401 Kingston Road, Pickering, Ontario, L1V 1A3, Canada
11300 Bayview Avenue, Richmond Hill, Ontario, L4S 1L4, Canada
401 Kingston Road, Pickering, Ontario, L1V 1A3, Canada
11300 Bayview Avenue, Richmond Hill, Ontario, L4S 1L4, Canada
1984
1981
200
825
Nursery/Toddler to 8
JK to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Montessori
Progressive
Varies
18 to 24
In-class adaptations
$12 to $14,000
$32,214
No
Yes
0%
2%
None
SK to 12
$0
$5,000
15
55
0%
0%
0%
45%
Nursery/Toddler, Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 12
No
No
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.
View full reportSince it was founded in 1981, Holy Trinity School has sought to promote the values—respect for self and others, strength of character, encouragement, and insight—that are expressed by the Anglican tradition. Families are drawn to the student-centred instruction, the community feel, the dedication to academic development and innovation, as well as the school’s proximity to green space. The program is designed to reward curiosity, and to develop well-rounded learners who are adept and engaged in a broad range of literacies. The ideal student is one who will thrive within an academically challenging environment, as well as one that is intellectually, culturally, and philosophically diverse.
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"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."
"A Holy Trinity School (HTS) education is a learning experience like no other. Our co-ed, K-12 day school is a borderless, inclusive global learning ecosystem where the world is the true classroom. HTS learners are curious and encouraged to come to know themselves, others and the world. Through a personalized and inclusive learning environment, HTS learners are seen, known and empowered — this is the HTS difference and promise."
"The individualization that the Montessori program offers allows staff to recognize and hone individual learning styles empowering students to be working at potential. Our long term staff share years of dedicated experience with students. Our commitment to the development of the student as a whole person is supported by a myriad of opportunities to grow and thrive."
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"Our long history in Pickering has allowed us the privilege of sharing all we offer with many families. Our program is a solid and acknowledged one growing and changing over the years, based on family needs and feedback. MLCP respects and appreciates the referrals from those who have come before and continually strives to better in all we offer."
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"Ongoing feedback often refers to appreciation for the individualization of all that we offer with each student and family. Especially with longer attending students, the dedication of the long term staff and the respect shared between them for differences and accomplishments is often noted. The uniqueness of each is valued."
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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.
HTS is an exceptional community; a vibrant, caring home to students from JK to Grade 12, whose talents are developed by committed and caring teachers using innovative and creative approaches to learning.
Our outstanding academic program enables students to thrive and thoroughly prepares them for success at university and beyond. This is complemented by extensive sports, music, drama and art programs that provide a rich and well-rounded school experience for students of every age. What truly sets HTS apart is our focus on character and values – respect, integrity, leadership and confidence – to help our young people develop exceptional capabilities and a strong moral compass.
Life at HTS is multi-dimensional and no website or prospectus can fully capture the spirit of this wonderful school. The only way to get a genuine feel for what we believe in and what we do is to visit and meet the people who are the beating heart of the school – our students. Happy and confident, and characterized by their open and welcoming manner, our students will offer sincere words of welcome when they greet you. They are proud of their school.
Please take the next step and contact our Admissions Office to arrange a tour of the school. I know you will be struck by the happy, purposeful, and friendly atmosphere. HTS is no ordinary school and I am confident you will like what you see.
I look forward to meeting you.
Helen Pereira-Raso
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.
Not applicable
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"
At Holy Trinity School, our goal is to help students find and develop their interests and then provide them opportunities to build a rich portfolio of experiences in the classroom, on the field and in their community. Our remarkable staff encourage and motivate our students to be the best they can, and work with them through successes and challenges to achieve their goals. We welcome you to visit our campus to feel the positive spirit and atmosphere that truly makes Holy Trinity School a place where students and their families feel right at home.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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Some traditional books are used as support for the Montessori curriculum and materials at the elementary level preparing the students for high school. Independent research, peer challenge and an annual cosmic plan serve together as academic launch pad.
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Once a concept has been grasped in practice calculators are acknowledged as time savers.
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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.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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.
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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
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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
Physiology
Equal Balance
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
Thematic
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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Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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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.
Our Kindergarten classrooms are physically located at the heart of our school. This allows every member of our community an opportunity to engage and be role models for our youngest learners. Students in our Lower School, including Kindergarten, work with specialist teachers that offer a rich and engaging experience that allows children to explore, create and discover.
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 in reaching true potential
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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.
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"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.
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."
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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
SK - 12
0%
2%
$0
$5,000
0%
45%
Nursery/Toddler, Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 12
No
No
No
No
No
No
No
No
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.
At HTS, we value and develop the whole child. While our commitment to academics is our number one priority, students are not selected based on their academic results alone. We are looking for students who are also passionate and curious about the arts, athletics, leadership, and service to the community. The interviews and teacher recommendations are also of great value. Ours is an incredible learning community and we want students to flourish and grow to their greatest capacity.
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 welcome at any time. It is recommended that parents apply in the fall before the entry year. Please contact the Admissions Office when you are ready to begin the process.
Initial offers of acceptance will be sent out during the month of January. Applications will continue to be accepted throughout the year.
