1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
335 Lindsay Street, Ottawa, Ontario, K1G 0L6, Canada
Indirect Support:
1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
335 Lindsay Street, Ottawa, Ontario, K1G 0L6, Canada
1894
1966
1050
300
JK to 12
Nursery/Toddler to 6
Girls
Coed
Day, Boarding
Day
English
English, French
Academic
Academic
Liberal Arts
Montessori
18 to 22
16 to 25
Learning
In-class adaptations
$41,520
$12,864 to $21,384
$75,905 to $79,905
Yes
Yes
10%
10%
7 to 12
Nursery/Toddler to 6
$16,000
$2,500
70
27
5%
0%
30%
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
9, 10, 11, 12
Dec 01, 2022
Rolling
Rolling
Not available
Yes: grades JK - 12
Yes: grades 4 - 6
Yes: grades 10 - 11
No
Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community—though, even then, it was looking beyond tradition, charting new territory for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously, the first principal, Ellen Mary Knox, asked her students, "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role—what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underscore the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as do other schools that operate with the same goals and intentions—is that they remain necessary today. The current principal is Catherine Misson, who assumed the role in 2019 as the school’s 12th principal.
Read The Our Kids Review of Havergal College
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Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community though, even then, was looking beyond tradition, charting new territory, as it were, for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously the first principal, Ellen Mary Knox, asked her students "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role, what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underwrite the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as other schools that operate with the same goals and intentions—is that they remain necessary today.
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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"The school has harnessed many of our daughter's positive traits and stimulated her growth and development, not just academically, but socially, emotionally, and physically."
robert gabor - Parent (Sep 12, 2018)
Our daughter has had a wonderful time in her three years at Havergal, and is very excited about comp...
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"...it is these types of special moments and acts of kindness from the faculty and staff that make Havergal stand out above all the other schools."
Ruth Ley - Parent (May 29, 2019)
My daughter loves attending Havergal and each year gets better for her! She looks forward to each an...
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"We have always had very good communication with teachers at Havergal. We feel the teachers do a great job of appropriately challenging and supporting our..."
Dana Rippon - Parent (May 29, 2019)
My daughter loves being a student at Havergal College. She really enjoys all of her classes and and...
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"At Havergal College, each student is supported to make empowering choices and become the architect of her education. An all-girls school (JK to 12) in Toronto, Havergal offers a rigorous curriculum designed around the pillars of academics and wellbeing. Our students learn new ways to express themselves with creativity, enthusiasm and self-confidence. A Havergal alum graduates with an inquiry mindset, ready to solve problems and meet the demands of a rapidly-changing world."
"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."
"Campus: Havergal has the largest girls’ independent school campus in the city. This allows students to explore and learn outdoors on our 22 acre sprawling campus in the heart of midtown Toronto (including 3 athletic fields, a woodland trail with brook, 2 outdoor classrooms, tennis courts and other green spaces).
Technology: HC-X is the innovation hub of Havergal for the development and delivery of future-ready education. Out of HC-X comes future-ready programming for students and educators."
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"Havergal offers a warm and welcoming community with a culture in which all people are respected and valued for their identity. We believe that with this sense of community, our students develop the courage and confidence to make an impact on the world.
Our families highlight our friendly faculty and staff and student-focused programming as our competitive advantage."
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"Families are often surprised by how connected their daughters feel with the school community. Our students are mentored and guided in many decisions through the school's Guidance, Wellness and Teacher Advisor programs. They make lasting connections not only with their peers across different grades, but also with the school's faculty and staff. The end goal is to ensure that students have direction for their future outside of Havergal's ivy walls."
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"Havergal supports students in and out of the classroom by offering mentoring opportunities, providing cross-grade community building opportunities on a weekly basis and taking a genuine interest in the wellbeing and development of each student. Our families are often surprised by how our faculty go above and beyond what's expected of them in the classroom through mentorship. Our Wellness Team and other staff members are available to help students who need additional support."
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For over 100 years, Havergal College has provided young women with an exceptional education in an environment that encourages both inquiry and curiosity, and celebrates community. In 1894, Havergal’s founding principal, Ellen Knox, defined the school’s mission with the question she posed to her students -- “What will you do?”
That question continues to guide Havergal and its students through the challenges that come from a constantly changing world. Its influence is evident in our students and graduates to this day: women making a difference for good in the world by living their lives with purpose and as involved citizens.
I encourage you to visit our beautiful 22-acre campus, to tour both our heritage and contemporary buildings and to speak with our faculty and students to see, first-hand, the benefits of a Havergal education.
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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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Not applicable
Our liberal arts program meets and exceeds the expectations of the Ontario Ministry of Education. All courses are university preparatory and are at the advanced level. A credit is granted with the successful completion of a course for which a minimum of 110 has been scheduled. Many students elect to write Advanced Placement exams. Upon graduation, students receive the Ontario Secondary School Diploma. A Havergal education prepares students for a lifetime of learning, leadership and limitless possibilities. In a university preparatory school with rigorous academic standards, Havergal's students are challenged to reach their full academic potential. Learning is increasingly independent, fostering academic achievements while supporting students in their different interests and talents. Havergal students graduate as informed and responsive global citizens, ready to meet the challenges of university study in Canada and abroad.
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 goal of the Mathematics Department is to develop both a strong conceptual understanding as well as flexible thinking in mathematical terms. Students understand how and why operations work in mathematics and develop the ability to manipulate numbers.
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.
Teachers produce their own materials or use texts approved by the Ministry of Education.
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.
Our Primary teachers work with students individually on their reading and writing skills and adapt their teaching methods according to the learning style and needs of each student.
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.
Our Primary teachers work with students individually on their reading and writing skills and adapt their teaching methods according to the learning style and needs of each student.
