26 Mallard Road, Toronto, Ontario, M3B 1S3, Canada
Box 250, 466 Mary Street, Gretna, Manitoba, R0G 0V0, Canada
Indirect Support:
26 Mallard Road, Toronto, Ontario, M3B 1S3, Canada
Box 250, 466 Mary Street, Gretna, Manitoba, R0G 0V0, Canada
1990
1889
150
60
JK to 8
9 to 12
Boys
Coed
Day
Boarding, Day
English
English
Academic
Academic
Liberal Arts
Traditional
12 to 18
15 to 20
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$19,000 to $36,000
$6,285
$11,535 to $26,435
Yes
Yes
5%
25%
JK to 8
9 to 12
$2,500
$1,997
14
15
0%
50%
95%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 9 - 12
No
No
information not available
information not available
Northmount School’s mission is to inspire boys to explore and achieve their greatest potential while teaching from a Catholic perspective. Small class sizes and enriched programs that take place both in and out of the classroom provide excellent academic outcomes and set kids up for success. Northmount is one of Ontario’s top-ranked elementary schools and offers advanced math and science programs. Team sports begin in Grade 1, and a wide range of extracurriculars include boy scouts, musical theatre, robotics, math club, and opportunities for leadership and community service. Families of all faiths are welcome at Northmount, though the school partners in education with the Archdiocese of Toronto, and the school community is firmly rooted in the teaching of the Catholic Church.
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First begun in 1889, MCI has an exceptionally long tradition of doing great work within the community it serves. The building doesn’t reflect the school’s age, as the current facilities all date to capital campaigns mounted in the 1960s and 1970s, and most recently with the construction of Buhler Hall in 2004. The campus is nicely set within a leafy residential neighbourhood, with ample green space and athletic facilities to complement the academic offering. The boarding program adds depth to the student experience, and further underscores the home feel of the campus, even for day students. Class sizes are small, with students well known across the grades and the programs. Families are drawn to the quality of the offering, as well as the values that come from the Mennonite tradition. A well-rounded program of co-curriculars is a draw as well, allowing for a very balanced, diverse student experience.
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"The teachers and other students provide a very welcoming atmosphere."
Barbara Rieder - Parent (Aug 17, 2021)
My appreciation for MCI started in 2009 when my eldest daughter arrived there halfway through her gr...
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"MCI is in a unique position to truly develop relationships with students that are genuine and authentic."
Zach Gerbrandt - Alumnus (Nov 02, 2021)
I transferred to MCI for my Grade 11 year, after 2 years in public high school. My experience in pub...
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"Northmount School for Boys is proud to be Toronto’s only independent Catholic boys’ elementary school (JK-8). Our strategically small class sizes and enriched program of study are designed to optimize a boy's education. Experiential learning that engages all of a young man's senses is critical for the delivery of our curriculum. Our lessons provide opportunities for movement, experimentation, presentation, and the building of core skills in order to achieve extraordinary results. As a small school, the opportunity for participation in the arts, athletics, clubs, and community service is available to students at each grade level. We believe that close, personal, home-and-school communications reinforce our exceptional Catholic Character Education Program. Northmount works in partnership with parents to instill in our boys a strong sense of character, leadership, service and a life long love of learning. At Northmount, it is our mission to inspire boys to explore and achieve their greatest potential."
"MCI is a provincially accredited independent high school, and a member of Manitoba Federation of Independent Schools & Canadian Association of Mennonite Schools. MCI emphasizes a strong academic program, excellent athletic & fine arts programs, and is home to a thriving dormitory program. Our mission is to educate young people in an Anabaptist-Christian context, seeking to develop each student’s God-given potential, providing a practice ground for maturing faith in Jesus Christ, in thought, love, and action."
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The world’s next generation will need leadership from responsible individuals who are morally sound and whose values speak to the Truth. For boys who aspire to have character when men, the journey begins at Northmount.
Our school community finds its foundations in the teaching of the Catholic Church. Families of all faiths, however, are welcome as we see our school as a microcosm of society. We teach from a Catholic perspective and this informs how we teach, understand right from wrong, and guide our boys to manhood.
The family plays an important role in Northmount’s vision for education. As the primary educators in their children’s lives, parents are active in the academic, co-curricular and faith development of their boys and in helping them to develop character. The school seeks out opportunities to engage with the family to round out the experiences in a young boy’s life.
Our academic program is one of which our school community is extremely proud, and our dedicated teachers ascribe to pedagogy that focuses on the needs of boys using contemporary tools. As a single-sex school and with significant research to back this focus, Northmount ensures that boys develop the necessary academic skills to find success in high school and beyond.
