2241 Mississauga Road, Mississauga, Ontario, L5H 2K8, Canada
305 Matheson Boulevard East, Mississauga, Ontario, L4Z 1X8, Canada
2008
1995
180
150
5 to 12
Nursery/Toddler to 5
Girls
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional, Montessori
Varies
Varies
In-class adaptations
$23,695 to $24,495
$5,140 to $10,850
Yes
No
15%
0%
5 to 12
None
$1
$0
23
15
0%
0%
90%
85%
5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
Nov 30, 2022
Rolling
Not available
Not available
Yes: grades 5 - 12
No
No
No
Holy Name of Mary College School (HNMCS) began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time, the school was publicly funded, and while it operated continually through the years, it reopened in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, Holy Name is supported by the Felician Sisters, as well as by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though it was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find both. The values that the school promotes are those of the Catholic tradition, with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.
Read The Our Kids Review of Holy Name of Mary College School
information not available
HNMCS began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time the school was publicly funded, and while it operated continually through the years, it was re-established in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, HNMCS is supported by the Felician Sisters, and is also supported by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find both. The values that the school promotes those of the Catholic tradition, with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.
View full reportThere’s a lot to learn in the early years, one of them being a confidence to learn and to engage effectively with others. ABC, in keeping with the core tenets of the Montessori approach, was founded in 1995 to create a caring, supportive, family-centred environment, and that remains foremost in the school’s approach. An impressive roster of extracurricular activities is a draw, as is the attention to values. ABC’s reputation has been rightly gained through an individual attention to the needs of each student, and providing a solid foundation for their ongoing academic life.
View full reportinformation not available
information not available
"Holy Name of Mary College School is a vibrant & progressive independent Catholic school that provides girls with rich educational opportunities to ignite interests and broaden horizons. We offer a strong academic program, co-curriculars in arts, athletics & outdoor education - all designed to develop individuals who are compassionate, confident & creative, who will be positive role models for others. We believe in significant change, & are the catalyst for that change—helping our students be the best they can be."
"Our goal is to provide every student with the most rewarding and fulfilling education experience. Recognized for academic excellence, ABC Montessori offers a developmental pre-CASA program, a modern Montessori program for students aged 2 to 5 years, and an enriched traditional elementary program from SK to grade 5. Our students excel academically through a rigorous study program and grow socially, emotionally, and physically through a variety of arts, athletic, and extracurricular activities."
Information not available
"We’re a small school with big aspirations. Our families enroll at our school for the intimate learning environment meant to prepare students for success in middle school and beyond. The curriculum we teach is enhanced. The good work habits we teach are ones that stay for a life time!"
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Being a smaller school with a strong curriculum, our students excel in our nurturing environment with good life long habits that serve students well into middle school and high school. They prepare very well academically with good manners and excellent work ethic."
Information not available
Information not available
Information not available
"While progress can seem slow at first, the habits formed and the direction provided by teachers really begin to show mid way through the year. The students transform into well balanced students with an enviable love for learning."
Information not available
"The intensity with which teachers engage with students to help them and guide them along the way is what makes our experience unique. The teachers are truly our most treasured part of our school and with dedicated students, the progress they make is remarkable."
Information not available
Information not available
Information not available
Information not available
The true spirit of the HNMCS experience is the relationship between caring, inspiring educators and the brilliant, curious minds of our engaged and talented students. We hold high expectations for our girls and their learning achievements, and our community accomplishments continue to make us proud.
We strive to shape the Catholic women leaders of tomorrow to “Be the Change” - knowledgeable, hopeful, confident and resilient for their future.
It is through a rich learning landscape focused on girl’s learning that we not only foster quality standards for teaching and learning, but empower leadership, cooperation and teamwork with every girl. We are a school committed to preparing young women to meet the challenges and uncertainties of a constantly changing global future with a good moral compass.
Catholicity, being the cornerstone of our work, promotes core values focused on the spirit and teachings of Jesus Christ that nurture faith development and cultivate global awareness, community outreach and service leadership. We are supported by the Felician Sisters, and the Basilian Fathers of St. Michael’s College School who bring a rich history of faithful service. Our school culture not only shapes the minds of our girls, but touches their hearts while preparing them to become compassionate women leaders of integrity.
