4900 Tomken Road, Mississauga, Ontario, L4W 1J8, Canada
215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, Canada
Indirect Support:
4900 Tomken Road, Mississauga, Ontario, L4W 1J8, Canada
215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, Canada
1996
2015
300
112
Nursery/Toddler to 8
K to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive
Varies
16
Learning, Developmental
In-class adaptations
In-class adaptations
$10,500 to $16,350
$21,120 to $27,445
No
No
0%
0%
None
None
$0
$0
23
12
0%
0%
99%
50%
Nursery/Toddler, Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades K - 8
No
No
information not available
information not available
Northstar isn’t your average Montessori school, in part because of its size—with an annual student population of 300, it’s a fair bit larger than the average—as well as its resources. The school was founded in 1996, though has grown its programs considerably in the intervening decades. There are some things that understandably stand out, such as the training pool, which is a recent addition, though they only underscore a more general awareness of the broad range of programming and facilities throughout the school. There are lots of bells and whistles, all of them welcome, though the core program is here too, with a fidelity to the Montessori method as demonstrated through CCMA accreditation. The program is offered from preschool through Grade 8, allowing families a consistency of approach and experience through the primary and elementary years.
View full reportPear Tree is young, and has all the attributes of youth: energetic, engaging, fun. The day program grew out of the Pear Tree education programs, and launched in 2016. So, it’s fresh, and indeed that’s an attraction. The feel is a great one, and that’s not to be underestimated—creating the right environment, the right feel, is important. With Pear Tree, it’s that vibrant feel that creates the first impression. The program is the definition of progressive, with small classes, hands-on instruction, and built around links across areas of the curriculum. Students are required to work collaboratively, solving problems together, and to engage creatively with each other and with technology. Activity is important, as is nutrition, which is just as it should be. The ideal learner is one who will thrive in an active, creative, small-group oriented environment.
View full reportinformation not available
"...our son is able to allow his curiosity to lead his learning whilst being encouraged, challenged and supported not only by his teachers but also by his peers."
Katherine Corden - Parent (May 03, 2021)
We always go back to our son's feedback after his first few weeks at Pear Tree Elementary - 'This sc...
View full review
"I'm blown away by the amount of thought and preparation that goes into each of the learning activities."
Elizabeth Dunn - Parent (May 03, 2021)
Our energetic 8 year-old son loves Pear Tree because of the active learning activities, centered aro...
View full review
"Northstar Montessori is committed to providing students an experience where they are limitless in their academic and personal growth. The learning of life virtues and positive characterization is fundamental! We provide programs from Toddler up to Middle School. We encourage interaction between all ages to strengthen the understanding of community. Additional specialty rooms, play area, spacious indoor gym with climbing wall and a salt-water swimming pool, make our school complete! Call us for a tour!"
"Pear Tree School’s mission is to provide a complete, inclusive, and stimulating education that nurtures the intellectual, social, emotional, physical, and ethical development of every student. We aim to equip our students with the skills, knowledge, and values needed to lead fulfilling lives and make a positive impact on the world. By combining academic excellence with a whole-child approach, we strive to inspire and empower our students to be lifelong learners, critical thinkers, and responsible citizens."
"A Montessori school should be able to offer a proper Montessori education, and by being accredited, it reassures parents that their child is receiving just that. The size of the school matters as well and with up to 300 students, you feel a greater sense of community. In addition, families with two or more children, are able to bring all of them to our school as we serve from toddler to junior high. The facility also includes a gym, pool, specialty rooms for art, music, french and computers."
"At Pear Tree School, we prioritize a well-rounded education, combining traditional subjects with real-world applications. Our approach, supported by Master's educators, fosters critical thinking, creativity, and vital 21st-century skills.
We emphasize environmental awareness, global citizenship, and personal well-being, ensuring students grow into confident, knowledgeable individuals.
Trust us to prepare your child for the future with a curriculum that’s both comprehensive and deeply engaging."
Information not available
"At Pear Tree School, our mission to provide a holistic, inclusive education that prepares students for all life's aspects inherently involves trade-offs to maintain our core values and vision:
Personalization over Standardization:
We prioritize personalized learning that caters to student needs, which means we often eschew the one-size-fits-all approach dominant in traditional educational settings. This commitment promotes creativity and critical thinking over rote memorization.