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
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
At Havergal, we are committed to developing young women with strong problem-solving skills and analytic abilities. We prepare our students for the rigors of post-secondary science education while nurturing a sense of wonder about the natural world around us. Our science programs not only encourage inquiry and exploration of ideas, but also provide challenging content in the areas of biology, chemistry and physics. Havergal students must be able to make informed decisions about the impact of science and technology as well as about environmental issues. These decisions can only be made with a solid understanding of the science involved. Evolution is the foundational biological theory and is taught as such.
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.
Havergal's approach to teaching is based on extensive research on how girls learn best. In the Senior School classroom, emphasis is placed on synthesizing and evaluating information to gain a deeper understanding of each subject area. Students construct meaning and understanding as they consider conflicting interpretations, arrive at their own informed opinions and actively participate in cross-discipline learning.
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 Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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).
In our Junior School programs, teachers work in teams to develop themes across subject areas. Teachers continually monitor each student's progress and encourage her individual potential as she engages in learning that is increasingly independent and interdisciplinary. Each girls develops the skills and knowledge needed to prepare for further learning.
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.
The Social Sciences Department at Havergal offers courses in modern and ancient history, physical and human geography, law, economics and philosophy. At all grade levels, the approach in our courses is to treat historical subjects and current events not as facts to be memorized but as issues to be examined and resolved. We view our subjects as a record of the human condition and its ability to adapt to changing environmental, political, economic and social forces. Our collective aim is to prepare students for continued success in post-secondary education and to remain informed and active citizens in their present and future communities.
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
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Havergal College teaches languages to young women so they will excel beyond mere linguistic competence and expression and begin to think about, imagine, participate in and understand the complex and diverse world beyond their own linguistic community. The learning of languages is not just central to establishing a more civil, just and equitable world; it is the essential golden key that will help prepare young women to make a difference.
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.
Throughout a student’s experience at Havergal, she is able to explore a broad range of the Arts including dance, drama, music and visual art. At all grades, instruction and direction is provided by specialist teachers or practicing artists who possess a depth of knowledge, a genuine desire to inspire a love the arts in others and continued practice in their field.
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.
Havergal offers e-Learning courses through the eLearning Consortium Canada (ELCC), providing our ELCC students with a high level of student monitoring and support. In the Upper School, students can choose from a range of multimedia and computer science courses. In both the Junior and Upper Schools, our faculty incorporates technology into learning when relevant.
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
The Health and Physical Education program allows each Havergal student to develop an active and healthy lifestyle through participation in the various activities offered from Grades 7 to 12. Through their active involvement, students will have the opportunity to develop confidence, self-esteem and physical abilities that will enhance their personal growth. The Grade 7, 8 and 9 programs teach these elements through traditional sports, water activities, fitness activities and initiative and team-building tasks. The health units prepare students to make healthy choices. Topics include healthy eating, growth and development, healthy sexuality, personal safety and injury prevention and substance use and abuse. Health and Physical Education students in Grades 10, 11 and 12 explore and develop leadership skills through challenging individual and group activities. They practice self-assessment and goal setting and gain the knowledge, skills and understanding for healthy living.
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
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
We have a play-based program with a focus on academics. Students are supported in learning literacy, numeracy, problem-solving and social interaction skills.
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.
Havergal provides "Reach Ahead" credits in French and Math to allow capable student to challenge themselves by taking a course the grade ahead.
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 honour and distinguish our brightest students, using them as examples for other students to follow."
"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
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We are responsible for student learning. Students are supported to the best of their ability and with accommodation. We have students with learning disabilities who do well with accommodations.
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
7 - 12
Nursery/Toddler - 6
10%
10%
$16,000
$2,500
30%
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
9, 10, 11, 12
Dec 01, 2022
Rolling
Rolling
Not available
Yes: grades JK - 12
Yes: grades 4 - 6
Yes: grades 10 - 11
No
Yes: grades 9 - 12
No
Yes: grades JK - 9
No
No
No
No
No
A Havergal girl is a well-rounded individual who balances a wide variety of opportunities and feels connected to her community and experiences personal fulfillment and meaning in her individual choices. She is not afraid to ask questions and take risks. She is an excellent communicator who is adaptable and confident. She balances a variety of opportunities while living her life with compassion and integrity, knowing she possesses the academic and life skills to make a difference.
How to Apply for September 2023 – Applications open August 2022
We are delighted that you are considering Havergal College for your child. The Admission team is here to help make the process a positive one for your family and are here to support you along the journey. Our role as the Admission team is to ensure that at each stage in the process, applicants know we are keen to understand their strengths, where we can provide support and how they will add to our vibrant community. It is also our role to ensure you are well informed about Havergal’s programs and how a Havergal education provides our graduates with the skills, values and attributes that allow them to have impact as they strive to make a difference in their chosen pursuits.
In keeping with the College’s commitment to academic excellence, wellbeing and diversity, equity and inclusion, the Admission Team, in conjunction with key faculty have reviewed our practices to ensure they are relevant, inclusive and reflective of best practice nationally and internationally. Like many preeminent independent schools in the world, Havergal has been mindful of the ongoing pandemic and its effect on the wellbeing of students. Our admission and assessment practices for entry to the College in September 2023 reflect the knowledge and research that we have gained during this review.
The next admission cycle begins in late August 2022, but the Admission team is here to help answer your questions. You will find our Virtual Admission Centre has a campus tour as well as recordings of past events which will provide you with a great start on your journey to learn about Havergal. Keep checking this site for updates on Spring events and all the events that will be scheduled in the fall to help you and your child get to know Havergal and all that the school offers.
Looking for More Information?
Please see our Virtual Admission Center to see our virtual tour and to connect with a member of our Admission team.
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.
