2193 Orchard Road, Burlington, Ontario, L7L 7J8, Canada
2 Wembley Road, Toronto, Ontario, M6C 2E9, Canada
1984
2014
240
45
Preschool to 12
Preschool to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Waldorf
Montessori, Waldorf
16 to 24
10 to 16
Learning, Developmental, Behavioral
In-class adaptations
$17,600
$10,000 to $16,500
Yes
No
0%
0%
K to 12
None
$0
$0
15
5
0%
0%
90%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 8
Yes: grades Preschool - 3
No
No
information not available
information not available
Any school is more than the buildings or the setting, though perhaps especially with Waldorf programs, setting is an important piece. Halton’s program is established and proven, having been founded in 1984, and the facilities are notable as well, providing, in many ways, the ideal environment for the Waldorf approach. The buildings aren’t small, though they really confer a nice sense of place, some that is beautifully extended by the school’s proximity to green space. Waldorf intends to set students apart a bit from the bustle of daily live, and all the distractions that might be found there, and refocus students’ attention, and awaken a perception and appreciation of children’s talents and their place in the world. You’d be hard pressed to find a learning environment that better expresses and supports those goals. It’s idyllic, and matches the strength of the academic program and the experience of the staff.
View full reportJulia Simon founded Alive Montessori in 2001, and she remains very much the head and hands of the school today. She established the school as a means of delivering the Montessori principles, prime among them being the provision of a family-like atmosphere in which to learn. Families who enroll here are drawn to the small size of the school, allowing students to gain a heightened sense of their place within the life of the school. Instruction is personal, with pacing cues taken from the individual students, and a close attention to the talents, perspectives, and interests that they bring with them to the school each day. Students are encouraged to have a voice, and to use it in their daily lives. Numeracy and literacy are important, though passion is, too, something that Simon has rightly built the Alive program around.
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"They make learning fun and cater to what interests him while focusing on the core fundamentals..."
Emily Flores - Parent (Mar 02, 2020)
Before we came to Alive Montessori & Private School, my son disliked school. He dreaded every mornin...
View full review
"Halton Waldorf School, nestled in northeast Burlington, is an independent school offering a holistic education from pre-K to Grade 12. We offer a developmentally appropriate, experiential, and academically rigorous approach to education. The arts are integrated in all academic disciplines to enhance and enrich learning. Our curriculum respects the pace of child development and inspires life-long learning. Halton Waldorf School has been educating the head, heart and hands since 1984."
"Located one short block north of Eglinton at Bathurst. PRE-SCHOOL TO GRADE 6. Children get off to a very fast start to their education in a safe, family-like environment. Early reading at ages 3, 4 and 5 develops into fluency at a young age with our extremely effective reading program. Very strong emphasis on the Basics of Reading, Writing and Math to give a solid grounding for all other learning. Watch your child's confidence grow as he or she demonstrates competence and ability. FASTER LEARNING – MADE FUN!"
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"> Every child is a unique individual deserving of the best education possible.
> Every child has an innate desire to learn that must be cultivated, not blunted.
> Every child has his or her natural interests and strengths.
> Learning occurs at varying rates and every child learns at his or her own optimum pace.
> The goal of education is to give every child the tools to become self-reliant and successful in life.
> Done properly, learning is fun."
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"For our parents Alive is more than education. Our school means family and means trust and a whole new understanding what it means to feel safe and loved.
They choose our school because it is small and welcoming place where every child is appreciated and feels a sense of belonging. In the end of the day, children do not want to go home and arrive each morning with a smile. The hands-one learning and qualified staff are major factors that contribute to our student's success."
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"Our school has Speciality Classes almost on a daily basis during the normal school hours.
From piano classes to gym classes, to drama and dance classes, we have a wide range of activities."
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"We treat each child as an individual and families often get surprised that we know each other on a personal level. We truly care about every single child that steps through the door. We are a very small school community of 50 students in total, going from Preschool to Elementary, which allows us to give our students the attention and guidance to help them reach their full potential."
