriously current research and recommendations about screen time for students. At the Upper Elementary level, computers become a tool of the classroom. Each class has a set of computers that are available to students throughout their day. Students at this level are encouraged to use books as well as the Internet for research. Most of a student’s work is written by hand but final projects and presentations often make use of word processing, spreadsheet and PowerPoint applications. Upper Elementary students are introduced to proper keyboarding and an online keyboarding tutorial program capitalizes on the natural tendency at this age to be faster and better. Direct instruction is given on Internet safety as well as search skills, site credibility and citing sources.
Web design
Robotics
Computer science
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Students have a physical education class ever other day in our large, bright and well equipped gymnasium. The emphasis is on making physical activity and fitness fun while building skills for a variety of sports. Students also have a 45 minute recess each day and, weather permitting, they enjoy the use of our new natural playground which encourages active play. Les élèves du primaire ont une classe d’éducation physique tous les deux jours dans notre gymnase bien équipé, spacieux et lumineux. L’accent est mis sur le plaisir de faire de l’activité physique et de se mettre en forme tout en développant des habiletés pour divers sports. Tous les élèves du primaire ont une récréation de 45 minutes, et lorsque la température le permet, ils jouent dans notre nouveau terrain de jeu naturel qui encourage les jeux actifs.
Montessori
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.
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.
Our students are engaged in an enriched, values-based curriculum delivered by well qualified teachers with warmth, friendliness and expertise. The International Baccalaureate Primary Years Programme provides a fabulous framework of inquiry to develop strong foundation skills that allows personalized learning to be at the forefront. Pastoral care is an important part of school life for our learners as it allows all students to challenge themselves to be their very best in a safe and supportive environment. Nature school each week complements our rigorous academic programme, as does our waterfront location allowing students to engage with nature in a meaningful way.
We have a separate toddler and preschool program because children have different innate characteristics at these ages. Our preschool programs are 3-year programs that serve 3, 4 and 5 year olds (Pre-Kindergarten, JK and SK). We maintain authentic Montessori practises while considering current educational research. Nos programmes préscolaires sont séparés à ces âges, vu les différentes caractéristiques innées des enfants. Nos programmes s’échelonnent sur trois ans et s’adressent aux enfants de trois, quatre et cinq ans (préscolaire, prématernelle et maternelle). Nous restons fidèles aux pratiques authentiques Montessori et tenons compte de la recherche éducationnelle actuelle.
Student-paced
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 pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We are dedicated to creating focused engagement for our students. A student in this state is concentrated, content, and energized. He/she experiences a strong sense of wellbeing and their accomplishments. Students gets along well with others, and are easily guided by their teachers. This leads to academic and personal excellence. Un élève qui est concentré est motivé, heureux et énergisé. Il fait l’expérience d’un grand bien-être, il se sent bien dans sa peau et est fier de ses réalisations. Il s’entend bien avec les autres et ses enseignants le guide facilement. Cela conduit à une excellence académique et personnelle.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
The goal of OMS is to support the development of well-balanced individuals who know and accept themselves, and live as responsible community members. Our students are guided by the OMS community to recognize their potential. The faculty observes and prepares lessons and experiences which perpetuate a love of learning and the achievement of developmental milestones. L’OMS a pour objectif de soutenir le développement d’individus bien équilibrés qui se connaissent et s’acceptent. Ils mènent une vie active et responsable comme membres d’une communauté qui les guide afin qu’ils reconnaissent leur potentiel.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
GNS has a team of learning strategists who are committed to inclusion and assistance in providing opportunities for all students to do their best. Through the collaborative partnership between subject and LS teachers, we nurture an environment that supports differentiation for each individual's learning differences. Support is provided through a model consisting of small group and in-class support. Emphasis is on individual learning in which students embrace how they learn and employ strategies independently to achieve success.
Information not available
Please contact our Admissions Office for further information about what learning supports are available for students.
We treat each student as an individual. Through discussions with the parents, student and specialists, we determine how we might meet the student's needs and whether or not our school is the best choice in meeting those needs. Nous traitons chaque élève comme un individu à part entière. Par le biais de discussions avec les parents, l’élève et les spécialistes, nous déterminons la façon de possiblement satisfaire les besoins de l’élève et si notre école est en mesure de répondre à ces besoins.
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
SK - 12
Nursery/Toddler - 6
15%
10%
$2,000
$2,500
72%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades Preschool - 12
Yes: grades 4 - 6
No
No
No
No
Yes: grades 3 - 12
No
No
No
No
No
We are looking for well-rounded students that exhibit the 5 As: Academics, Athletics, Arts, Adventure, and Active Citzenship. A student who is curious, engaged and kind and who will appreciate the small, close-knit community that is GNS and will take advantage of all of the opportunities given to them here whether it be in the arts, athletics, the IB program, service, or the Round Square.
Application requirements include receiving a completed application form along with a $250 application fee and the two most recent report cards for the applying student. Older students must then complete the entrance exams. We also require the completion of a confidential student report from a current teacher. For international students, we also require copies of passports for both the student and his or her parents, as these are necessary for preparation of custodianship documents. Once these items are received, we perform an onsite or Skype interview. We also prefer, where possible, for the applying student to visit the school for a day.
The first step in the Admissions process is to attend a school tour to learn about Montessori education in general and OMS Montessori in particular. Tours are hosted with only one family only, and we recommend for your first visit, to try to arrange child care for your son or daughter. This will provide you with an opportunity to answer any questions you may have, and determine if OMS Montessori is the best fit for your family before your child builds a rapport with our community. Information packages and application forms are distributed during your tour. If you are able to attend a tour in the morning, you will have the opportunity to tour the school and observe a number of active classes. If you attend an evening tour, we ask that you make arrangements to visit OMS and observe the students in their classes before completing an application.