Collaboration over Competition:
Unlike schools that emphasize competitive success as a benchmark for student achievement, Pear Tree encourages collaboration. We believe that cooperative learning helps build interpersonal skills and prepares students for real-world challenges.
Innovation over Tradition:
Our forward-thinking, innovative teaching methods sometimes comes at the expense of classical education models, but it equips our students with relevant skills, mindset and values for today’s dynamic world."
Information not available
"SCHOOL YEAR:
2011/12 - Founding of Pear Tree Education (main organization)
2016/17 - Founding of Pear Tree School (K-7)
2020/21 - Expansion of Pear Tree School
2024/25 - Launch of Middle School Annex (expansion to grades 8-9)"
Information not available
"Characteristics of Ideal Students:
Enthusiastic Learners: Students who are naturally curious and motivated to explore new ideas and concepts.
Collaborative Spirits: Those who excel in team settings and understand the value of learning from and contributing to the group.
Creative Thinkers: Individuals who enjoy thinking outside the box and applying their knowledge in innovative ways.
Adaptable and Resilient: Students who are not deterred by setbacks and are adaptable to various learning contexts.
Families Best Suited for Our School:
Value Holistic Development: Families who believe education should develop not just academic abilities but also social, emotional, and ethical skills.
Supportive of Innovation: Parents who value innovative teaching methods and a curriculum that incorporates technology and real-world applications.
Community-Oriented: Those who appreciate a strong, supportive community and the importance of building interpersonal relationships within the school setting."
Information not available
"Pear Tree School's unique educational approach and philosophy mean that it isn't the perfect fit for every student or family. Our commitment to a holistic, integrated curriculum and a nurturing community environment sets us apart, but these same qualities might not align with the expectations or values of all families. Here are some conditions under which we might advise a family to consider other options:
1. Preference for Traditional Education Models (i.e. preference for rote memorization, textbooks)
2. High Value on Competitive Success
3. Expectation for Conventional Homework and Testing
4. Desire for a Specialization (e.g. STEM only) at K-12 Level
5. Preference for Less Parental Involvement
6. Desire for Name-Brand Prestige and 'Guaranteed' Entrance to Ivy League Universities
7. Prioritize Campus Size and Facilities Over Quality of Education"
"Northstar Montessori has grown from 2 classrooms to 14 classrooms over the last 25 years. It is one of the largest Montessori schools in Mississauga and is accredited by the Canadian Council of Montessori Administrators, also known as CCMA. Our philosophy in education is to provide unlimited experiences so children are more adept in their daily lives and eventually contribute to society. New families enroll at our school mainly because of word of mouth and the ages we are able to accommodate."
"Families choose Pear Tree School over others primarily for its innovative approach to education that values and nurtures each student’s individual abilities within a holistic and integrated curriculum. Here are key reasons why families prefer our school:
1. Our 'Why' and Mission
2. Holistic Education Approach
3. Integrated Theme & Project-Based Learning
4. Personalized Learning Environment
5. Community and Values
6. Progressive and Future-Focused
Parents see Pear Tree not just as a school, but as a community that plays a pivotal role in developing competent, capable, and ethical individuals."
Information not available
"Pear Tree School is recognized for its innovative and holistic approach to education, deeply resonating within our community and beyond as a pioneering institution that prepares students not just academically, but as well-rounded individuals poised to navigate and contribute positively to the modern world.
Public Image and Prominent Features of Pear Tree School:
1. Innovative Educational Practices
2. Holistic Development Focus
3. Community and Inclusivity
4. Progressive Learning Environment
5. Environmental and Social Awareness"
"When parents visit our school, they are usually surprised by the educational materials used by students. Parents wonder why it differs from other child care centres. The simple answer is this, the materials used were tried and tested and later developed by Dr. Maria Montessori over 100 years ago based on careful observations she made with children at each stage of their life. These sensory-engaging materials, experiences and the philosophy of following the child are the hallmark of Montessori!"
"Often overlooked, the core of Pear Tree School's success is The Pear Tree Method—an advanced, all-encompassing educational approach.
Unlike other schools, every teacher here utilizes this method, ensuring a unified, effective learning experience. Our approach isn’t just better; it’s meticulously designed to meet the evolving needs of modern youth.
It reflects our commitment to setting new standards for student outcomes by addressing every aspect of a child's development."
