335 Lindsay Street, Ottawa, Ontario, K1G 0L6, Canada
189 Weldrick Road East, Richmond Hill, Ontario, L4C 0A6, Canada
Indirect Support:
335 Lindsay Street, Ottawa, Ontario, K1G 0L6, Canada
189 Weldrick Road East, Richmond Hill, Ontario, L4C 0A6, Canada
1966
1986
300
600
Nursery/Toddler to 6
Preschool to 8
Coed
Coed
Day
Day
English, French
English, French
Academic
Science and technology
Montessori
Traditional, Montessori
16 to 25
16 to 20
Learning
In-class adaptations
In-class adaptations
$12,864 to $21,384
$25,000 to $26,800
Yes
No
10%
0%
Nursery/Toddler to 6
None
$2,500
$0
27
50
0%
0%
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Nov 17, 2020
Not available
Not available
Yes: grades 4 - 6
Yes: grades Preschool - 8
No
No
information not available
information not available
Established in 1966, OMS is one of the older dedicated Montessori schools in the country. It’s also one of the larger Montessori environments, something that is in part a function of the school’s long success. Size is certainly not a bad thing, and the principal benefits are diversity within the student population and the breath of program offerings. That said, with a student population divided between two schools, OMS is able to have the best of both worlds, with each location feeling very close-knit in all the ways that we imagine Montessori programs to be. OMS grew from offering instruction in the primary years into the middle and high school years. In 2015, the high school grades became The Element, a school of its own. So, while the locations may be separate, the continuity across all grade levels is understandably attractive to the families that enroll at OMS.
View full reportRHMS was established in 1986, and has grown considerably over the years to where it sits now with an annual student population of 600. That’s big in the world of private schooling, particularly given that the program only covers preschool through Grade 8. Size can be a strength, to be sure, and Richmond Hill is a prime example of that. The program is broad and deep, with extensive curricular and extracurricular offerings. The campus has been developed throughout the life of the school, and today is an example, in every way, of how good a facility school can be, both aesthetically and practically. Classroom appointments are up to date throughout, including in-class technology that incorporates a full range of instructional devices and applications. All resources are applied in sympathy with the core program of the school and the values that undergird it. And, despite the size of the student population as a whole, the segmentation of the primary and elementary programs, in consort with the low student to teacher ratios, the lived experience of the school is quite close-knit and personal. Over the past three decades plus RHMS has done a lot, and in all the right ways, and the school certainly lives up to its reputation.
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"Established in 1966, OMS Montessori is a non-profit, independent, CCMA accredited school providing an authentic Montessori education to nearly 400 students. Our students range in age from Toddler to Grade 12 at two unique campuses in the Nation's Capital. OMS is the first and only English and Francophone Montessori school in Ottawa. OMS Montessori takes great pride in being a leader in education."
"Over more than three decades of service, we have educated thousands of children in our positive and progressive learning environment. Our methods empower children to form their own identity, and strive with ambition towards the goals that they choose. The foundation that our private school provides, gives children the tools to succeed at higher levels of education and beyond."
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"Specialization is a key component of RHMS. One key area of specialization at RHMS is the STEM Program. It is a meaningful cross circular platform of Science, Technology, Engineering and Mathematics. This program encourages students to be creative, take risks, engage in hands-on learning and hone their problem-solving skills. This program also serves to help mentor our students for future careers in STEM fields."
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"Why choose RHMS? We provide a positive learning environment, we retain an outstanding staff, we cultivate active community leaders, we inspire a healthy lifestyle, we deliver an innovative curriculum and most of all we empower children."
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"RHMS takes the standard curriculum and enriches and extends it. Our teachers research and carefully select the most effective text and resource materials that will enhance in class discussions and hands-on learning in every discipline. This way our RHMS student’s enjoy unique and exciting learning that will last a lifetime."
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"One of our most important goals at RHMS is to foster the development of responsible global citizens. Simply put, we encourage our students to be good people. Starting with their immediate community and then going beyond. This goal begins with modeling examples of ways to do so and then working together with students on a variety of good will initiatives."
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On behalf of the OMS Montessori community, thank you for visiting our profile. As School Director, I have the privilege of working with a proficient team of parents, alumni, faculty and staff who are dedicated to offering their best to each of our students. We work tirelessly to realize our mission by delivering an educational experience designed to inspire and challenge students to discover the best of who they are, while year after year reaching to achieve their full potential.