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My involvement with Waldorf education began almost 30 years ago when my daughter started Waldorf Kindergarten in Europe. Our family joined the Halton Waldorf School after arriving in Canada in 2004, and I joined the faculty as an assistant teacher in 2007. I immersed myself in Waldorf Education and became a certified Lead teacher in 2014. I was in the classroom for 15 years and was always interested and involved with the school's leadership. In 2022, I became the Pedagogical Director of the Halton Waldorf School. In each role, I have seen firsthand how the curriculum supports healthy and well-rounded childhood development that helps students flourish and find fulfillment in life.
Our faculty recognizes that true knowledge is best attained through experiences that engage children physically, intellectually, and emotionally. With a passionate commitment and a multi-disciplinary approach, we identify each child’s learning profile and support building their full potential.
As members of a global community of Waldorf schools, we educate children within the context of their evolving awareness of the world. We foster intellectual flexibility, moral discernment, integrity, and a love of learning that profoundly shapes their individual capacities.
At Alive Montessori & Private School our mission is based on the following premises:
• The word “educate” comes from Latin roots meaning “to lead out”. As such, we believe that it is our duty as educators to bring out the innate skills and talents of the children in our charge.
• Every child is a unique individual deserving of the best education possible.
• Every child has an innate desire to learn that must be cultivated, not blunted.
• Every child has his or her natural interests and strengths.
• Learning occurs at varying rates and every child learns at his or her own optimum pace.
• The Basics of Reading, Writing and Arithmetic are vitally important as these still form the foundation for all future learning.
• The goal of education is to give every child the tools he or she will need to become self-reliant and successful in life.
• Education does not have to be a dreary and dull activity. Done properly, learning is fun.
Our goal at Alive Montessori & Private School is to provide the best possible start to our children through proper education, thereby instilling a life-long love of learning in every child. We aim to create a safe, caring and fun environment where every child will learn and will become more and more confident as he or she gains in abilities.
Julia Simon
(Principal)
Montessori
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
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.
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
How will your child benefit from a Waldorf education? Our students are not rushed through childhood by academic expectations that exceed their developmental stages. Instead, our teachers cultivate a life-long love of learning with an academic curriculum that is developmentally-appropriate and includes engaging, hands-on activities. Our children learn by doing, figuring out problems and finding opportunities while building respectful relationships in an environment that highly values individuality. What does this look like in a classroom? Our students are engaged both physically and cognitively with projects that strengthen the logical and creative sides of the brain. They do not sit still for long stretches of time or use screen technology that limits creativity and learning capacity by doing the work for them. Our students also spend a lot of time outdoors for projects, recess breaks, and on field trips. Our property includes over five acres of forest and provides unique opportunities to engage children in hands-on learning.
The Montessori method provides hands-on learning in a stimulating school environment that enables children to learn more quickly and thoroughly. With far more interesting material than a traditional classroom, children are allowed much more opportunity to explore and develop their own interests and abilities. Learning occurs at their own pace in small classrooms and is geared towards developing competence – and thus, confidence. The mixed age groupings encourage children to cooperate with and help each other, while enabling the older children to learn responsibility and leadership.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
As a core main lesson subject, the key concepts of mathematics are taught by the class teachers. To broaden children's knowledge, the main lesson concepts are repeated in different ways by subject teachers during their lessons in art, woodworking, handwork, French and German. In the early grades, students experience an inherent understanding of numbers, both qualitative and quantitative. The four mathematical operations are worked on with rigorous practice and through imaginative stories, drawing pictures, movement and song. This knowledge is deepened in the higher grades with increasing complexity, timetabled skills classes and regular assessment supporting ongoing skill development and preparedness for grade nine mathematics in public school.
The Montessori program uses lots of hands-on material such as counting beads, wooden rods, geometric shapes, and other objects children can handle to make mathematical concepts real and develop the child's understanding. After the concepts are fully understood, drilling and practice are done on the basics to achieve competence.
Montessori materials.
Our classrooms do not use screen technology because we believe it compromises a child's potential to learn for themselves and develop problem-solving skills.
