275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
912 Vancouver Street, Victoria, British Columbia, V8V 3V7, Canada
1974
1989
500
270
Nursery/Toddler to 12
JK to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Progressive
12 to 15
Varies
Learning, Developmental
Dedicated class; in-class adaptations
$16,750 to $18,500
$8,196 to $16,950
No
Yes
0%
6%
None
K to 8
$0
$3,925
29
25
0%
0%
70%
0%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades JK - 8
No
No
information not available
information not available
Located in the heart of Victoria, B.C., Christ Church Cathedral School (CCCS) provides a first-rate education for boys and girls from Junior Kindergarten to Grade 8. While it’s an Anglican school that promotes Christian values, it welcomes kids from all religious backgrounds. Many families choose CCCS for its tight-knit community and its supportive and welcoming environment. But it’s also known for having exceptional teachers, small class sizes, and a broad scope of curricular and extracurricular programs. A distinguishing feature of CCCS is that its students learn to make a difference in the world through various activities such as preparing food for the hungry, singing and reading to seniors, and organizing fundraising events for charities.
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"The educators at The Ridge at Kanata Montessori offer a well-rounded curriculum that goes far beyond the provincial standards."
Marie Bordeleau - Parent (Aug 17, 2021)
We moved Emilie to The Ridge at Kanata Montessori in the middle of grade 9 after a disastrous attemp...
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"The school's vision is to get the best out of each individual, respecting the individual's strengths and weaknesses."
Niek Van Dierdonck - Parent (Aug 17, 2021)
Our son's experience was the best we could have hoped for. Freshly immigrated to Canada from Belgium...
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"The school had a rich environment of promoting high academics."
Tanja Puchala - Parent (Aug 17, 2021)
It had been a tough year in a large school with a cohort of students who were not motivated to make ...
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"The school is very blessed to have experienced, passionate teachers and educational assistants."
Lindsay Loomer - Parent (Apr 13, 2023)
We had a wonderful experience at Christ Church Cathedral School (CCCS). Despite starting in the midd...
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"There isn’t enough space here for me to sing the praises of the teachers both my children have encountered."
Philippa Carrie - Parent (Apr 13, 2023)
My children and I love the sense of community - the students in other grades and the teachers know t...
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"At Kanata Montessori, we aren’t just preparing students for university; we are preparing them for life. We believe students should be engaged in their learning, and also understand the importance of a strong academic record. From Toddler to Grade 12 graduation, our students are part of a strong and supportive community, and engaged by passionate and supportive educators who provide a transformational learning experience with a focus on communication, collaboration and creativity."
"Founded in 1989, Christ Church Cathedral School provides an outstanding and inspiring education to children JK-8. Ranking among the very top performing schools in our city and rooted in the Anglican ethos, we provide a well-rounded curriculum accessible to students of all beliefs, nurturing the spiritual, social, physical and intellectual growth of every child. We aspire to be the school of choice for families who seek an excellent education for their children in a vibrant, caring and inclusive community."
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"Our low student-to-teacher/educational assistant ratio allows us to “know your child.” All our teachers support and challenge our students to effectively draw out their best efforts. The result is students who are ready to take on challenges and step into leadership roles. If you are not yet part of our school community, please get in touch with us to arrange your personal tour."
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"Our downtown Victoria location provides three unique campuses for JK-8 and after-school care for parents working downtown. Our small class sizes, low teacher-to-student ratio and access to nearby community facilities and outdoor spaces provide diverse opportunities for our programs and curriculum within and beyond the school."
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"One consistently praised aspect of CCCS is the strong sense of community fostered among students, parents, and staff. Families joining our school are warmly welcomed into a close-knit community characterized by a supportive and inclusive atmosphere. Our inviting environment makes it easy for families to acclimate to the unique culture of our school quickly, and we take great pride in creating a welcoming and engaging space for all who are a part of our community."
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Welcome to Christ Church Cathedral School. When I ask parents why they chose to send their children to our School, their answers are unique, of course, but there are common threads in their responses. Most choose Christ Church Cathedral School for its strong sense of community, an appreciation for the Christian values of the school, our outstanding teachers that always go that extra mile, small classes, and the variety of extra- and co-curricular programming one would expect only at a much larger school.
When I ask the teachers and support staff what it is about our school that they are most proud of, they too speak of a supportive and connected community, the values we live by, and the wonderful programming we offer. But they are most proud of our students.