Life at Northmount is further enriched by our dedicated faculty through a strong co-curriculum program. Boys learn as much outside of the classroom as they do while in it, and hence Northmount has strong offerings in the Arts, athletics and club environs after school.
We at Northmount are committed to helping each boy find excellence in all facets of his life. Working with families, we aspire to develop the leaders of tomorrow who are faith-filled, know right from wrong and recognize the need to help one’s neighbour as well as himself.
We would love to have the opportunity to host your family for a visit. Please feel free to drop in and understand the “Northmount Way” during your search to find the right school for your son.
Sincerely,
Dr. Terence M Sheridan
Nestled on the beautiful Manitoba prairie, Mennonite Collegiate Institute is a small school with unique opportunities. For more than 130 years MCI has offered exceptional life-changing educational experiences. Students have reached for and exceeded their personal goals and gone on to significant roles of service and leadership in their local communities and the broader world.
Small class sizes and plenty of individual attention encourage high academic standards. With a strong emphasis on the arts, athletics, and co-curricular activities our students receive an excellent well-rounded education. Highly regarded for choral music and the performing arts, MCI is home to Buhler Hall, one of the best concert halls in the province. A broad sports program encourages teamwork and physical fitness. We offer a safe and supportive dormitory program where students develop life skills and lasting friendships. Our student body includes students from across the nations providing wonderful opportunities for cross-cultural learning.
At our core, we are motivated by a commitment to Christian faith in the Anabaptist-Mennonite tradition. This tradition values following Jesus in daily life, practical service, caring community, and peace-making. Following the example of Jesus, we extend a broad and warm welcome to students from many backgrounds and perspectives, even those that may be different from our own.
Do you wonder whether MCI might be a good fit for you or your child? Give us a call. We’d love to talk.
Traditional
Information not available
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.
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.
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Northmount School is an independent boys preparatory school (JK-8) grounded in the Catholic tradition. It helps students achieve their greatest academic potential in a supportive environment which emphasizes character development, values and service, leading to a meaningful, balanced and fulfilling life.
At MCI our goal is not simply to teach high school curriculum. Our programs are designed to inspire students to excel, to reach, and to lead. As a comprehensive, holistic school, MCI helps students of diverse abilities and interests to become all they can be both in and out of the classroom. In addition to excellent academic, athletic, and social opportunities, all MCI students experience spiritual formation as they study the Bible, participate in hands-on service and attend daily chapel time. All provincial curriculum requirements of Manitoba Education for grades 9 – 12 and high school graduation are taught at MCI.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Northmount School for Boys uses the Saxon Math program that works on building, reviewing and learning new challenging math skills in a modern context that is focused on boys learning.
Each mathematics teacher has his or her own classroom dynamic and structure. Our methods are rooted in traditional learning and an understanding of fundamental math skills. Inquiry activities and problem-based lessons are integrated throughout the courses as is appropriate for students' needs and abilities.
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Scientific calculators are introduced to boys in grades seven and eight.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Reading is taught from the K level through the primary program. Focused is on engendering a love of reading. Phonics decoding and comprehension skills are the focus of the primary division. Literature studies are central to the rest of the grades.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Students are taught to write by the exposure to good literature, the scaffolded structure of assignments and the exposure to age appropriate exemplars.
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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.
The boy scientific education is taught through both the teaching of theory and the inquiry based hands-on experimentation in a lab setting.
All of our science teachers have years of experience in their content areas. Our students have the opportunity to study biology, chemistry and physics. Using experiments as learning tools, our courses invite students to apply the scientific method of problem-solving to a variety of situations.
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
Physics
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.
The boys are exposed to a wide variety of literature from a wide variety of sources. We offer a wide variety of sources that is boy- centric. Our literature program is cross curricular integrated with our social studies program.
In each of our ELA courses students encounter a variety of texts in both contemporary and "classic" styles, the study of which always emphasizes the development of critical thinking and communication skills.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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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).
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The basis of our program is a core knowledge but is organized with themes running through it that is co-ordinated with our literature program. Social justice is a key focus of the school and is not relegated to our social studies program.
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Equal Balance
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Northmount students enjoy learning about the history and geography of the world around them. In the Senior Division, students will learn about exciting and important world issues, politics, and economics. They will learn about the important events that shaped modern day Canada, from First contact with European settlers through to New France, British North America and then Confederation. This journey is filled with inquiry, discovery, and interactive learning experiences. With the study of important and relevant historical events, as well as of current economic and political issues, students begin to learn valuable lessons and skills of how to be positive contributors of Canadian society. Field trips also form an integral part of the course – boys get to explore the real world as they learn the theory in the classroom.
Given MCI’s emphasis on faith, service, and peacemaking, courses in the humanities and social sciences emphasize contemporary experiences and real-world problems. With a firm grounding in the way the past continues to shape the present, students are engaged with relevant questions about the condition of communities at home and around the world.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our French program emphasis listening, interpreting, writing, and producing original French works.
