920 Yonge Street, 2nd Floor, Toronto, Ontario, M4W 3C7, Canada
55 Yeomans Road, Toronto, Ontario, M3H 3J7, Canada
Indirect Support:
920 Yonge Street, 2nd Floor, Toronto, Ontario, M4W 3C7, Canada
55 Yeomans Road, Toronto, Ontario, M3H 3J7, Canada
334.7 km
340.4 km
1994
2000
Varies
115
9 to 12
Nursery/Toddler to 8
Coed
Coed
Day, Boarding
Day
English
English, Hebrew
Academic
Academic
Traditional
Montessori
10 to 20
8 to 24
Learning, Developmental, Behavioral
Learning, Developmental
Accelerated curriculum
In-class adaptations
$20,800
$8,875 to $18,400
No
Yes
0%
25%
None
Preschool to 8
$0
$5,000
0
9
0%
0%
100%
100%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades Preschool - 8
No
No
information not available
information not available
information not available
McDonald was founded in 1994 to deliver a quality university preparation for students in Canada as well as those arriving from around the world. Ever since, it’s been doing exactly that. The school maintains a small, almost exclusive feel, especially when compared with some of the larger international schools found in Ontario and beyond. The two campuses augment that feel, and students enter a close-knit academic and social community. All of the important supports are in place to appeal to the international learner, from language support, to assistance with daily life, to university counselling. The downtown campus, perhaps especially, is proximate to a rich range of resources, including the nearby University of Toronto campus. The school prides itself on offering a strong academic basis for university entry, as well as a rich and rewarding social experience. The ideal student is one able to thrive in a very vibrant, diverse, challenging and urban academic context.
Community is a primary component of any quality independent school, whether it’s a community of interest, identity, or, even better, both. Parents who look to MJDS rightly are attracted to the sense of community that the environment there can instill. It’s about heritage, but it’s also about lots of other intangibles which inform a child’s understanding of her place in the world. Families are always keen to learn about the academic program of a school, though place and community, truly, are equally important, or arguably more so. The Montessori approach starts there as well, bringing mutual respect to the fore within the classroom setting. The administrative leadership is strong, as is the teaching, with a close attention to accreditation and development. In all, MJDS presents a very nice constellation of attributes.
information not available
information not available
Est. in 1994, McDonald International Academy (MIA) is a fully accredited secondary school with two campuses located in Downtown Toronto and North York. MIA is a vibrant academic and social community through a collaborative effort from teachers, staff and students. Since our inception, over 15,000 students from over 40 countries have graduated from MIA and successfully continued their post-secondary education in Canada and the USA. Over 20% of our graduates are offered university scholarships each year.
OPENING MINDS AND HEARTS. Now in its 20th year, Montessori Jewish Day School inspires a lifetime love for learning in a nurturing environment that fosters a respect for oneself, the community and the world. Our qualified, caring staff are dedicated to preparing students to be tomorrow's innovative leaders of society. MJDS provides an engaging education that embraces the diversity of Jewish practice, integrates Hebrew and responds to a child’s natural search for growth in an authentic Montessori environment.
Welcome to McDonald International Academy, your home away from home. Our school offers a wide variety of programs and subjects: each with a stimulating curriculum taught by highly qualified, experienced, professional educators who help our students succeed - not only in our school, but also in the future studies and career paths they choose after completing their studies at MIA.
Our school promotes more than academic excellence. We know that students' moral is important too, so we provide a pleasant atmosphere where students can thrive socially in a secure environment. Students tell me how much they like McDonald international Academy and how rewarding this time in their lives has been. I trust that you, too, will greatly enjoy and benefit from your time here.
Your principal and friend,
Mr. Fraser Rose
Welcome to Montessori Jewish Day School. I am thrilled you are exploring a Jewish Montessori education for your child.
As Jewish educators and parents, we have strong requirements for our children’s education. We seek to combine the ideals of a Jewish education – respect for community and oneself, balance, a love for life and Israel – with teaching methods that challenge the class as a whole, while still meeting the interests and needs of the individual child.
As such, there is a growing awareness that Montessori philosophy, established, applied and proven over the past 100 years, can and should be offered to Jewish children.