With one class at each grade level, every student becomes part of a close-knit cohort that feels like family—a family that offers support and encouragement and celebrates the success of each individual. This is summed up by our school motto, “Let your light shine!”
Upon graduating from CCCS in grade 8, our students stand out in Victoria’s high schools as mature and confident learners, ready to get involved in the positive opportunities available to them. They are ready to make a real difference in their high school and in the community beyond. I would be pleased to show you around so you can learn how we can help your child shine.
I look forward to meeting you,
Stuart Hall
Head of School
Progressive
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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.
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.
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At Kanata Montessori, we never stop learning. We are committed to preparing students for the post-secondary program of their choice. Our high school program is 100% aligned with the Ontario curriculum and awards students an Ontario Secondary School Diploma. By providing students choice and voice, students at Kanata Montessori immerse themselves in projects and topics that are interesting and authentic. From mock elections to engineering tasks, students at Kanata Montessori are engaged and challenged. Students develop strong academic skills as well as transferable skills like teamwork, problem solving, and time management.
The school provides a well-rounded curriculum designed to encourage the development of character, imagination, creativity, critical thinking, physical fitness, an open and receptive mind and a spirit of responsibility and service. Classroom work is supplemented by field trips, regular use of the library, and the development of research skills using texts, computers, and the latest technology. Teachers give as much individual attention as possible, which is made easier by the small class sizes. They take into account the children’s different learning styles, and students needing some extra assistance are able to work with our Learning Support Team. The School is continuously working on curriculum development and the teachers keep abreast of best practices by attending regular professional development sessions.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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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.
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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.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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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.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Visual Arts
These programs have an equal emphasis on receptive and creative learning.
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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.
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Web design
Robotics
Computer science
Physical Education and Outdoor Education are a core part of the weekly curriculum till the end of Grade Nine. From grade 10-12 students are provided the option in each grade to choose from traditional Physical Education credit or the Outdoor Education credit. In addition students can participate in a variety of intramural and team sports to support their physical and emotional health and well being.
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Play-based
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.
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.
Faith: All children participate in daily grace at lunchtime. We attend chapel once a month, and we participate in bi-weekly faith classes. Kindergarten Readiness: Our kindergarten readiness program was developed with our Kindergarten teacher at Christ Church Cathedral School. The program focuses on five key components. They are Literacy and Numeracy, Fine / Gross motor, Social Emotional, and Independence Skills. Our program exposes your child to a deeper level of these concepts so they will be prepared for their next journey. Literacy: Educators read daily with the children. We teach the children name and letter recognition using the Jolly Phonics program for pre-literacy.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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.
Students at Kanata Montessori Senior School are regularly challenged to meet the high expectations of the Ontario Curriculum. Our students are well supported in small classes and our graduates are well prepared for their next level of learning.
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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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
At Kanata Montessori we place a strong emphasis on engagement, academics, technology, adventure and community.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We welcome all students and personalize learning to individual students working towards an OSSD.
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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
K - 8
0%
6%
$0
$3,925
70%
0%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades JK - 8
No
No
No
No
No
No
No
No
No
No
Families interested in learning more about our different programs should call or email the school to set up an appointment.
When we meet, we take you on a personal tour, explain our program, and discuss your child’s unique interests and needs. Students are then invited to come and spend a day or two with us so they can chat with other students, meet our educators and experience the Kanata Montessori difference for themselves. Please consult our parent handbook located on our website www.kanatamontessori.com
We are thrilled you are considering our school for your child’s education and childcare needs!
Come to the school or our JK for a personal tour and a consultation regarding your child’s education. Contact the school office at 250-383-5125 or email [email protected] to set up a time.
Contact our JK Director, Caitlin Wynne [email protected] for Junior Kindergarten.
The next step is to submit an application. After we receive your application and all required documents, your child will be considered for placement. If we determine your child is well-suited for a Cathedral School education and we have a spot for your child, we will then invite your child into the school for a visit as part of a group (Kindergarten entrance) or individually.
Our admissions team will contact you with our decision and guide you through the rest of the registration process.
If you have any questions about enrolling your child at any time, please reach out to speak with us. We accept children throughout the year if space is available and give priority to siblings so they can attend together. Other, consideration for admission is on a first-come, first-serve basis.