2330 Cypress Bowl Lane, West Vancouver, British Columbia, V7S 3H9, Canada
9211 Woodbine Avenue, Markham, Ontario, L3R 0K1, Canada
2330 Cypress Bowl Lane, West Vancouver, British Columbia, V7S 3H9, Canada
9211 Woodbine Avenue, Markham, Ontario, L3R 0K1, Canada
1993
1999
1030
120
Preschool to 12
Nursery/Toddler to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Traditional, Montessori
14 to 22
Varies
In-class adaptations
Dedicated class; in-class adaptations
$26,850 to $30,290
$11,000 to $13,000
Yes
No
5%
0%
7 to 12
None
$15,000
$0
64
11
0%
0%
18%
100%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades Preschool - 11
Yes: grades Preschool - 6
No
No
information not available
information not available
Mulgrave was founded in 1993 on the grounds of the West Vancouver Montessori School, and has grown exponentially since then due to the strength of the program and the school’s earned reputation. Today Mulgrave is home to just over 900 students from pre-school through grade 12, housed within a 150,000 sq. ft. building that includes substantial upgrades completed with the senior school expansion in 2015. The school operates a centre for educational innovation, a clear expression of the administration’s desire to be a model to others, and to continue to evaluate and grow the programs the school offers. So, there's a lot going on, largely driven, as it was at the start, by the members of the community the school serves. The school rightly prides itself on maintaining a close, community feel throughout, while offering a strong academic foundation through the International Baccalaureate and an overall dedication to delivering the curriculum through a global lens. The ideal student is one who will thrive in a vibrant, challenging yet supportive academic environment.
View full reportFounded in 1999, TMS has developed a reputation for offering a strong academic program that maintains a high fidelity to the core of the Montessori approach as demonstrated by CCMA accreditation. The program is regularly assessed through certification and EQAO testing, and families are drawn by the keen attention to the development of core numeracy, literacy, and early exposure to French. The size of the school hits a bit of a sweet spot, allowing for a full range of curricular and extracurricular programming, while also maintaining a close, personal, community-oriented feel. The ideal student is one able to thrive in a hands-on, social, challenging yet supportive academic environment.
View full reportinformation not available
"The teachers there are top-notch."
Winnie Chan - Parent (Mar 09, 2021)
My children spent most of their childhood at Trinity Montessori School. They loved the field trips ...
View full review
"The academic excellence at Trinity Montessori School surpassed our expectations."
E Poon - Parent (Mar 09, 2021)
Both of our daughters have been going to Trinity Montessori School since they were 18 months old, an...
View full review
"Going to Montessori Model United Nations in New York City in grade 5 was the highlight in her school life. She had the opportunity to dive into real-world issues and worked with..."
Thomson Yip - Parent (May 27, 2021)
Trinity Montessori School is like our daughter’s second home. She started in the Casa program at t...
View full review
"Mulgrave is a gender-inclusive, non-secular Pre-K to Grade 12 IB World School nestled in the forested slopes of West Vancouver. We inspire students to be self-motivated critical thinkers, young leaders, and active, responsible citizens in a global community. Mulgrave offers a wide range of enrichment activities in athletics, outdoor education, service and leadership, and the arts. Our students, diverse yet united in their values, support and care for one another as they strive to achieve their personal best."
"Trinity Montessori School was established in 1999 and is a CCMA accredited school located in Markham. We have an excellent reputation and receive many of our students through direct referral from current and former parents. Our staff members are friendly and nurturing. We strive to instill in children self confidence and a passion for learning through our diverse and enriched educational environment. We offer stimulating intellectual and cultural experiences for children from 1.5 to 12 years old."
"Why Mulgrave? can be answered in so many ways - each as unique as our students themselves. A few of the most cited reasons include: outstanding individual care and attention and focus on wellbeing; development of an individual’s character, personal skills, and qualities, and values; balanced programme of the arts, athletics, outdoor education, and service learning alongside academics; world-renowned IB programmes; highly skilled teaching faculty; and our diverse and engaged community."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Families come to visit our campus and describe the feeling as 'Mulgrave magic'. Our campus is beautiful and our location is spectacular, but it is our warm and inviting community of learners, teachers, and families that contribute to something truly special. Mulgrave students are encouraged to be their personal best, to be allies and advocates, and to follow their passions. While the IB programme offers academic rigour, we hold student wellbeing at the heart of our purpose."
Information not available
Information not available
Information not available
Information not available
Information not available
"Families new to Mulgrave come to quickly appreciate the openness and community at Mulgrave. It may be cliche to say we're family, but it's true! We delight in having parents, grandparents, and loved ones volunteer at our school. Teachers and leaders are approachable and happy to engage with families in partnership in their child's education. Parents and caregivers chat in parking lots and enjoy a cup of coffee together at drop-off. Students connect across grade levels in support of one another."
Information not available
Information not available
Information not available
Information not available
Information not available
information not available
Welcome!
My name is Elena Ho, the Principal and co-founder of Trinity Montessori School. I've been an educator for 38 years, following two generations of educators, and I believe in a holistic approach to realizing a child's full academic and creative potential.