"The most surprising feature about our school is our all-season indoor pool. This is part of the physical education program and students ages 3 1/2 to 12yrs are provided swim lessons. Another feature our school has is a climbing wall. Overcoming the fear of heights is challenging but when taught with other same-aged students, the fear is minimized and the student will most likely take part in it. We also have a low staff turnover ratio, providing your child consistency throughout their education."
"Parents are often surprised by how deeply integrated our values are in every aspect of Pear Tree School, far beyond expectations. Unlike schools that only espouse values, we live them—comprehensively and daily.
What truly astonishes parents is our genuine whole-child approach, where every staff member contributes to each student's growth. Our unmatched Healthy Hot Lunch Program and diverse daily P.E. surpass expectations.
It's not just education; it's a community where values turn into action."
Information not available
"Pear Tree School is continually evolving - on literally a weekly basis - to meet the needs of our students, families and our Mission.
1) Facility Upgrades
2) Introduction of a comprehensive Co-Curriculars program
3) Implementation of a mid-term report card
4) Expansion of Parent Workshops
5) Recruitment of an Associate Principal
6) Development of systems, processes and checklists to further standardize our approach schoolwide
7) Further enhancement of our rigorous teacher recruitment and pre-service training process"
Information not available
"Over the next 5 years, we will have accomplished the following:
1) Completion of K-12 grade offering
2) Additional K-7 campuses around Vancouver (locations to be announced)
3) Launch of a dedicated Grade 8-12 facility"
We, at Northstar Montessori, take very seriously our responsibility to guide each child through a world of discovery on the path to constructing a secure, balanced personality with an active, competent mind. The happy balance of freedom to explore and work within a prepared, orderly environment, filled with specially designed mind-engaging sensorial materials and activities, is the hallmark of our school. The teacher’s role is to respect the freedom of each child to forge his or her own unique path of learning and personal growth, energized by his or her natural curiosity. We are committed to inspire and encourage each child to take in hand a wealth of activities and experiences to ensure successful development.
At Northstar Montessori we are committed to promoting the individuality of all our students and we aim to be an inclusive school. We endeavor to teach our students to appreciate, respect and value the differences they see in one another. We offer equal opportunities for participation and learning for all our students and will ensure that they feel secure in knowing that their contributions to the school are valued. Northstar Montessori is committed to the teachings of Maria Montessori and the Montessori curriculum. However we do not limit our approach and we encourage all members of the teaching team and administration to pursue professional development opportunities that will enhance their abilities and understanding of the students and their developmental needs. Workshops and conferences are promoted within the school that we believe will benefit our staff in their practice. We ensure an environment that allows for a range of different learning styles and where all children have challenging targets that enable them to succeed.
A 'good school' isn't good enough. Children deserve the most complete, inclusive, and up-to-date form of education.
The traditional approach to teaching places students in homogeneous age groups. All twelve year olds in this room. All eight year olds in this room. They sit in desks facing the front and learn the core subjects one at a time for a set period of time each day. 45 minutes of math, followed by 60 minutes of English, followed by a short break, and then 45 minutes of science. Everything is compartmentalized and isolated.
This, quite frankly, has nothing to do with how we best learn.
That's why Pear Tree School is a different kind of private school.
Pear Tree School’s mission is to provide a complete, inclusive, and stimulating education that nurtures the intellectual, social, emotional, physical, and ethical development of every student.
We aim to equip our students with the skills, knowledge, and values needed to lead fulfilling lives and make a positive impact on the world.
Working in partnership with teachers, families, and the wider community, we strive to create a supportive and dynamic learning environment that encourages active participation, critical thinking, and personal growth.
By combining academic excellence with a whole-child approach, we strive to inspire and empower our students to be lifelong learners, critical thinkers, and responsible citizens.
We are dedicated to ongoing growth and evolution, both as individuals and as a school, in order to continuously provide an education that meets the changing needs of our students and prepares them for success in all aspects of life.
That’s Pear Tree School.
We invite you to experience the difference.
Progressive
Information not available
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
We, at Northstar Montessori, take very seriously our responsibility to guide each child through a world of discovery on the path to constructing a secure, balanced personality with an active, competent mind. The happy balance of freedom to explore and work within a prepared, orderly environment, filled with specially designed, mind-engaging sensorial materials and activities, is the hallmark of our school. The classroom allows for the freedom of movement and for the development of a positive work cycle by allowing the students to choose their activities and to participate with them without interruption. Teachers prepare lesson plans as a guide to ensure that the students are participating in all areas of the class, however they remain flexible and respectful of the child’s need to make choices and decisions in their daily activities. The function of our school is to augment the development of each child – intellectually, socially, emotionally, spiritually and physically so that the child may emerge as a well-rounded independent adult.