As a parent, you recognize that choosing a school for your child is one of the most significant decisions you will make. We need specific criteria by which to choose the ideal educational approach for our children. It is clear that the school years help to form the core foundation of our approach to learning and problem-solving, as well as who we are as contributing, global citizens. We ,at OMS, are here to support you.
At OMS, we provide our students with an educational foundation from which they can achieve personal and academic goals, while building independence, self-confidence and self-esteem. The unique Montessori methodology, with its child-centered approach, encourages the development of personal responsibility and thinking skills, as well as fostering a love of learning. Each child is guided in the exploration of his or her own learning style and the development of work habits most suited to individual interests and needs.
Please browse our website and discover how we work together with OMS parents to empower students to become self-regulated, engaged and lifelong learners. As trained experts in education, we understand that observation is an essential component in the decision making process. As such, we would like to invite you to visit us for a tour of our spacious and peaceful learning environment. This is the most personal way to see what OMS Montessori has to offer your child and family.
OMS Montessori is a not-for-profit school. For over 50 years, we have offered exceptional education to families in the city of Ottawa. OMS welcomes you to call and chat with our friendly staff (613-521-5185) or email ([email protected]) regarding your child’s education. Share with us how we can partner with you and your family to further explore Montessori education and philosophy.
It is with great anticipation that we embark on the next 50 years at OMS Montessori. Please join us on this journey of promise and excitement.
Dear Friends,
Be it ever so beautiful. There’s no place like home. (L. Frank Baum)
Richmond Hill Montessori Private School is my second home; and a home-away-from-home for our students and teachers. Each morning when I arrive, I am reminded how fortunate I am to be here.
The spirit thriving within these hallways is powerful. It’s a testament to the school’s culture, developed over decades of passion, friendships and education. Students, faculty, and parents form this incredible community; a community that is caring, compassionate and supportive – an environment truly fostering the love of learning.
My own journey at RHMS began in the classroom, back in 2006. I have filled the shoes of many diverse positions, each with it an opportunity to learn about the school from another angle, and to understand the complexities of each role.
It humbles me to have a steady stream of former students and alumni, returning to share their great feats, and many adventures. Knowing the considerable victories they achieve each year not only motivates me, but reinforces the notion our school’s community is empowering young minds to find ambition and purpose in life.
Soon, my own children will be joining the RHMS community and walking its bustling, bright halls; they’ll witness all that RHMS has to offer, including innovative curriculum, cutting-edge resources, a variety of extra-curricular activities, enthusiastic peers, and a team of knowledgeable and supportive teachers. What a great joy it will be to watch my children grow, develop and find a sense of belonging here, like so many children before them have.
RHMS’ culture is organic; it is grown from within -- I want to thank our teachers and faculty. Your commitment to students’ well-being and your own professional development move me each day.
And of course, thank you to the RHMS parents, who have continued to provide ongoing commitment and support. We remain dedicated to upholding our promise to you, “To nurture each child’s distinct talents and ensure every child feels comfortable, challenged and confident they can achieve anything.” By working together, we can encourage students to accomplish incredible things.
For families interested in learning more about RHMS, I welcome and encourage you to visit and experience our programs first-hand. You too may find your home-away-from-home.
C. Ingravalle
Principal
Traditional
Montessori
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.
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.
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.
An OMS education is grounded in creating the conditions for students to be in a state of flow or focused engagement, while they are learning academic and life skills. Teachers demonstrate individual and small group lessons using research-based Montessori materials; children learn primarily through activity rather than through a lecture or group presentation. The OMS Montessori prepared environments inspire academic progress, while preserving a natural joy in learning. Le fondement même d’une éducation à l‘OMS est la mise en place des conditions qui permettent aux élèves de se retrouver dans un état de « flux » ou d’engagement ciblé tout en apprenant à développer des habiletés tant académiques que de vie pratique. Les enseignants présentent les leçons individuellement ou en petits groupes en se servant du matériel Montessori ; les enfants apprennent principalement en faisant l’activité plutôt qu’en écoutant une présentation en grand groupe.Notre environnement préparé aide les élèves à atteindre leurs objectifs à leur propre rythme tout en préservant leur joie naturelle d’apprendre.