MCI offers French to students each year at a variety of levels. Students who take part all 4 years will graduate with a strong understanding and ability to communicate in the language.
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
These programs have an equal emphasis on receptive and creative learning.
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.
Our visual arts begins on the expressive scale and develops into a more disciplined approach as the student matures.
We aim to foster and develop each student’s God-given inclination towards creativity and their capacity for aesthetic response. From our school-wide choir to classes on dance, visual arts, concert band, theatre tech, and Worship Band to our annual musical theatre production, our students have many chances to discover and develop their artistic gifts in the classroom and co-curricular settings. Our Fine Arts programs accommodate all levels, from beginners to experienced artists and musicians. Students at MCI are provided with a safe space to learn, grow, build confidence in their abilities, develop leadership skills, and help them become independent musicians and artists.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
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.
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.
Technology is scene as a tool to enhance learning in the curriculum rather than a discipline rather than itself.
Information not available
Web design
Robotics
Computer science
We believe strongly that the boys have daily physical education classes, with skill development, co-operative play and personal fitness as highlights.
Our athletics program focuses on developing individual and team skills in a variety of sports. Focus is also given to health concepts such as fitness, nutrition and lifestyle, and interpersonal skills.
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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.
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The main focus of the Kindergarten program is for boys to develop a love of learning. Furthermore, the boys are given an excellent academic, athletic, artistic, social, and spiritual foundation. Northmount has an energetic and talented group of teachers that strives to individualize its instruction and programs. Teachers enrich student learning as well as provide additional help and encouragement when needed. It is so well developed that by the end of senior kindergarten our boys read, write and do mathematics at a Grade 1 standard, which sets them well on the path towards academic success.
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Standard-enriched
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).
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.
Northmount's CASTLE Program is there to increase the stride in a students' learning pace. The CASTLE Program is an individualized instruction which allows each boy to achieve their greatest potential within our enriched and accelerated academic setting.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At Northmount School for Boys, the key to mastery of fundamental skills stems from the ability to tailor the curriculum so that it is personally relevant and engaging. We recognize that each student comes to us from a different background and as such our individualized instruction allows each boy to achieve their greatest potential within our enriched and accelerated academic setting.
We offer students a comfortable, safe and caring environment to learn and grow. Our size makes it possible for students to receive the attention and encouragement they need to thrive.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
We offer an advanced curriculum rooted in the Catholic tradition. Our students will become men who are competent and confident leaders; strong in both mind and body. They develop into contributing citizens with a moral conscience.
Our purpose is to educate young people in an Anabaptist Christian context, seeking to develop their God-given potential in terms of physical, intellectual, emotional, social, and spiritual well-being. Our aim is that our students accept Christ as Lord and that they be disciples who express Christian hope by serving others, promoting peace, and providing Christ-like leadership within the church community and secular world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At Northmount School for Boys, we recognize the diverse learning needs of our community. For that reason, we proudly offer the CASTLE Program: a centre of enrichment and support. The acronym, CASTLE, stands for: Character, Academics, Athletics, Arts, Strengths (social, emotional, intellectual, spiritual), Toward, Leadership and Excellence. These are all traits that we hold in the highest of regard and truly believe that every one of the students in our charge can reach his greatest potential in each and every one of these areas. Sometimes though, we know additional help and resources may be needed; hence we have the CASTLE Program! The CASTLE Program is truly essential for Northmount as it helps address the needs of our students who are gifted, underachieving, ESL, or have other unique learning styles.
We strive for all students to develop the strategies they need for academic progress through high school and beyond. We combine classroom experience with current education research and knowledge, for effective student support. We believe building relationships with students is key to their success.
Northmount school makes every effort to support a boy through his educational journey. Moderate individualization of instruction allows us to make some accommodation. We recognize the diverse learning needs of our community. For that reason, we proudly offer the CASTLE Program: a center of enrichment and support. The CASTLE Program is truly essential for Northmount as it helps students achieve their full potential.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 8
9 - 12
5%
25%
$2,500
$1,997
95%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 9 - 12
No
No
No
No
No
No
No
No
No
No
Boys of promise, strong in character, academics, and athletics. Students who are willing to learn and give of their time to others.
STEPS TO ADMISSION
1.Please complete and return the on line application together with a copy of the applicant’s two most recent report cards.
2.Upon receipt of the completed application and the application fee of $200.00, a date will be scheduled for your son’s educational assessment and family interview with the Director of Admissions.
Ready to start your journey at MCI? Apply Today!
You will hear from our Admissions Team within 2 weeks of receiving your completed application package.
