401 Kingston Road, Pickering, Ontario, L1V 1A3, Canada
18190 Boulevard Elkas, Kirkland, Quebec, H9J 3Y4, CanadaIndirect Support:
401 Kingston Road, Pickering, Ontario, L1V 1A3, Canada
18190 Boulevard Elkas, Kirkland, Quebec, H9J 3Y4, Canada
340.0 km
478.4 km
1984
1995
200
421
Nursery/Toddler to 8
Preschool to 11
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Montessori
Liberal Arts, International Baccalaureate
Varies
18 to 25
Learning, Developmental
In-class adaptations
$14,094 to $16,910
$33,000
No
No
0%
0%
None
None
$0
$0
15
28
0%
0%
0%
90%
Nursery/Toddler, Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Not available
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 8
Yes: grades 1 - 11
No
No
information not available
information not available
information not available
Often what attracts parents to Montessori education is the close, community feel that many schools are able to provide, and that’s very true of MLCP. The school began in 1984 with 25 students, and growth has been less of a concern for its administrators than quality. The student population today is just 200, this in a program that spans preschool through Grade 8. Yes, there are all of the things we expect of the Montessori approach, though that’s coupled with a very close attention to the needs of individuals, both students and parents combined. Before and after care is available, and while it’s not included in tuition, the rates are very reasonable. Likewise, those programs are entirely flexible—parents pay only for what they use. In that, and in other ways, this is a school that really operates with the needs of its families foremost in mind.
AMC sets its sights very high, and well it should. The academic program is strong, and overtly grounded in an empathetic world view, with an emphasis on providing reasoned leadership. Those three things are perhaps the principal draws for the families that enroll. AMC was founded by Marie-Claire Martin, the child of diplomats, and that international experience has been central to school’s development. After an initial period of growth, the school today hits what many feel is the sweet spot: large enough to be able to offer a full range of extracurriculars, while small enough to maintain a strong sense of place and community. The breadth of the language program, and the provision of an authentically bilingual environment, is also a draw.
information not available
MLCP caters to students aged 12 months to 14 years, following Maria Montessori's philosophies and theories. Her exciting range of materials is available to introduce new concepts and lessons. To further enrich the curriculum, the school offers French, Physical Education and Music and Movement, with Home Economics, Civics, Computer, library visits and community service for the older students. A bilingual programme is offered beginning at the Junior Elementary Level.
Academie Marie-Claire (AMC) promotes acquisition of knowledge and advancement of education, offering the support necessary for students to reach their full potential. We encourage students to engage in discourse and to respect divergent ideas and thoughts, to excel academically, and to take a leadership role in contributing to the improvement of our community and of this world. Our ultimate goal is to foster a love for learning in your child and to raise social consciousness. Contact us to arrange a personal tour.
Nicola Phillips opened the Montessori Learning Centre in Pickering in 1984 with the view to offering the Montessori environment in the way that had excited her during her training. The school continues to be devoted to the individualized nurturing and deveopment of each student encouraging potential in each area of the curriculum. Stong subject areas are honed and potentialized and areas in need of attention are recognized and strengthened. The nurturing element of Montessori's method is exercised at all levels with both students and staff respecting differences and encouraging growth in all areas both academic and social.
Dear Reader,
I want to thank you for taking the time to consider Académie Marie-Claire as the school of choice for your child.
In doing so, you will be looking into one of top academically recognized schools in Quebec and in Canada. Though the Académie is noted for being the only Canadian school to have produced an international champion in mathematics', its students consistently earn noteworthy accomplishments in academia. Académie Marie-Claire has remained steadfast in promoting the acquisition of knowledge, in promulgating the advancement of education, and in offering the support necessary for students to reach their full potential.