We expect our students to become very competent in performing math in their heads or on paper before we introduce calculators. This has the added benefits of developing mental discipline and confidence in their own abilities to solve problems.
Phonics-intensive
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.
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.
Our curriculum is based on a fundamental belief that childhood should not be rushed and therefore we do expect children to read before they are developmentally ready. Our early childhood programs emphasize learning through play and provide a nurturing environment rich with stories, plays, songs and poetry to foster a love of language and the power of stories. Hearing advanced and complex language from teachers helps young children have an understanding of phonetics, rhythm, plot, setting, and story structure. These are all key to story comprehension so that children deeply understand language and love to read rather than memorizing patterns of letters. Grade one students work on clear speech with daily recitations of poems, tongue twisters and songs. Every day includes written and oral reviews of the previous day’s lessons. Some children will learn to read in grade one but for others this may happen in grades two or three.
Maria Montessori believed that the ideal age to teach children to read is between 4 and 6. Using her materials (sandpaper letters, moveable alphabet, metal templates), we consistently have children reading at age 4 (some as young as 3)
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
The goal is that child will eventually be able to read as easily as to listen to a conversation.
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.
The Waldorf curriculum places a strong emphasis on hand-writing skills particularly on cursive writing which begins in grade three. Students fill their lesson books with handwriting and illustrations regarding their new knowledge about the focus subjects such as ancient cultures, botany, physiology or physics. This requires a deep understanding of each topic in order to summarize and illustrate what was learned. In grade one students are introduced to letters, and learn the vowels and consonants, often through story images. They also learn phonics and the writing of short sentences. In grade two, students compose abbreviated stories from folktales, begin learning grammar and punctuation, short and long vowel sounds, vowel and consonant blends, and word families.
Maria Montessori wrote, "Contrary to the usually accepted idea, writing precedes reading." This is because the child must re-create something to be able to understand it. Thus she developed a very strong program for writing, utilizing sandpaper letters, metal templates, and drills to complement her reading program. We develop the child's ability first, to print, and then to be able to do cursive writing.
Equal Balance
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.
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.
Waldorf emphasizes sense-based science. Awareness of the world depends on our capacity to sense and pay attention to the phenomena surrounding us. It also depends on the student being able to organize the world into an understandable experience. In grades one to five students develop an awareness of their environment and their relationship to it through the study of zoology, botany, gardening and farming. This is facilitated through hands-on activities and experiences and these important sensory experiences develop capacities for later observations and the development of scientific concepts. In later grades, the development of concepts calls for flexibility as well as rigour of thought at a time when students are trying to consciously make sense of their world. Building the foundation for these capacities is the goal of the sciences taught in grades six, seven and eight including physics, chemistry, geology, astronomy and meterology.
Montessori again uses lots of hands-on materials, including flash-cards for specific branches. All of the sciences are touched upon in the early grades.
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
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.
Literature programs are rooted in the humanities and through experiential learning in multiple subject lessons. Our comprehensive approach discusses fundamental concepts, universal and cultural themes to encourage intellectual flexibility, creative thinking, independent judgement, and moral discernment. The cultural context of stories is further explored with practical work, field trips and theatrical productions. The chosen literature for each grade reflects the childrens' developmental stages and offers lessons to be learned that are directly related to their own evolving awareness of the world and their place within it.
With a faster start to sure and confident reading, our children naturally gravitate to stories and literature.
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).
Our social studies are a balance of the Core Knowledge and the Expanding Communities approaches. In geography, we foster an understanding of the students' own surroundings and an awareness of different cultures and human conditions throughout the world. We give the picture of earth and civilization as being inseparable and sharing a need for sustainability. The school's diversity offers an opportunity for abundant first-hand knowledge of many cultures. The teaching of history lives strongly in story-telling, bringing vivid images and using biographies to illustrate specific eras and the role played by individuals in the context of geography, technological, economical and cultural developments. Students also experience historical eras through music, art, poetry and field trips.