Pear Tree School’s progressive model emphasizes hands-on, student-centered, theme and project-based learning. It includes a balanced mix of academics, integrated subjects, physical skills, socioemotional development and seamless integration of technology. Taking a whole child approach means Pear Tree School nurtures academic, social-emotional, and physical development. Integral to this is Pear Tree's healthy hot lunch program, cooking and food education, as well as its rigorous physical education program, which includes martial arts, swimming, yoga and ice skating. We believe in and apply: + Integrated subjects (through theme-based learning and project-based learning) + Hands-on learning + Student-centered learning + Collaboration + Creativity + Technology + Real-life application / Entrepreneurship The methodologies delivered by Pear Tree's outstanding masters-qualified teachers offer an engaging approach to the B.C. curriculum that develops well-rounded children who can be happy and successful in all aspects of life.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The Montessori approach to Math involves providing the students with a physical and concrete experience of mathematical concepts and then moving toward the abstract understanding of concepts and the memorization of Math facts. Students will be initially be introduced to counting and number recognition and then move toward the understanding of the place value of numbers and the formation of 4 digit numbers. Once the students have mastered these concepts they will be introduced to the operations of Math. Areas of study in the Elementary Math curriculum include, the further understanding and memorization of Math facts, Geometry, Fractions and Algebra (program dependent). Our goal is to have students truly understand the process involved in completing their Math work.
Math is a skills-based subject (in contrast to science and social studies, which are more knowledge-based). Math skills are to be used, not simply memorized. As such, at Pear Tree School, math skills embedded within themes; they are tied to social studies (quantities, statistics), science (weights, speeds, measurements), and business (financial literacy). As such, students at Pear Tree learn math in context. Math at our school is connected to real life and is truly meaningful. At the same time, working with real-life numbers means that it is challenging! Consequently, math at Pear Tree is more engaging and more challenging than traditional math classes.
Nelson Mathematics\nMath Makes Sense
We don't use textbooks. As we teach through themes, all of our math is taught in context. This means that it is more realistic and more challenging than traditional math classes.
We balance the use of calculators. It is important for students to have a conceptual understanding of math in order to know whether the data output from a calculator is logical, as well as to know what information to input.
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.
The Montessori Language program is phonetically based. Students are introduced to the phonetic sounds of letters through tracing the Sandpaper Letters; where in addition to hearing the sound they are experiencing the letter formation (early writing). Once a student has masters 10 to 12 sounds they will be introduced to a variety of early reading materials including word building, phonetic reading lists and eventually readers. Student will progress at their own pace and with guidance from their teachers. Through repetition and daily reading students will gain total reading, which involves reading with comprehension.
Like math, language arts is a skills-based subject. Traditional approaches to reading and writing involve practicing such skills with no real purpose beyond mastering those skills. Reading and writing are skills to be applied, and that’s exactly what we do at Pear Tree School! At Pear Tree, reading and writing skills are interwoven into every part of our themes. We don’t use textbooks. Instead, students constantly read both fiction and non-fiction books related to the themes. From these books, their range of vocabulary goes beyond high-frequency words to include very technical language specific to the themes. Pear Tree students quickly develop truly amazing reading and writing skills for their ages from becoming familiar with these words over a semester and having constant opportunities to practice!
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We do formal reading and writing assessments at the beginning of every term.
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 are introduced to penmanship initially with the formation of cursive letters on a chalk board then on a lined paper. Students are encouraged to write words and then sentences. Phonetic word writing is encouraged initially and then a move toward correct spelling and sentence structure is made through various lessons.
Like math, language arts is a skills-based subject. Traditional approaches to reading and writing involve practicing such skills with no real purpose beyond mastering those skills. Reading and writing are skills to be applied, and that’s exactly what we do at Pear Tree Elementary! At Pear Tree, reading and writing skills are interwoven into every part of our themes. We don’t use textbooks. Instead, students constantly read both fiction and non-fiction books related to the themes. From these books, their range of vocabulary goes beyond high-frequency words to include very technical language specific to the themes. Pear Tree students quickly develop truly amazing reading and writing skills for their ages from becoming familiar with these words over a semester and having constant opportunities to practice!
Inquiry
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.
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.