Trinity Montessori School is a private school with a longstanding tradition of achieving student success. We facilitate an environment that is equally nurturing and academically rigorous, for outstanding students to exceed beyond what they thought was possible. All of our students are uniquely supported to maximize their potential for academic excellence and further develop an independently-motivated work ethic and enthusiasm for learning, in order to broaden their horizons as citizens of their communities and the world.
I invite you to learn more about Trinity Montessori School in evaluating the best fit for your child's academic future.
Traditional
Montessori
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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.
At Mulgrave, our vision for learning is informed by our school's aims and values and is encapsulated within our learning model. We truly want students’ learning at Mulgrave to be personalised and very special. We want our students... to enjoy and be passionate about learning throughout their school career and beyond. to understand themselves and how they learn and be genuinely active and reflective in the learning process. to be increasingly independent in their learning whilst being able to collaborate and be genuine co-constructors of knowledge and understanding. to be confident, connected and informed digital citizens and self-directed, enquirers, and risk takers. to be creative and innovative in the way they work and think. to be supported, challenged and cared for by their teachers and each other.
Our elementary curriculum is based upon Montessori principles, which guide students to learn about the universe and their place in it. Our dedicated teaching staff follows an interdisciplinary approach to learning, highlighting the importance of the interconnectedness and interdependence of different subjects within the curriculum. We strive to enrich our curriculum with elements from the Ontario Curriculum, ensuring that our students are well prepared when they move on to other schools in grade 7. Through our school's participation in the Montessori Model United Nations held annually in New York, our elementary students gain valuable opportunities to engage in global citizenship and enhanced awareness of international social, economic and humanitarian issues and challenges.
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Information not available
Information not available
Information not available
Phonics-intensive
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.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
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.
Information not available
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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
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
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
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Information not available
Information not available
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
Information not available
Web design
Robotics
Computer science
Physical education is combined with health education to provide students with a wealth of opportunities to establish good habits.
It is a requirement of all students who are 5 years of age or older to participate in our various physical activities programs planned throughout the school year. These programs typically include swimming, skating and multi-sports lessons, although these activities may be subject to change. (Due to Covid-19, this program is currently unavailable for the 2020 to 21 school year.)
Montessori
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Our approach to preschool and Kindergarten is in alignment with our approach to learning at all grade levels. Our IB curriculum extends into our PK3 and PK4 programmes and provides students with a strong inquiry-based foundation that sparks their curiosity and kicks off their journeys as life-long learners. While we generally classify our preschool as 'play-based' and Kindergarten as 'academic', in reality, we provide a balance of both, believing in each child's capacity to explore their potential in literacy and numeracy, as well as the importance of learning from the daily interactions they have with their natural and social surroundings.
We have four fully-equipped, bright and spacious Montessori Casa classrooms for ages 2.5 – 6 years old. The curriculum follows the Montessori approach, which offers a broad range of materials to help the child grow independently, academically and socially. Through their work, the children develop concentration, motivation, persistence and discipline, which are qualities that will help the child in their future. All Casa students will receive daily French lessons and weekly music and art lessons from specialized teachers.
Accelerated
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 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).
We offer standard- and higher-level IB diploma courses, Mandarin language streams for native and non-native speakers, and online courses. As well, we have well-staffed learning support centres that serve as resources for our teachers as they work to provide differentiated and personalised instruction for all our students.
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
We want our students' learning to be experiential, relevant and authentic. All this so that they can achieve their personal best and, more importantly, take with them skills and qualities to live better lives as lifelong learners and stewards of our world. We want our students to have high expectations for themselves, and we provide the support they need to achieve their dreams.
In our Casa program, children are encouraged to work to the best of their ability in order to reach their full potential. The Montessori materials foster a love for learning and aid a child to reach for a high level of academic excellence. Our Elementary program follows the Ontario Curriculum and is enriched with the Montessori philosophy. The blend of both curriculums challenge children to a higher level of academics as well as provides hands-on opportunities to learn through enriched field trips, interactive learning and competitive activities.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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."
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.
We recognise that learning happens through the holistic educational experience of our students through the IB academic programmes of the formal curriculum, through the enormous range of curriculum enrichment that happens through co-curricular and other programmes and through what our students experience at home and outside school. We regard a Mulgrave education as an important part of their total education.
A balance of both intellect and emotions are criticalin a child's development. Our aim is to foster academically strong and creative individuals, who are confident and capable leaders as well. Ultimately, developing students of character and integrity, who become respected and contributing memebers of society will help prepare our students for the future.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
5%
0%
$15,000
$0
18%
100%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades Preschool - 11
Yes: grades Preschool - 6
No
No
No
No
Yes: grades 1 - 11
Yes: grades 1 - 6
Yes: grades 7 - 11
No
No
No
Mulgrave looks for students who will profit from its enriched programme and who will be able to contribute their own special talents, abilities, imagination, and curiosity to the school community.
To learn more about our application process (which varies by grade), please visit our website here.
Toddlers (18 months) to Casa (6years): Interested families are required to come in for a tour with their child.
Grade 1 to Grade 6: An assessment is required to ensure the student can cope with the curriculum provided by the school.