Judaic and Montessori philosophies share many of the same ideas and values: respect for the individual, love of learning, care for the natural environment, a desire to live a moral life and make a contribution to one's community. Both place much importance on education as a tool we can use to create a better world.
The principles developed by Dr. Maria Montessori are the ideal foundation for the integration of our requirements:
• Respect for the child
• A nurturing environment prepared with multi-sensory, sequential and self-correcting materials to support independence and self-directed learning
• Educators trained to observe, assess and respond to individual learning styles and paces
• Learning materials designed to maximize growth and understanding
• Freedom of movement to interact with peers and select activities
• Uninterrupted time to finish an activity successfully, thus building
self-esteem
• A “personal best” approach that eliminates peer competition
Inclusive, pluralistic and egalitarian, Montessori Jewish Day School is dedicated to instilling respect for the individual and for the community.
We introduce our children to their rich heritage – providing an engaging Jewish educational experience that embraces the diversity of Jewish practice, integrates Hebrew, and responds to a child’s natural search for spiritual and intellectual growth.
MJDS children are educated toward becoming knowledgeable and committed citizens who love Judaism, Jewish culture and Israel.
Through Montessori’s core tenet that it is how and not what we learn that most shapes the developing personality, our children are uniquely prepared to meet the demands of the 21st century.
Montessori
Information not available
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.
Not applicable
MIA implements guidelines from the Ontario Ministry of Education and works with various education consultants that help guide our teachers and staff. MIA also believes learning extends beyond the classroom and incorporates many field trips throughout the year to facilitate real world learning. A variety of courses are offered at MIA, enabling students to take the specific subjects required to prepare them for their post-secondary education.
To nurture the whole child is to expose the child to endless possibility, to spark creative expression and then allow it to flourish. The development of self-confidence and the awareness of ones abilities on every level is essential to reaching one’s full potential. Our classrooms themselves provide a specially prepared environment that is filled with activities and objects that allow the children to explore their worlds in ways which are appropriate for them. Explore the Casa and the Elementary programs to find out more about our truly enriched classrooms. At MJDS, we offer a special blend of programming that helps children reach this potential through activities outside their regular classroom routine. These enhance both the Montessori aspect of their learning, and reinforce what the children are experiencing in Judaic Studies.
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.
Information not available
MJDS students learn and more importantly, understand, math concepts though personal hands-on use of Montessori materials.
Montessori materials are used throughout with some supplementary work in the Middle School.
Information not available
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.
Information not available
MJDS children learn all aspect of language with interest and joy through use of materials for both English and Hebrew
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We administer Phonological Awareness Literacy Screening (PALS) from the University of Virginia
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.
Information not available
MJDS children learn all aspect of language with interest and joy through use of materials for both English and Hebrew
Equal Balance
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.
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.
Information not available
Children explore advanced topics from the early years, from how the world began to basic principles of zoology, botany, chemistry, physics, and astronomy. We use Montessori materials and lessons foster children's natural a sense of wonder at the grandeur of the universe, the simple beauty of the physical laws, and the miracle of life.
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
Zoology
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.
Information not available
Our approach to literature is congruent with all our curriculum. Children are given the tools to appreciate and enjoy literature through free explorations, guided reading and discussion and being given the time and space to read.
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).
Information not available
From the early years children are encouraged to explore the world around them and this includes the world of human achievement past and present. Following Dr. Montessori's grand vision of Cosmic Education, children see come to understand the deep interconnections between history, geography, biology and ecology. In this way they also situate themselves as part of human history with a focus on who they are as Jews in Canada in the 21st Century
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Following their early exposure to human culture and achievement Middle School students use 21st century skills of inquiry, critical thinking, team work, ethics o further explore Cosmic Education, children see come to understand the deep interconnections between history, geography, biology and ecology. In this way they also situate themselves as part of human history with a focus on who they are as Jews in Canada in the 21st Century
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.
Information not available
MJDS children benefit from interacting with native Hebrew speaking teachers all day every day! They also engage in numerous hands-on experiences with interesting, creative materials purposely designed to be attractive and effective. At MJDS children start learning French in their nursery year. This they do through song, rhyme, gesture and theater. After grade 4, French continues as an adventure in learning through conversation, poetry, art, film and cooking to name a few!