At Richmond Hill Montessori Private School (RHMS), one of our directives is to bring the world into the classroom using a multitude of resources. The transformation of classroom into 'real world' requires not only physical resources such as textbooks, exercise books, maps, globes and an ongoing emphasis on incorporating technology into the classroom via everyday computer usage, presentations, smartboards, and other digital devices; it also requires very important abstract resources such as imagination, vision, and passion. These are all encouraged under the careful supervision of our nurturing staff. We believe that, together, these components are essential for a student's success in advancement of knowledge and development. RHMS is committed to remaining current and preparing its students to participate fully and effectively in today's society. That being said, it is our mission to ensure that the traditional core knowledge and the educational philosophy at the preschool and elementary levels has been, and will continue to be, consistent over time.
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 technical aspects of mathematics and geometry (math facts, mathematical operations and facts, geometry constructions, etc.) are layered onto this curriculum, benefitting from the students’ natural curiosity and desire to master their world. The sequence of materials gradually directs the students into abstraction and work on paper. The Montessori curriculum encourages depth of understanding, creative thinking, problem solving, collaborative effort and mastery. Les aspects techniques des mathématiques et de la géométrie (arithmétique, constructions géométriques, etc.) se chevauchent dans ce programme qui fait appel à la curiosité naturelle des élèves et de leur désir de maîtriser leur monde. Le caractère séquentiel du matériel amène graduellement les élèves vers l’abstraction et le travail sur papier. Le programme Montessori favorise une compréhension en profondeur, la pensée créatrice, la résolution de problème, l’effort collaboratif et la maîtrise des concepts.
Our Mathematics program is rigorous and demanding and includes learning basic mathematical principles and operations while developing problem-solving skills. Our students are given a solid foundation of core mathematical concepts to assist their understanding of more complex questions. Expectations for pencil and paper skills in mathematical operations are very high. Students are taught to describe what they are doing in mathematics and to explain why they are doing it. Students are able to identify the relationships between mathematical concepts and everyday situations and to make connections between mathematics and other subjects. Mathematics and numbers are used throughout our daily lives for financial planning, shopping, telling the time, driving, cooking, and so much more. Learning mathematics can often be a challenge for our logical and practical thinking; however, it is a necessary tool we cannot live without.
Information not available
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Balanced Literacy
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.
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.
Montessori children generally write before they read using a moveable alphabet that allows them to create words without having to write on paper. While they are working on the moveable alphabet they are also working with materials that will help them control a pencil. After much repetition with these preparatory exercises, children begin writing full words and sentences on paper. Once children can communicate their own ideas in written form they are ready to begin to decipher what others have written. En règle générale, les enfants Montessori écrivent avant de lire à l’aide de l’alphabet mobile qui leur permet de créer des mots sans avoir à les écrire sur papier. Tout en travaillant avec l’alphabet mobile, ils utilisent parallèlement avec le matériel qui les aide à contrôler un crayon. Après plusieurs répétitions avec ces exercices préparatoires, les enfants commencent à écrire des mots et des phrases entières sur papier.
Language is a core subject that is practiced on a daily basis. For a child to grasp the concepts of science, history, or geography, they must first be well-versed in language. The Montessori reading and writing learning sequence is categorized in three coloured-coded levels: the Pink, Blue, & Green series of readers. Once a child masters a level they move on to the next series. The Pink series focuses primarily on a child learning phonetic sounds, building and reading three-letter words. The Blue series places emphasis on learning how to read and write consonant blends. The Green Series introduces more challenging words that contain silent vowels sounds and phonograms. The Pink, Blue, and Green series create a solid foundation in language and provide a natural flow of Montessori phonetic education.
Process approach
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Cursive writing rather than print is introduced. At this age children love to repeat so it is an ideal time to practice cursive writing. Children who learn to write in cursive read print easily but the opposite is not as true. Children also make fewer reversals of letters if they are using cursive. Les enfants au niveau Casa apprennent à écrire en lettres cursives. Cet âge est idéal pour pratiquer l’écriture en lettres cursives, car les enfants aiment la répétition. Les enfants qui apprennent à écrire en lettres cursives lisent les lettres moulées facilement, alors que le contraire n’est pas aussi vrai. Les enfants inversent moins les lettres s’ils écrivent en lettres cursives.