The Science/Culture curriculum includes the study of animals, their habitats, fundamental needs, external and internal construction, classification and characteristics. The students will learn to appreciate the unique traits of living things and their value and purpose on earth in helping to create a harmonized eco-system and life cycle. The students are also introduced to the characteristics and importance of plants through science experiments and plant study. They are also made aware of their role in ensuring that the environment is sustained for generations to come. Elementary students also participate in science experiments and an annual Science Fair.
Like anything, you only learn something by actually doing it. Pear Tree School is very creative in finding ways for its students to learn about science in a safe, engaging, hands-on approach. One way that we do this is through cooking and cooking science. At the higher grades, students will even be introduced to molecular gastronomy. At least half of our themes are inspired by science topics.
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
Social Justice
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
Students are exposed to a variety of literature throughout their time in the Elementary program. They read through classic novels and participate in novel studies where the story lines and characters are examined closely, Current literature and articles are also examined and analysed as students are encouraged to gain an understanding of current events.
At Pear Tree School, we are constantly training our students to use critical thinking and critical literacy skills. As such, it is important for us to use a variety of texts that require such skills. We use a mixture of texts, such as picture books, graphic novels, poetry, short stories, and novels. These texts will also be chosen because of their relevance to the theme that were are studying.
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
Expanding Communities
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).
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.
Our Social Studies/Culture curriculum includes History, Geography and world events study. We also include lessons designed for students to gain an understanding of themselves, their families and their communities. Cultural universals are also explored and may include topics such as Government and Schooling.
We use an integrated skills, theme-based approach to our programs. As such, we don't study social studies in isolation. At the same time, our themes are much more meaningful that such topics as 'food'. Overall, we follow a similar pattern to the B.C. curriculum in focusing on the individual student and their immediate environment, and then expanding to large communities as the students get older. This is a more meaningful and empowering way to learn about the world.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
We use an integrated skills, theme-based approach to our programs. As such, we don't study social studies / the humanities in isolation. At the same time, our themes are much more meaningful that such topics as 'food'. Overall, we follow a similar pattern to the B.C. curriculum in focusing on the individual student and their immediate environment, and then expanding to large communities as the students get older. This is a more meaningful and empowering way to learn about the world.
Communicative
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.
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.
Information not available
Pear Tree School introduces French studies from Grade 2 onwards. Our approach is to recognise that language and culture are one and the same thing. Language isn't a grammatical construct; it is a cultural construct. As such, we always study languages in cultural context. This helps our students to understand authentic language use, French-speaking cultures, and common body 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
Information not available
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.
Information not available
Fine arts are integrated into every aspect of our program. Therefore, Pear Tree School students are continually learning about and using fine arts. We often work with external professionals who are able to support our classroom teachers with specialised art skills. At the same time, our classroom teachers ensure that any art learned is done so in context to make it meaningful and useful!
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Students have computers as part of their academic year and begin in grade 1. By introducing them to various programs, it allows them to get familiar with the computer and eventually become comfortable as they move into their middle years. PC\'s are mainly used as it reflects the majority of users in the working world. Programs include Microsoft Office, web-based programs, MovieMaker and graphic programs. Aside from understanding the computer and using the programs, they are also shown basic design principles (font selection, margin allowance, white space, balance, flow). Middle school students begin to learn about photography and lighting and learn computer programming using Lego Robotics and 3D printing.
Technology is seamlessly integrated into all of our programs. We want our students to become adept at using technology in meaningful ways, i.e. for creativity and productivity. The use of technology increases as students reach higher grades. Obviously, in the younger grades, there is much less use, as there are other development priorities.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Montessori philosophy is still applied in the physical education program. Since students in each classroom have a 3yr mixed age range it is expected to see various degrees in their physical and social skills. By allowing the older students the opportunity to demonstrate for the younger ones, it increases their desire to participate even if their abilities are still developing. The younger ones are enthused with the effort and will apply the same effort. In addition, those that are not understanding clearly or have communication barriers, will use their observation skills to determine what needs to be done. Emphasis is on participation and working together.
