964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
59 Kingdom St., Etobicoke, Ontario, M9P 1W4, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
59 Kingdom St., Etobicoke, Ontario, M9P 1W4, Canada
5,699.0 km
5,695.8 km
1992
2001
150
40
Preschool to 8
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Arts
Progressive, Montessori
Progressive, International Baccalaureate Candidate
Varies
8 to 12
Learning, Developmental
Dedicated gifted school
$7,500 to $15,000
$13,500
No
No
0%
0%
None
None
$0
$0
13
4
0%
0%
95%
90%
information not available
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 1 - 8
No
No
information not available
information not available
Maria Montessori opened her first school in 1907, so the Montessori method has been with us, fully formed, for more than a century. The ideas that Montessori brought to the table have found their way into mainstream education in a variety of ways. That said, the whole is truly greater than the sum of any of the parts, and it’s the sum that Peel Montessori offers. Parents who turn to Peel are looking for fidelity to the core program as initially described: the community feel, the organization, and the individualized approach that makes the method so successful with young people. Children have fun, though the school rightly brings leadership and responsibility into the classroom as well. The goal is for students to gain not just with the skills and knowledge necessary for success, but also the confidence to excel.
View full reportThe NEW School integrates faith, sustainability, and hands-on learning to nurture the whole child—mind, body, and spirit. Founded as an alternative to rigid educational models, it encourages curiosity, leadership development, and faith-based values through nature immersion, hands-on projects, and mindful technology use. The school’s academic rigour is reflected in its status as an International Baccalaureate (IB) Candidate School and its personalized, small-class instruction. Combined with experiential learning, monthly workshops, and organic living practices, the school aims to prepare students for meaningful, purpose-driven lives. While offering fewer traditional extracurriculars, the school provides diverse enrichment opportunities, from musical theatre and art to fishing and sewing. Families seeking a highly structured, test-driven environment may not find The NEW School a fit, but those who value exploration, faith, and holistic development are drawn to its mission. With ongoing campus expansion and evolving programs, The NEW School remains committed to cultivating resilient, entrepreneurial thinkers who lead with integrity in an ever-changing world.
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"What stands out the most is the genuine investment of the teachers."
Monika Plocica - Parent (Feb 25, 2025)
Choosing the right school for my children was one of the most important decisions I’ve made, and I... View full review
"The school's holistic approach to education is very important to my family."
Rachel N - Parent (Mar 25, 2025)
My child enjoys attending school and often does not wish to leave at the end of the day. He likes th... View full review
"We chose The New School for its student-centric approach, emphasis on emotional intelligence education, nature-based learning and faith integration."
Yulia U.Martins - Parent (Apr 07, 2025)
My child has been truly thriving in this school. She enjoys the flow of the day, which allows her to... View full review
"Our curriculum is student-centred with every child receiving personalized attention similar to having a dedicated tutor. This ensures students stay on track, practise developing areas, and excel in subjects of strength. Our research-supported strategies develop students' intellect, character, and social-emotional skills. Our passion is to guide students to think critically, communicate effectively, and grow into compassionate leaders. Students genuinely “love coming to school” and that makes all the difference!"
"The NEW School inspires children to learn with wonder & confidence in a faith-filled, small-class setting. Blending academic excellence, nature immersion, project-based learning, and mindful tech use, students engage in real-world experiences—from entrepreneurship and the arts to outdoor exploration. As a school pursuing the IB (MYP), The NEW School nurtures curious minds, leadership, and character—empowering children to live with freedom & purpose. Ideal for families seeking a Christian, holistic alternative."
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"The NEW School is set apart by integrating Christian values with a dynamic, hands-on education that nurtures the whole child. Our students spend 2 outdoors daily, (rain or shine) engaging with nature as an immersive classroom that fosters resilience, creativity, and wellness. We emphasize real-world learning through monthly experiences and expert-led workshops, ensuring students develop practical skills, confidence, and an entrepreneurial mindset. Our STEM and computer lab programs prepare students for a tech-driven world while balancing this with sustainability and organic living practices, instilling responsibility and ethical stewardship.
Character formation is at the heart of our education. By weaving biblical virtues into academics, we cultivate leaders of integrity who are prepared not just for success, but for a purposeful, faith-driven life. We cultivate wisdom, nurture faith, and inspire purpose in every child equipping them to lead lives of integrity, contribution and joy."
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"Our commitment to a holistic, experience-based education means we prioritize depth over breadth in our curriculum. Rather than following a rigid, standardized approach, we focus on hands-on learning, outdoor immersion, and character formation, which means we intentionally deprioritize excessive testing and rote memorization in favour of real-world application and mastery of concepts.
Our emphasis on nature and sustainability means that while we embrace technology as a tool, we do not make it the centrepiece of our learning environment. We encourage students to develop critical thinking, problem-solving, and creativity through outdoor exploration, entrepreneurship, hands-on projects and arts.
Small class sizes come at the tradeoff of fewer extracurricular clubs than a large institution might offer. However, we believe that by integrating leadership, business, and faith-based community engagement into daily learning, we provide an education that is both meaningful and transformative."