Respect, courtesy and diligence are the cornerstone upon which the philosophy of Académie Marie-Claire is entrenched. It is a philosophy that calls for total commitment and dedication by its staff for one single purpose, and one single purpose alone, offering a warm, supportive, rich and caring environment where self-reliance and habits of lifelong learning are built. The ultimate goal of this philosophy is to foster in students a love for learning, to promote understanding and to serve society
With the knowledge that every child is a precious jewel bringing his/her own glow to this world; a bright star shining on the world; a person with innate intelligence in need of cultivation and nurturing; that an enriched environment fosters greater knowledge; that academic excellence and athletic abilities have their place, expectations and daily life have to be guided by lasting moral conviction.
As such, the Académie is more than a place of academic learning. It is a place where participants learn to collaborate; where life-long skills in human relations are brought to fruition; where respect and collaboration lead to greater understanding and improved performance; where future leaders are molded and carved.
You are invited to visit the Académie and hope to welcome you as part of our extended family in the future.
Henry Zephirin
Liberal Arts
International Baccalaureate
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
MLCP follows the Montessori method of educating the child academically, socially and emotionally with the support of her specially created materials. Students of all ages are encouraged to learn at potential and are not limited by prescribed expectations. Students learn from teachers and other students supporting our motto of "Knowledge with Understanding"
Students attending Académie Marie-Claire`s primary school are exposed to an educational environment that is as much caring as it is demanding; as much fun as it is insightful; and as pleasant as it is challenging. The Academie offers a rich learning environment merging research based child development and learning theories with time proven teaching methodology to implement an enriched and progressive curriculum that stimulates the brain and instill principles of humanity and social responsibility. A mosaic of highly qualified, well trained and experienced teachers and staff members embody the quintessence of quality, service, and professionalism. At Academie Marie-Claire, staff dedication and commitment to students and parents override self-interest and self-indulgence. Student safety and well-being as well as his/her social, emotional and cognitive development, take front and center stage
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
The Montessori math materials are incredibly exciting in both presentation and execution. Discovery and implementation are encouraged and supported and the students enjoy hands on manipulation of quantities and qualities allowing both a tactile and intellectual understanding of each new concept presented.
Our Mathematics program is enriched and matches content with the child's ability and level
Some traditional books are used as support for the Montessori curriculum at the elementary level preparing the students for high school.
Information not available
Once a concept has been grasped in practice calculators are acknowledged as time savers.
Information not available
Balanced Literacy
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.
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.
MLCP supports the phonetic approach encouraged beautifully by the tactile, colorful Montessori material and objects so interesting to the young mind. With this approach, word attack skills are honed at a young age allowing for stronger reading at a younger age.
At Académie Marie-Claire, the reading is viewed as an active process by which students predict, sample, and confirm or correct their hypotheses about the written text. Theories of the psycholinguistic nature of the reading process and reading instruction are used to introduce and improve reading and comprehension.
Systematic approach
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Students at all levels are encouraged to explore writing strategies appropriate to both ability and age. Each student is, through the systematic Montessori materials able to move, at their pace, towards development of interesting, well thought out and creative documentation.
In the area of language acquisition, Academie Marie-Claire pioneered the teaching of multiple language options as a choice at the pre-school, kindergarten and primary levels. Spanish, Italian or Mandarin language courses are taught as a third language as early as kindergarten and as part of the regular curriculum. Each child must expand his/her knowledge in a third language. In the area of primary language development, the enriched bilingual program in French and English continues to produce students who surpass their peers in ability and performance by graduation time. This success is true also in other subject matters resulting in students from the Academie representing Canada at competitions of international stature at home as well as abroad
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.
Curiosity is an instinct natural to students. Beginning with simple classroom experiments and growing into formalized scientific theory and substantiating evidence the student body develops through challenging instruction
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Information not available
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
Information not available
Not applicable
Not applicable
Not applicable
Information not available
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Information not available
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.
Information not available
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Not applicable
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
The school is designed to meet the demands of a technological world. Intellligent Smartboards are at each level from Kindergarten to 6th grade. Wi-FI access is available throughout the school and access to personal laptops serve to enhance the curriculum, conduct advance research projects, create school newspapers and prepare students for practical use of computer applications reflecting what is used in the work force. These are supplemented with a full-size computer lab accessible to each class at all levels, including pre-school students. A full-fledge Science lab exists allowing students to manipulate and observe otherwise abstract concepts
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
The school has a dedicated physical education teacher. Phys ed classes are offered twice a week. additionally, various sports team are formed and participate intra-mural competitions.
Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
We, at MLCP, endeavour to provide an environment rich in both Montessori materials and her proven methodology and practice and in the CCEYA and HDLH foundations for learning. As such, our classrooms provide encouraging, supportive, individualized learning opportunities through the appealing Montessori materials and the carefully prepared environments.
Preschool and kindergarten at Academie Marie-Claire are an extension of the love, nurturing, warmth and safety found at home. Youngsters are welcomed each day by passionate staff members whose mission it is to brighten each child's mind, heart and spirit. Cognitive, social, and language skills are introduced laying the foundation of skills needed for a fruitful learning experience. Activity centers serve to instill self-confidence, practice decision-making in each center and build self-reliance.
Standard-enriched
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.
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.
Montessori stresses the importance of the combined age groups supporting and nurturing each other.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
MLCP promotes a supportive learning environment instilling a love of learning and an expectation of production at potential. Students are offered opportunities to be continually challenged and are emboldened to achieve at potential in each academic area. Montessori classrooms are created to encourage success offering each student what is needed for them to be the best person they can be academically, socially and as a valued community member.
The distinction of AMC resides in its philosophy which permeates through the mission, the objectives, the curriculum, social life and all other issues related tto the wellbeing of the student population, staff and parents. The program at Academie Marie-Claire is departmentalized. Each class and each subject is taught by a “specialist”. The concept of a “Home Room” in its traditional meaning does not exist. This is a fundamental and critical nuance that crystallizes the approach to teaching from preschool to primary.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Académie Marie-Claire is a place where participants learn to collaborate; where life-long skills in human relations are brought to fruition; where respect and collaboration lead to greater understanding and improved performance; where future leaders are molded and carved Académie Marie-Claire encourages students to engage in discourse and to respect divergent ideas and thoughts; to excel academically and support each other’s capabilities; to pursue excellence in the spirit of productive cooperation; and, to take a leadership role in contributing to the improvement of our community and of this world. The ultimate goal of this philosophy is to foster in students a love for learning, to promote understanding and to serve society.
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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Montessori Learning Centre of Pickering |
Académie Marie-Claire |
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
MLCP does not have specialists on site - here again we work with parents to decide what services are available to complement our programme and whether or not our school is a good place for their child to receive the best suited education for them. As such, we are obviously limited in the number of special needs students we can support within each age group.
Measures are taken on a case by case basis
We attempt to assess each student individually and decide with parents whether or not our services are the best suited for their child.
The process usually begins with a teacher referral to the Director of Pedagogy who brings it up to the administration (General director and/or Headmaster). The above meet with the Orthopédagogue who proceeds with assessment. Measures are taken based on the assessment.
Montessori Learning Centre of Pickering |
Académie Marie-Claire |
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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
0%
0%
$0
$0
0%
90%
Nursery/Toddler, Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Not available
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 8
Yes: grades 1 - 11
No
No
No
No
No
Yes: grades 1 - 11
No
Yes: grades 7 - 11
No
No
We are looking for families / students who are committed to Montessori's belief that children have different learning styles and that our goal of having each child reach their potential in each area of development and curriculum is important. Montessori offers a whole person approach to education which needs to be respected by all involved parties.
Though we welcome all students, we find that the students attracted to the Académie are those who have academic interest and work well in a structured environment.
We meet with prospective parents to ensure that they have read through our admissions package and that Montessori's philosophies and theories are in line with their educational plan. We arrange some on site visits, as needed, to further ensure that parents are aware of how the classrooms work and the expectations of the school.
Applications are accepted throughout the year. However, the best times to apply are during the fall and early winter. Those who apply in early fall (usually early October) for the following year may have an opportunity to be considered for a small stipend.