At Pear Tree School, our daily Physical Education Program is directly tied to our whole-child education approach. Through our Physical Education Program we develop your child's academic, social-emotional and physical performance every school day. Physical + Improved physical fitness + Skill and motor skills development Socio-Emotional + Teaches self discipline + Facilitates development of student responsibility for health and fitness + Influence moral development, leadership, cooperate with others + Stress reduction – an outlet for releasing tension and anxiety + Strengthened peer relationships + Improve self-confidence and self-esteem + Respect - for your body, classmates and teammates + Experience in setting goals Academic + Subject integration (science, math, social studies) + Through sports, we study about physiology, psychology, nutrition, problem solving, and strategy + Exercise helps to strengthen and stimulate your brain. Increased fitness = improved academics
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.
Northstar Montessori delivers an authentic Montessori Curriculum, while meeting all requirements of the Ministry of Education. Included in the program are Music, Gym, French, Computer, Swimming and Skating classes (program dependent). As the students progress through the program, new experiences are added including camping and community involvement. Students also have the opportunity to participate in a variety of extra-curricular activities, including Chess Club, Yoga, Private Swimming Lessons and Tennis.
Pear Tree School’s Early Years Program sets the foundations for your child’s education and the rest of their life. Our (M.Ed-educated) teachers are here to offer your child a warm welcome to grade school through creative, hands-on learning that centres students’ social, emotional, physical and academic well-being and nurtures their unique interests and abilities. Your child will shine, as their confidence, curiosity and love of learning grow with us in a small, intimate classroom setting.
Student-paced
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.
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.
Students are not limited by age as to the materials they are exposed too. The student\'s skills and abilities are assessed to determine if they are ready to move forward in the curriculum area.
Pear Tree School's combined-grade approach means that our students have access to a greater range of academic potential and influence.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Northstar provides a supportive environment where students are involved in their leaning and assessments. Teachers consider the learning styles of their students as they deliver instruction. Students’ individual learning strengths and areas of concerns are discussed with students and we then set learning goals together. We communicate expectations and best practices with the students to ensure they are feeling supported and understand their assignments and how to achieve success. Remaining in the same classroom for 3 years, typically with the same teacher, encourages a bond of trust between teacher and student. In addition, Northstar celebrates students’ successes beyond the classroom, making students aware of their talents and abilities which will build a strong sense of self.
We strive for our students to become exceptional, well-rounded individuals. This means that we work with our students on both their strengths and weaknesses. With the support of our masters-qualified teachers, we expect our students to continually try to do better, to become the best that they are capable of, and to take pride in the quality of the work that they create.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Northstar’s goals are always to have each of their students reach their full potential. While we pride ourselves on the academic achievements of our students, we are fully aware that strong personal development must go hand-in-hand with in-class success. Building strong characters that are aware of their environments and the influences they have is key to supporting the development of solid citizens who will think beyond themselves and their needs. Strong character coupled with academic success ensures a well-rounded individual who is prepared to participate in their community and world.
Pear Tree School creates well-rounded individuals. We don't view one attribute as more important than another. Through our unique education method, we continuously develop our students academic, socio-emotional, and physical skills.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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.
| ||||
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
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Northstar Montessori will make every reasonable effort to ensure that its policies, practices and procedures are consistent with the principles of dignity, independence, integration and equal opportunity by: • ensuring that all customers receive the same value and quality; • allowing customers with disabilities to do things in their own ways, at their own pace when accessing goods and services as long as this does not present a safety risk; • using alternative methods when possible to ensure that customers with disabilities have access to the same services, in the same place and in a similar manner; • taking into account individual needs when providing goods and services; and • communicating in a manner that takes into account the customer's disability.
Pear Tree School prides itself on being an inclusive environment. We attract a tremendous range of families and demographics who all share our common goal for a progressive, whole-child education. Pear Tree does not receive any government funding, including special needs funding. This means that any specialized or intensive in-class support must be paid for by the family. Some aspects of our learning methodologies and requirements may be unrealistically challenging for students with certain levels of needs. This can include the need for strong literacy skills, executive functioning skills, collaborative skills, and critical thinking skills.
The function of our school is to augment the development of each child – intellectually, socially, emotionally, spiritually and physically so that the child may eventually emerge as a well-rounded independent adult. Students requiring supports outside of Northstar’s expertise will be supported through all avenues possible, including welcoming community partners and other professionals into the environment to help build a better understanding of the students’ learning needs. We will support both child and the family by meeting with all necessary persons to understand the child’s needs and to learn about and implement any individualized plans and accommodations that have been put forth.
At Pear Tree School, we avoid the use of labels (e.g. 'gifted', 'ADHD', 'ESL', etc). We find that labels generally have a negative, long-term impact on students. Our learning method engages all forms of learners, while also challenging them to try other approaches. Our teachers are not specialised or trained in special needs or 'giftedness', nor do we qualify for funding for this.