ABC Montessori is an academic school with an educational philosophy based on the development of the whole child. We believe in helping a child to develop academically, intellectually, socially, emotionally and physically. In addition to teaching academic subject matter, students at ABC Montessori are taught practical life and social skills, good work habits, time management, and respect of others and the environment.
At ABC Montessori, we offer our toddler and CASA students a hybrid learning approach which includes the use of Montessori materials and traditional learning materials and methods. Our Elementary students undergo an advanced traditional curriculum based on the Ontario Ministry of Education’s base curriculum.
As a parent, you likely worry not only about your child’s academic success, but also about the social and physical environment of the school where he or she spends their day and about the teachers who are responsible for their learning and care. At ABC Montessori, our foremost priorities are to provide students with a friendly, nurturing and supportive school atmosphere and teachers who are caring, encouraging and dedicated to the overall success of every student.
ABC Montessori has a strict code of conduct that all students must follow. Students are taught to respect their teachers and classmates and how to behave in the classroom. Teaching a student respect, good manners, and how to conduct themselves is a cooperative effort between the school and parents and is a part of a student’s overall education. ABC Montessori does not tolerate physical or verbal abuse by anyone. Any student who abuses or causes harm to another student, or teacher, will not be permitted to continue at ABC Montessori.
Every student is an individual with a unique personality. We understand that each student learns at a different pace, and has his or her own strengths and weaknesses, interests, likes and dislikes and personal habits. Students receive a great deal of personal attention in the classroom; thus, the teachers have a good understanding of each student’s academic as well as social requirements. Teachers can assess the progress and understand a student’s strengths and weaknesses much more accurately by spending quality time with each individual student.
Every child deserves the support, encouragement and the opportunity to reach their full potential. At ABC Montessori, we promise to provide every student with the opportunity to succeed by giving him or her tools to build a strong foundation, in an environment that is stimulating, challenging, and very supportive. It is our goal to make every student’s experience at ABC Montessori as rewarding and fulfilling as possible.
At ABC Montessori, we believe that education is the foundation for life. The education that a child receives at an early age, along with his or her home life, are the most important factors in determining his or her future. The impact of early education is felt throughout a person’s life. A child’s school experience must be positive and fulfilling. We believe that the responsibility of ensuring that a child receives a good education is shared by the school and parents jointly. We believe that building self-confidence, independence and motivation will give a person the ability to attempt new things, be a leader and to always put forth their best effort.
Traditional
Montessori
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
HNMCS provides an exemplary university preparatory programme that combines traditional curriculum with experiential learning experiences and integrates technology with 21st Century skill development. Driven by a student-centric focus on teaching and learning, we surround bright, curious minds with caring and supportive teachers who inspire a passion for learning.
We offer a modern montessori program for children aged 2.5 yrs to 5 years. In their senior kindergarten year, the students reduce their reliance on montessori materials in favour of a more traiditional approach in time for their entry into Grade 1. From Grade 1 onward, our curriculum is academically intense and one that focuses on the basics of writing, reading, communication, and numeracy. Students learn traditional subjects such as English, Math, Science, Social Studies, French, Art, Music, and Physical Education.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
Our Math curriculum is focused on perfecting the basics. A thorough combination of exercises and problem solving help the student to solidify the Math base which will aid them in understanding future concepts much better.
We utilize the "Math Advantage" series of textbooks.
Students are not allowed to use calculators. They are encouraged to be able to think on their feet and to work though mathematical calculations using their mathematical abilities only.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
Teachers present the reading curriculum using the phonics approach. Children learn to "sound-out" words using the concept of blending consonants and vowels. By using this approach, students learn to read any word. As the years progress, students have ample opportunities to read daily and to improve their reading and comprehension skills
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 program aims to develop a strong writing foundation that focuses on the improvement of grammatical and spelling skills, while allowing students to explore the writing process in a real world context; connecting literature, personal interest and current events into both formal and creative writing.