The Montessori materials are very well laid out and contain lots of pictures and activities to increase knowledge and understanding.
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.
As students move into and adjust to early adolescence in grades seven and eight, teachers nurture their growing capacity for independent critical thought and encourage them to creatively express themselves. They are given biographies of striving individuals who made an impression on the world and took responsibility for their actions. The elements of reasoning and self-reflection are steadily emerging at this age and the curriculum supports this development. The history curriculum covers the Middle Ages, Renaissance, the Age of Discovery, and from the 17th century to modern times focusing on the profound social consequences of the revolutions of several eras. Studying world geography brings together physical, cultural, spiritual, and political conditions to create a vivid picture of the earth as a totality. Our membership in the global community of Waldorf schools supports this perspective.
In a multi-cultural society like Canada, it is important to have a broad view of the different cultures, including a world view of history and geography. We also engage the students by examining and participating in different cultural events and holidays to explore music, folklore and art.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Students experience a different view of the world and humanity through learning other languages. Differences are expressed in tenses, tonal elements, sounds of vowels and consonants, rhythm, vocabulary and sentence structure. Learning another language contributes to a more complete experience of civilization and the world. It complements individual development by practicing perseverance and strengthening the capacity of observation, flexibility in thinking, and interest in other cultures. German is studied from grades one to five. French begins in grade one and because public school students take French in grade nine, there is a stronger emphasis on French in grades seven and eight. Foreign language teachers work with class teachers to address pedagogical questions and to coordinate with the main lesson work.
Although not offered as a subject of study, Hungarian is my native language and we have had Hungarian-speaking children in our school.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
The aim of the visual arts program is to support the students’ physical and emotional development and to enrich their academic work through painting, drawing and modelling. Grades 1 to 5 have art lessons once a week reflecting the subject of the main lesson. Artistic work permeates all facets of the main lesson and many subject lessons. As students progress through grades 6 to 8 all artistic work becomes more refined and detailed reflecting the development of the students and the curriculum. By the end of their grade 8 year students have the opportunity to work with a variety of artistic material and gain a comfort level in the artistic realm.
Our children are doing creative activities every day, whether it is painting, drawing, sculpture, drama, dance, music, singing, story-telling, crafts, etc. We try to expose them to as many disciplines as possible and give them an understanding of basic techniques.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
For the age of our students, the transfer of knowledge and the development of capacities for learning are closely connected to the teacher, not technology. Working with an oral tradition, personal relationships and human interaction are enhanced and the subject becomes alive for the student through the interest, engagement and knowledge of the teacher. This approach allows for the emotional, intellectual and physical engagement of the student and the strengthening of their perseverance and will. For their ages, a computer is considered impersonal compared to the connection they feel to the material when it is experienced in music, poetry, science experiments, story-telling and creating their own main lesson books by hand. Students in the upper grades are given the opportunity to use the internet and other resources for research projects. Other media are occasionally used to provide a visual impression or illustration related to a main lesson.
We believe strongly that computers should not replace the training and disciplining of the mind required to fully master the basics of Reading, Writing and Arithmetic. It is much more important for young children to develop the spatial discernment and fine motor skills required for writing than the ability to punch letters on a keyboard. While this concept may seem quaint or “old-fashioned”, it results in children who can easily and rapidly translate these skills over into using a computer when the time comes.
Web design
Robotics
Computer science
Physical movement is closely tied to neurological development and forms a fundamental component of a Waldorf curriculum. In the early grades, stepping, rhythm, clapping and recitation are part of the daily routine during main and subject lessons. Movement classes include activities and games to strengthen individual balance, spatial awareness, gross motor muscles and fine motor movements. In the upper grades, students take part in skiing and snowboarding at a local ski hill and use a rented gym where team sports are taught. Grade 5 participates in the Greek Olympics in New York State and grade 8 students have swimming and springboard diving lessons. In grade 7 and 8 an annual basketball tournament is held in Toronto with neighbouring Waldorf Schools. Starting as early as preschool, our students spend abundant time outside in our natural playground which includes 5 acres of forest with trails.