In personal, academic, and workplace situations, students need to write clearly and coherently with precision and style. While doing so, they must also accurately apply the conventions of language, grammar, spelling, and punctuation. Our extensive program gives students the tools to develop confidence in their writing skills.
Equal Balance
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.
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.
Each year five great stories are told in a dramatic fashion in order to create a framework of information to which students will add detail and understanding throughout their elementary years. The story of the beginning of the universe, of life on the Earth, of human life and of the great human creations of language, mathematics and science create a broad framework that invites students to explore all the traditional curriculums (the sciences, history and geography, as well as mathematics and language) creating greater depths of understanding each year.
Science is both a body of knowledge and an experimentation process within the natural world. Our Science program encompasses a set of principles and methods for investigating all aspects of the physical world. Theories and methods are constantly re-evaluated as new information becomes available. Students are taught to have a deep respect for the environment and are shown ways to act as environmental stewards. Our Science program allows students to learn of scientific accomplishments, past and present. In addition, students have the opportunity to experience scientific studies that inspire a sense of wonder and respect for life and the environment. Our students are guided through the scientific process of developing a hypothesis, followed by experimentation, evaluation, and reaching a conclusion.
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
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.
Academically, our program is rigorous, involving students in accurate self-assessment and individualized goal setting that emphasizes challenge, achievement, and accountability. The literature curriculum is interdisciplinary and centered on topics that have personal and societal relevance, and that allow for discussion and debate.
The literature we provide students is very stimulating with a highly educational content. Accompanying the text is a multitude of reading comprehension exercises that require imagination, critical thinking, and attention to detail. Our students are encouraged to read independently and, in doing so, actively participate in a Reading Log program that expands on their reading choices. Students also write book reports to enhance their reading comprehension abilities. Exploration of literature allows for an extensive analysis of vocabulary. Building and elaborating on this new vocabulary provides students with a tool to research and discover all possibilities that the world has to offer.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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).
Each year five great stories are told in a dramatic fashion in order to create a framework of information to which students will add detail and understanding throughout their elementary years. The story of the beginning of the universe, of life on the Earth, of human life and of the great human creations of language, mathematics and science create a broad framework that invites students to explore all the traditional curriculums (the sciences, history and geography, as well as mathematics and language) creating greater depths of understanding each year.
At RHMS, the Social Studies curriculum is designed to give our students a solid knowledge of geography; an appreciation of the past through the study of history, helping them develop an understanding of the present; and how to apply this knowledge to daily life. We view our multicultural RHMS family as the perfect starting point to take our students on a fascinating journey around the world to study different environments, languages, architecture, literature, music, art, and traditions. This helps them develop pride in all achievements and responsibility for the future. Our Social Studies curriculum is integrated at all levels and exposes our students to a variety of hands-on activities meant to broaden their experience with various topics presented at different levels.
Equal Balance
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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Adolescents need to be respected and allowed choice, not only to develop independence but also to help them experience personal dignity. Students are given the freedom to select research project topics that are important to them individually. There are also periods for independent work each day – focused freedom, to allow the students to independently prioritize their work and manage it according to their learning style. The Ontario Curriculum is often exceeded and there is a strong emphasis on skill development (research, writing skills, project writing, oral communication, problem-solving, studying and test taking).
At the Intermediate (Grade Seven and Eight) level, RHMS introduces its students to the world of business and the economy. This provides an opportunity to explore technology; understand ethics, the community, and the environment; and how these rapidly changing issues relate to business today. It further explores the nature of the competitive global economy and investigates how individuals and societies can gain the information they need to make appropriate economic decisions. Students are introduced to macroeconomics and microeconomics; applying economic models and concepts to interpret economic information; assess the validity of statistics; and investigate marketplace dynamics. Students use economic inquiry and communication skills to analyse current economic issues, make informed judgements, and present their findings.
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.
In addition to traditional lessons on vocabulary, grammar and verbs, the Accelerative Integrated Method (AIM) which is a gesture-based program, begun in the preschool years, is continued and augmented with plays in which all students learn all parts, and with ‘raps’ for the older students. These aspects of the AIM approach increase the comfort with which students speak their second language. Long classes allow teachers to explore various units of interest with students from picking apples from our trees, describing them, cutting them up, cooking them and then eating them; to doing projects on native peoples or geographical landforms, all in French. Consolidated class time also means less time lost to changing classes and getting settled. Our students also benefit from being in a dual language school. French and English are working languages at OMS.