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Creative, artistic expression is celebrated at MJDS from the early years on. . MJDS offers a rich vocal and instrumental music program in English and Hebrew. Visual arts and design with a rich variety of media are incorporated into most of our work with the children. MJDS children are given the tools to develop their creativity, innovation, resourcefulness, inventiveness and risk taking.
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.
Information not available
AT MJDS children start using computers in grade 4. We value technology and understand the use of computers as important tools at the right age.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The instruction emphasizes constructive teaching and experimental learning. All activities are designed to ensure students' physical and emotional safety, engaging and encouraging learning experiences to meet diverse individual needs and abilities.
MJDS holds the first Healthy School award given by North York General Hospital in recognition of our strong physical and health education program. Starting in Nursery children attend formal phys ed classes which are developmentally appropriate and fun. The program for the elementary and Middle School years encompasses skill building, team sports, coordination, and endurance among others. MJDS students participate in inter-school events with other Jewish and Montessori schools. Our very own softball teams, the Montessori Monsters showcases our students' sportsmanship, dedication and sense of fun!
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.
The Casa program for 2.5-6 year olds offers French language instruction, specially designed gym program, Orff instrumentation (xylophones, glockenspiels, metallophones) for the oldest children, art projects, vocal & rhythmic expression and creative movement learning.
Student-paced
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The 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.
Children are more motivated to learn when working on something of their own choosing. A Montessori student may choose his focus of learning on any given day, but his decision is limited by the materials and activities—in each area of the curriculum—that his teacher has prepared and presented to him.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “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.
MIA is a student's home away from home where the students, teachers and staff make up one big family. We believe strongly in helping students beyond the classroom by providing constant emotional support and individualized care.
MJDS Strives to create a seamless, rich, experience from Toddler to Middle School, and between home and school. As such, parents, teachers and the school leadership work together to nurture each child at each stage of the child’s academic, social, emotional, and spiritual development. We believe in academic excellence achieved through self motivation, self discipline, critical thinking, time management, independence, social responsibility and confidence. MJDS children learn how to learn with joy!
"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."
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."
Emotional
The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
At MJDS, your child will develop life-long skills including: excitement for learning, love of Judaism, Jewish Culture and Israel, the ability to speak and understand Hebrew, critical thinking and the ability to problem solve, respect for self, other and the environment, self-established high academic standards, independence and social responsibility.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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McDonald International Academy |
Montessori Jewish Day School |
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
MJDS successfully and happily accommodates and supports children with exceptionalities by responding to their unique circumstances and making every possible attempt to integrate them at every level.
Information not available
MJDS is very supportive and invested in providing inclusive programming for all special needs children, so that they can participate in meaningful and purposeful activities. MJDS will make every effort to accommodate the needs of children who require modification of environments and programming so that each child can be included in all aspects of our programming. The Montessori program is very appropriate for every child and especially a child who has learning challenges. Research has shown that Montessori programming supports children with specials needs and is a very effective method for children with learning disabilities.
McDonald International Academy |
Montessori Jewish Day School |
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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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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
Preschool - 8
0%
25%
$0
$5,000
100%
100%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades Preschool - 8
No
No
No: grades 9 - 12
No
Yes: grades 9 - 12
No
Yes: grades 9 - 12
No
Yes
No
We are looking for inquisitive and socially active students from a diverse cultural background.
MJDS welcomes children that are curious, independent and friendly. We welcome families who are seeking a truly alternative Jewish education. MJDS is the first school in Toronto that offers a fully integrated Hebrew and Judaic Studies program together with an authentic Montessori pedagogy.
Students need to complete the application form and submit copies of their most up to date transcripts, identification documents (such as passport), and study permit if applicable. Students from overseas must allow for enough time for visa application as times can vary per country. Our school can help process visa applications upon request.
Students will need an English Assessment Test once registered. Math Assessment Tests may also be required.
For further assistance, please contact us at 1-416-322-1502.
Book a tour and learn more about the benefits of an MJDS education: E-mail or call Lisa Kessler: [email protected], 416-784-5071 ext 1