We are saddened when we see physical education programs
Montessori
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
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.
Children and parents make an immediate connection to the nurturing environment of our early childhood classrooms. Teachers and assistants enhance the deep sense of wonder, joy and imagination of young children with enriching stories and activities. We support cognitive engagement through play, the true ‘work’ of the child, to create a love of learning, problem-solving skills and creativity. Social skills are developed through group activities, often outdoors in our natural playground and forest trails. Our preschool is licensed by the provincial government and catered lunches are provided to full day kindergarten and preschool students.
With devoted teachers, proper Montessori methods, and one-on-one instruction, we consistently teach our students to read at age 4 (many at age 3). Gaining this ability so early does wonders for a child's confidence that spills over into other subjects and activities.
Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The Montessori method takes advantage of every child's innate desire to learn. Thus, allowing the child to learn at his or her own pace is not "slow" as some might envision. At times, it can be very fast.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
We do not see school culture as needing to be exclusively either rigorous or supportive. Our culture is rigorous but also balanced with respect and support for the three stages of childhood development. This means our academic expectations revolve around the specific needs of each stage and do not require students to be rushed through childhood. Our children are engaged with activities of interest that are relevant to their current development needs. At each stage, our teachers aim to provide balance for the child's gifts and challenges, cultivating an enthusiasm for learning and an age-appropriate interest in the world.
Our primary focus in the early grades centres around increasing the abilities of the children to read fluently, to write coherently and well, to be skilled at arithmetic and math, and to demonstrate competence in every activity they undertake. By so doing, they gain confidence that translates into their future learning and careers.
"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."
The Waldorf curriculum and teaching methods are designed to nurture intellectual flexibility, creative thinking, independent judgement, moral discernment, refined written and oral communication skills, and the ability to collaborate effectively. Children will have the same teacher over several years, sometimes from grade one to grade eight, to allow a deeper support and understanding of each student's needs. It is the goal of a Waldorf teacher to cultivate a sense of wonder and to inspire children to embrace life with enthusiasm, initiative, and purpose.
We are dedicated, caring teachers creating an extremely safe, caring, family-like environment. Class sizes are very small with lots of individual programming and attention to each student. We make learning FUN!
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We are opposed to drugging our children with psychiatric drugs that have been proven to be dangerous yet are being diagnosed on nothing more than opinion (there are no medical tests of any kind for the conditions listed).
Based on classroom observation, discussions with class teachers and initial assessment activities, our educational support teacher works one-on-one with students several times a week for areas of need or challenge. We also offer therapeutic classes, at extra cost, in art and eurythmy. Through a combination of physical movement and spoken verses, eurythmy focuses on individual needs to support emotional or physical imbalances. Art therapy can address physical, developmental or emotional challenges and may include water colour painting, drawing or sculpting. When a student needs both therapeutic eurythmy and art therapy the therapists communicate on a regular basis.
Our belief is that children are being given labels at an alarming rate, and that most "learning" or "developmental" disabilities stem from causes that have nothing to do with anything being inherently wrong with the child. Previous poor teaching, poor diet, lack of exercise or discipline can cause non-optimum behaviour that can be corrected; we have done so many times.
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RecreationalRec. |
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RecreationalRec. |
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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
K - 12
JK - 6
0%
10%
$0
$850
90%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 8
Yes: grades Preschool - 3
No
No
No
No
No
No
No
No
Yes
No
Students who are willing to challenge themselves and learn and whose parents want them to excel.
Refer to our website for application forms.
ACADEMICS: None. We are usually able to turn around a child's failed education within a short time. (Our view is that almost all "Learning Disability" comes from improper teaching and can be corrected.) Reading comprehension and math testing will be done before enrolment to assess the correct starting point. BEHAVIOR: As with academics, our experience is that virtually all "ADHD" and behaviour-type problems are "learned" behaviours (often caused by a poor learning environment itself) and are not signs of deficiencies within the child. We have turned around many students with a little bit of discipline and by creating a stimulating, caring school that makes learning fun.