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
0%
0%
$0
$0
99%
50%
Nursery/Toddler, Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades K - 8
No
No
No
No
No
Yes: grades K - 8
No
Yes: grades 5 - 8
No
No
A child coming from another Montessori school would be able to transition in our school easier as they are familiar with how the class is set up, the materials and how to work with it.
At Pear Tree School, we seek students who not only embody curiosity, adaptability, collaboration, creativity, responsibility, and openness to growth but also deeply value being positive, kind, welcoming, encouraging, and inclusive. We view each class not just as a group of students but as a cohesive cohort where each member significantly impacts the class dynamics and the experiences of others: 1. Curiosity and a Love for Learning We look for students who are naturally curious about the world around them. They should have a genuine enthusiasm for exploring new ideas, asking questions, and engaging deeply with the learning material. This innate desire to learn drives their engagement with our theme and project-based curriculum, fostering a lifelong love for education. 2. Adaptability and Resilience Success at Pear Tree School requires students to be adaptable and resilient. Our innovative approach to education—The Pear Tree Method—encourages students to navigate through interdisciplinary themes, which differs from traditional subject-based learning. Students who thrive are those who adapt to new challenges with a positive attitude and view setbacks as opportunities for growth. 3. Collaboration and Communication Our school places a strong emphasis on developing 21st-century skills, among which collaboration and communication are key. We seek students who are willing to work cooperatively in diverse groups, share ideas respectfully, and listen to the perspectives of others. Effective communication skills, both verbal and written, enable students to contribute meaningfully to group projects and discussions. 4. Creativity and Problem-Solving Pear Tree School values creativity and the ability to think outside the box. Students who are successful in our environment often approach problems with innovative thinking and are not afraid to try unconventional solutions. They take joy in the creative process, whether in academic projects, arts, or extracurricular activities. 5. Responsibility and Ethical Awareness We look for students who demonstrate a sense of responsibility towards their learning, their peers, and the wider community. An awareness of ethical considerations and a commitment to positive social impact align with our focus on global citizenship and environmental stewardship. Students who are mindful of their actions and their impact on the world will find a nurturing home at Pear Tree School. 6. Openness to Growth and Feedback A successful student at Pear Tree School is one who is open to personal and academic growth. They should see feedback as a valuable tool for improvement and be committed to self-reflection and continuous learning. Our educational approach supports students in developing a growth mindset, preparing them for the challenges and opportunities of the future. 7. Positivity and Kindness Our ideal student radiates positivity and kindness in every interaction within the school community. They approach learning and collaboration with a positive outlook, contributing to a supportive and uplifting classroom environment. Kindness, both in actions and words, is essential, as it fosters a sense of safety and belonging for all students. 8. Welcoming and Encouraging We value students who are welcoming to everyone, regardless of background or ability. A student who takes the initiative to include and encourage others, especially those who may feel marginalized or unsure, plays a critical role in building a cohesive and dynamic cohort. This welcoming nature ensures that every student feels valued and supported in their educational journey. 9. Inclusivity and Support Inclusivity is at the heart of Pear Tree School’s ethos. We look for students who actively support and advocate for an inclusive environment where diversity is celebrated, and every voice is heard. They understand that each member of the community brings unique perspectives and strengths, and they actively contribute to creating a space where everyone can thrive. Admission Process In our admissions process, we assess not only the individual qualities of prospective students but also their potential to contribute to the positive, inclusive culture of their cohort. Through interviews, portfolio submissions, and interactions, we encourage families to share examples of how their child embodies these values of positivity, kindness, encouragement, and inclusivity. Our aim is to assemble cohorts where each student not only succeeds academically but also enhances the social and emotional well-being of their peers, creating a nurturing and dynamic learning environment. At Pear Tree School, we believe that a cohesive cohort enriched by diverse, supportive, and engaged students is fundamental to our holistic, forward-thinking educational approach. We are committed to fostering an environment where every student is empowered to make a positive impact, supporting not just their own growth but also that of their peers and the broader school community.
Generally when we assess a child, we mainly focus on their language and math skills.
Visit our Website for up-to-date information about our Admissions process [link]:
1. Apply online with a nonrefundable fee of $300 + GST
2. Submit required documents:
3. Student assessment and observation
4. Family interviews