Students learn to write short sentences at the JK level and progress to writing short journals at the SK level. At the Grade 1 level, students begin to learn how to write book reports and answer reading comprehension questions. As students progress through the grades up to Grade 5, students are presented with ample opportunities to write many different types of writing including descriptive, narrative, persuasive, and expository.
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
Our Science program is theme based and students explore the various themes at each grade level through the inquiry approach, often resorting to experiments to help them learn about the themes.
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
Physics
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.
Students have the opportunity to be immersed in traditional literature and the importance of structure and literary devices in significant texts. HNMCS' Core Values are at the root of learning in the school and texts are selected that reflect larger social justice themes and allow students to make deeper connections and ask critical questions about the world while being engaged in meaningful texts and resources.
Students at the Grade 4 and 5 level dwell into novel studies, reading and studying in depth one novel per term. Each novel is dissected to help students explore the literature by exploring not only the facts, but also symbolism and imagery.
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 integrated programme allows historical and geographical information to come alive in a variety of ways, using an interdisciplinary approach to learning. Through the use of technology, the arts and language arts, students participate in meaningful learning opportunities that bring content to life in a relatable way.
The Social Studies curriculum focuses on Canada and its people; however, as the students progress, activities help to tie in the rest of the world. Students learn not only about Canadian geography and history but also the history and geography of the countries from where Canada's immigration originated.
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
By integrating the significance of big ideas and present day experience, students are engaged in meaningful lessons that bring the content in social science classes to life. Experiential lessons, simulations, field trips and wide range of apps and online programs, help to make these courses educational and engaging.
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These courses balance the importance of language development and the need for a deeper understanding of language structures. Teachers work with students to develop a solid foundation of language acquisition skills and develop engaging lessons where students work alongside their peers in meaningful collaborative projects that develop a deeper understanding of the language being explored.
Our French program commences at the pre-school level and its main objective is to have the students become familiar with the language, both phonetically and grammatically. Through a mix of grammar lessons, oral lessons, reading, and writing, students become proficient in the French language so that they are able to converse, read, and write the language with reasonable fluency at the Grade 5 level.
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
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.
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.
In Visual Art courses students are taught how to 'see'. They learn technical words and techniques to produce works which may be included for presentation in their senior years in a portfolio while applying to post-secondary programs. Assignments cover drawing, perspective, painting, printmaking, design, art history and Visual arts exams which are studio based. Each grade explores different mediums in the different disciplines.
Every class integrates the subject of arts to include visual arts, dance, drama, and music. Students explore various mediums of visual arts through out the year and tie these explorations with various themes during the year. Our drama, dance, and music program culminates into a fantastic Concert each year in which, every student participates and learns to appreciate the various cultures represented at our school.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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.
Students are best served when the use of technology enhances the learning that takes place in the classroom. HNMCS embraces the use of technology throughout the curriculum, and our broad use of Smart Boards and interactive projectors in all classrooms recognizes the importance of technology in education. Our school is fully accessible through wireless connectivity, leverages on site servers and cloud based technologies, utilizes educational software and communities, promotes the safe use of social media, and offers a green room multimedia environment for study and exploration. All students are encouraged to bring their own device to school and engage in learning with their tablets, laptops or phones in a stimulating way. This results in the development of their expertise and competency and their development as self-directed users. Students have full access to our comprehensive technology lab and all teachers incorporate the use of technology in their teaching and assignments.
As a pre-school, kindergarten, and lower elementary school, technology use is still at its infancy. We believe that students must first perfect their ability to read and comprehend before they learn to use technology in the classroom. As students progress to our upper grades 4 and 5, the use of computers are encouraged to supplement research for project and to produce research reports. Starting in 2023, students will be introduced to coding
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Holy Name of Mary College School Athletic Department provides opportunities for girls to pursue athletic excellence in a variety of sports while upholding Catholic core values and developing determination, resilience, balance, a sense of fair play, and pride in self and community. The athletic program at HNMCS is an integral part of the total growth experience. Student-athletes will mature physically, emotionally, socially and spiritually. They will learn to take responsibility for personal growth by developing commitment, balance, and resilience as part of a strong and caring community. Pride in self and school, integrity and commitment are continually strengthened through participation on our teams. We believe that the life lessons learned through sport help to strengthen the Catholic values that will guide our students well into the future.