French is a key component of our core curriculum. The ability to speak French in this global age provides a great advantage for students and is a key factor in academic success. Learning our country’s second official language will not only enhance a student’s overall skills in learning, but can also expand his/her career opportunities, promote understanding of different cultures, and create bilingual citizens of our children. Beginning in Preschool and continuing until Grade Eight, our students begin with simple words that eventually grow into complete and complex conversations. Our curriculum focuses on an intense study of grammar, creative writing, and conversations. Learning a second language at an early age is always a positive influence on a young student’s mind. We also believe it is important to learn about other cultures: how wonderful it is that within our own country we have another language to explore and research.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
OMS has an Art Resource Room with a wide variety of art materials on display and available to students, such as clay, watercolours, acrylics, charcoal, paper-making and marbling. Music is one of the many subjects a student can choose to explore and we use the ukulele to facilitate this exploration of music. Opportunities to be dramatic abound in our classes. Some Montessori activities such as the Grammar Boxes require students to ‘act out’ various scenarios or interpret the nuances of our language in a dramatic way. Students often present projects they have done to their peers, students in other classes or other adults in the school. In addition, each Elementary class produces some type of dramatic performance at least once a year, which they present to their families. Having class level plays and presentations rather than a school-wide one, ensures that every student can participate fully.
Through the study of art, students are taken on a journey of discovery, development, and a quest for creativity. Beginning with the basic principles of art theory and technique, we complement their newfound knowledge with the study of Art History. We believe, to appreciate an art piece, a student must experience the joy of creation. Painting, sculpting, and drawing provide an outlet for emotions to surface in a positive way. At RHMS, we provide a well-rounded education in fine arts. This provides students with a solid appreciation of the world around them, from the CN Tower to Monet’s creations at the AGO to the city’s landscape.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
OMS takes seriously current research and recommendations about screen time for students. At the Upper Elementary level, computers become a tool of the classroom. Each class has a set of computers that are available to students throughout their day. Students at this level are encouraged to use books as well as the Internet for research. Most of a student’s work is written by hand but final projects and presentations often make use of word processing, spreadsheet and PowerPoint applications. Upper Elementary students are introduced to proper keyboarding and an online keyboarding tutorial program capitalizes on the natural tendency at this age to be faster and better. Direct instruction is given on Internet safety as well as search skills, site credibility and citing sources.
Today’s child is more engaged with technology than ever before. Children intuitively and quickly learn to navigate electronic devices to surf the Internet, draw on a tablet, and create highly imaginative and complex structures in videogames, all with very little guidance. The objective of the RHMS Computer Studies Program is to have students become digital creators, not merely digital consumers. Our curriculum bridges the gap between students’ technological experiences and their understanding of how technology is made, and its functional use and purpose in the future.
Web design
Robotics
Computer science
Students have a physical education class ever other day in our large, bright and well equipped gymnasium. The emphasis is on making physical activity and fitness fun while building skills for a variety of sports. Students also have a 45 minute recess each day and, weather permitting, they enjoy the use of our new natural playground which encourages active play. Les élèves du primaire ont une classe d’éducation physique tous les deux jours dans notre gymnase bien équipé, spacieux et lumineux. L’accent est mis sur le plaisir de faire de l’activité physique et de se mettre en forme tout en développant des habiletés pour divers sports. Tous les élèves du primaire ont une récréation de 45 minutes, et lorsque la température le permet, ils jouent dans notre nouveau terrain de jeu naturel qui encourage les jeux actifs.
Our Physical Education program builds on the concepts learned at the preschool level by promoting self-confidence and reinforcing the benefit of physical fitness in maintaining good health. Our program fosters an environment where students can learn the skills, techniques, and rules of a broad range of sports such as ball hockey, badminton, volleyball, and basketball, among others. Our students build strength, endurance, flexibility, balance and co-ordination, and develop confidence, creative expression, freedom of movement, problem-solving skills, and the ability to work as a team to reach a common goal. Our two gymnasiums are well equipped with age-appropriate sports equipment and protective gear.
Montessori
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.
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.
We have a separate toddler and preschool program because children have different innate characteristics at these ages. Our preschool programs are 3-year programs that serve 3, 4 and 5 year olds (Pre-Kindergarten, JK and SK). We maintain authentic Montessori practises while considering current educational research. Nos programmes préscolaires sont séparés à ces âges, vu les différentes caractéristiques innées des enfants. Nos programmes s’échelonnent sur trois ans et s’adressent aux enfants de trois, quatre et cinq ans (préscolaire, prématernelle et maternelle). Nous restons fidèles aux pratiques authentiques Montessori et tenons compte de la recherche éducationnelle actuelle.
The Montessori philosophy and method of teaching fosters a loving, independent environment tailored to the individual needs and development of each student. Our Montessori classrooms include students who are three, four, and five years of age, providing opportunities for learning, helping to create a sense of community where everyone contributes to and takes responsibility for the functioning and maintenance of the environment. The older children provide leadership and guidance, and act as models for the younger children; they benefit by helping the younger children, reinforcing skills and knowledge previously learned, and gain satisfaction and self-worth by helping others.
Accelerated
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 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).
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A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
We are dedicated to creating focused engagement for our students. A student in this state is concentrated, content, and energized. He/she experiences a strong sense of wellbeing and their accomplishments. Students gets along well with others, and are easily guided by their teachers. This leads to academic and personal excellence. Un élève qui est concentré est motivé, heureux et énergisé. Il fait l’expérience d’un grand bien-être, il se sent bien dans sa peau et est fier de ses réalisations. Il s’entend bien avec les autres et ses enseignants le guide facilement. Cela conduit à une excellence académique et personnelle.
At RHMS, one of our directives is to bring the world into the classroom using a multitude of resources. The transformation of classroom into 'real world' requires not only physical resources such as textbooks, exercise books, maps, globes and an ongoing emphasis on incorporating technology into the classroom via everyday computer usage, presentations, smartboards, and other digital devices; it also requires important abstract resources such as imagination, vision, and passion. These are all encouraged under the careful supervision of our nurturing staff. We believe that, together, these components are essential for a student's success in advancement of knowledge and development.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The goal of OMS is to support the development of well-balanced individuals who know and accept themselves, and live as responsible community members. Our students are guided by the OMS community to recognize their potential. The faculty observes and prepares lessons and experiences which perpetuate a love of learning and the achievement of developmental milestones. L’OMS a pour objectif de soutenir le développement d’individus bien équilibrés qui se connaissent et s’acceptent. Ils mènent une vie active et responsable comme membres d’une communauté qui les guide afin qu’ils reconnaissent leur potentiel.
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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
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We treat each student as an individual. Through discussions with the parents, student and specialists, we determine how we might meet the student's needs and whether or not our school is the best choice in meeting those needs. Nous traitons chaque élève comme un individu à part entière. Par le biais de discussions avec les parents, l’élève et les spécialistes, nous déterminons la façon de possiblement satisfaire les besoins de l’élève et si notre école est en mesure de répondre à ces besoins.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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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
Nursery/Toddler - 6
10%
0%
$2,500
$0
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Nov 17, 2020
Not available
Not available
Yes: grades 4 - 6
Yes: grades Preschool - 8
No
No
No
No
No
Yes: grades 1 - 8
No
Yes: grades 5 - 8
No
No
The first step in the Admissions process is to attend a school tour to learn about Montessori education in general and OMS Montessori in particular. Tours are hosted with only one family only, and we recommend for your first visit, to try to arrange child care for your son or daughter. This will provide you with an opportunity to answer any questions you may have, and determine if OMS Montessori is the best fit for your family before your child builds a rapport with our community. Information packages and application forms are distributed during your tour. If you are able to attend a tour in the morning, you will have the opportunity to tour the school and observe a number of active classes. If you attend an evening tour, we ask that you make arrangements to visit OMS and observe the students in their classes before completing an application.
We understand that choosing the right school not only for your child but for your entire family is an important decision and one that requires a great deal of care and research. We would like to therefore give you the opportunity to learn more about our school, through a personal orientation visit. During the orientation you will view our facility, see our classrooms and be given sufficient time to ask all of the questions necessary to assist you in this very big decision. You will also be provided with information pertaining to program availability, curriculum, policies and guidelines, school fees and hours, as well as all application registration documentation, including a step by step, concise outline, of the complete registration process.
To book your orientation visit please contact us at 905-508-2228.
We thank you again for the interest you have shown in Richmond Hill Montessori Private School and we look forward to meeting with you in the near future.