The objective of the physical education program is to help students improve their fine motor and gross motor skills, while improving their strength, flexibility, and fitness as they grow. Various routines are taught to address our objective and game play and skills development are introduced to further enhance the program.
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Our CASA program is much more academic focused than the traditional material-only based Montessori program. Students work with textbooks, workbooks and readers as well as the Montessori materials and related activities. Language and math are the core of the curriculum.
Standard-enriched
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).
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.
Our environment is student-centred and tailored to girls' learning
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our main goal at HNMCS is to develop the whole person. Building a strong academic foundation allows our girls to become innovative thinkers who can draw on their wealth of knowledge and experience to tackle real world problems.
The academic culture at our school is strong. Our main focus on the whole schooling approach is highly academic with a focus on achieving fluency in literacy and mathematics, while supported by studies in French, Science, Social Studies, Music, and Physical Education.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
HNMCS promotes the importance of a balanced lifestyle that integrates a strong academic foundation based on our core values and key developmental priorities
We are committed to academic excellence, personal growth and most importantly, fostering a love for learning.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
5 - 12
15%
0%
$1
$0
90%
85%
5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
Nov 30, 2022
Rolling
Not available
Not available
Yes: grades 5 - 12
No
No
No
No
No
Yes: grades 5 - 12
Yes: grades 1 - 5
No
No
No
No
Holy Name of Mary College School welcomes applications from candidates eager to be a part of the school's enriched academic environment. At Holy Name of Mary College School, we offer you the opportunity to develop your academic interests, as well as a wide range of sporting options, visual and performing arts and other clubs and activities to engage in. HNMCS is fortified by a strong liberal arts education, a sound understanding of the role of technology in the world, and a belief that in our community we acknowledge and celebrate the many and varied gifts and talents of our classmates and teammates. We offer applicants the chance to demonstrate that they can be successful here. Each application is considered and assessed individually. We look for demonstrated academic achievement and the ability, and desire, to reach your true potential. There are no hidden social criteria; we simply want the best students to apply, regardless of their background. So whoever you are, and wherever you come from, if you have the ability, the enthusiasm and the motivation to study here, then we want to hear from you.
Our students have a natural curiosity for learning and are well adjusted individuals who exhibit good behaviour and a sense of respect for their teachers and classmates alike. We believe that a well adjusted and well mannered child will have the necessary traits to gain the most out of their classroom exposure.
The admissions process to Holy Name of Mary Catholic School is a straightforward once you've decided that this is the school for your daughter:
1. Complete application online: apply.hnmcs.ca
2. Attach a recent student photograph.
3. Scan and upload to the Application portal, copies of the applicant’s Academic Documents (final report cards from the previous two years and the most recent report card for the current year and, if applicable, a current Ontario Student Transcript copy).
4. Complete the Confidential Student Profile and ensure that it is sent directly from the applicant’s current principal, guidance counsellor or teacher to HNMCS ([email protected]).
5. Submit a non-refundable Application Fee of $125. Application fee for international students is $250.
6. Please submit all the above application information by November 30. Applications received after this date will be accepted and reviewed based on available space.
7. Register for the Admissions Test, which will be written in early December. To register for the test, go to: holynameofmarycollegeschool.com/admissions.
8. Once all requirements have been completed, the Office of Admissions will contact the family to schedule a one-on-one meeting with the candidate.
9. Offers of Admission will be sent by email in late February.
While Holy Name of Mary College School is an independent school, the tuition is not intended to exclude students on a financial basis. An income-based bursary programme is available for those in need and we encourage families to seek financial assistance when it is required. Applications for financial assistance must be submitted by November 30.
For more information, contact [email protected]
For students entering Grades 1 to 5, an entrance assessment covering reading, writing, and numeracy is administered. Following a successful assessment, an admission offer is presented and parents may subsequently prepare the application package based on an enrollment link provided by the school. All registrations are to be completed online using our enrollment and payment system TUIO.
2241 Mississauga Road, Mississauga, Ontario, L5H 2K8, Canada
305 Matheson Boulevard East, Mississauga, Ontario, L4Z 1X8, Canada