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"Covid was the catalyst for The NEW School’s vision of freedom-centered education. As schools shifted to restrictive online learning, children lost more than academics—they lost curiosity, connection, and independent thought. Many families sought an alternative that prioritized critical thinking over compliance. In response, The NEW School was founded to restore freedom in education, allowing children to learn through experience, exploration, and faith, not rigid systems. Our Christ-centered, hands-on approach builds wisdom, resilience, and real-world skills, moving beyond standardized curricula and excessive testing. From the start, we’ve prioritized small class sizes, outdoor immersion, and entrepreneurial learning, helping students become confident, purpose-driven leaders. Expanding into a dedicated space allowed us to enhance STEM, sustainability, and real-world learning—always keeping freedom, faith, and personal growth at our core. The NEW School was built for new earth children"
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"Students who thrive at The NEW School are curious, hands-on learners who flourish in a dynamic, experience-based environment. They enjoy outdoor exploration, real-world learning, and creative problem-solving, rather than being confined to textbooks and standardized tests. A great fit for our school is a child who is curious, ask questions, and engages deeply with their learning. Our students develop entrepreneurial skills and a strong moral character, in a community that nurtures faith and growth. Families who resonate with our mission value freedom in education and want their children to grow in wisdom, resilience, and virtue. They embrace a healthy, sustainable lifestyle, appreciating our focus on organic living, outdoor immersion, and a balanced approach to technology. They prioritize faith, character, and hands-on experiences over conventional academic pressures and believe education should prepare children not just for success , but for a meaningful, purpose-driven life."
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"We advise families to carefully consider whether The NEW School aligns with their educational philosophy and values. Our approach is hands-on, experiential, and rooted in faith, which may not be the best fit for families who are not yet ready to embrace alternative education and trust its non-traditional methods. Our school emphasizes real-world learning, outdoor immersion, and experiential education, which requires families to trust in the value of freedom and exploration over conventional, rigid structures. Families who are looking for a more test-driven or highly structured environment and schedule might find it difficult to adjust to our flexible, student-centered model. Also, if a family is not aligned with the principles of faith, sustainability, and holistic learning, they may find that our Christ-centered mission and focus on organic living and balance do not resonate with their values. Essentially, The NEW School stands as a disruptor to the conventional education system!"
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"Families choose The NEW School for our unique approach that blends academic excellence with faith, character development, and hands-on learning. Our dynamic, outdoor-focused curriculum allows children to learn through nature and real-world exploration, offering a refreshing alternative to traditional, classroom-bound models. Parents value our personalized, student-centered environment, where children grow at their own pace and are encouraged in their curiosity and creativity, free from rigid structures and excessive testing. They appreciate that their children develop not only academic skills but also leadership, resilience, and a strong moral compass through our focus on entrepreneurship and biblical values. Our commitment to a healthy, sustainable lifestyle resonates with families who prioritize well-being and health freedom. Parents also appreciate the strong sense of community and trust we foster, where learning is a partnership between school, family, and faith."
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"The NEW School is known for going against the traditional current and re-imagining education. At our core, freedom is everything—freedom to learn, freedom to explore and freedom to create. Our students are not just following a standard path; they are breaking glass ceilings and doing things that few others do. From creating poetry and launching businesses to stepping into their full creative potential in theatrical masterpieces, our kids are free to express themselves, think critically, and push boundaries. We empower them to be innovators and entrepreneurs, helping them become confident, independent thinkers who are shaping their own futures. We instill in our students that they are made on purpose for a propose, thus connecting them to a greater force and a standing as a lightpost along their path of self-discovery in achieving a life of joy and purpose. The NEW School is also an International Baccalaureate (IB) Candidate School, offering a rigous internationally recognized diploma."
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"An underappreciated aspect of The NEW School is our prime location with access to Humber Trails and Weston Lions Recreation facilities. Students enjoy exclusive access to private tennis courts, an indoor ice arena, a full turf soccer field, basketball courts, baseball diamonds, splash pads, outdoor gyms and more, offering unmatched opportunities for physical activity and skill development.
Additionally, students can nature bathe, fish, and immerse themselves in nature, strengthening their connection to the natural ecosystem surrounding us. This combination of recreational and natural spaces enhances our hands-on, freedom-based learning and provides a rich, balanced environment for growth in ways other schools can’t match. The numerous health benefits of children being free is nature is undervalued as well. Children who connect with nature and their bodies are happier, healthier and better prepared for success in the world."
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"Families may be surprised by the sheer variety of experiences we offer at The NEW School. Beyond our core academic program, students have access to tennis lessons, chess, sewing/knitting, musical theatre, piano, French, skating lessons, fishing, and art classes, including painting, drawing, and other creative mediums. These unexpected opportunities allow students to explore their creativity, build new skills, and grow in areas they might not have anticipated. Our commitment to hands-on learning and freedom-based education means that every day is an opportunity for personal growth and discovery, making the experience here much richer and more diverse than many families initially expect. Because of our dynamic days children genuinely enjoy school, so much so, that continuums are built between school and home life and the lines of when a child is 'learning' becomes blurred allowing a continuous state of discovery and growth. We seek to 'ignite a fire' - a love for learning in each child!"
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"Recently, The NEW School has made several exciting improvements that align with our commitment to providing a dynamic, hands-on education. We opened a brand new state-of-the-art bright and expansive campus in September 2024, which has allowed us to expand our space and offer more opportunities for growth. Alongside this, we’ve introduced specialized STEM equipment and a state-of-the-art computer lab, ensuring that our students have the tools they need to thrive in today’s tech-driven world while still nurturing creativity and exploration. Grades 4+ students begin computer labs weekly to teach them how to steward technology ethically. Also as a school we have began the process to becoming an International Baccalaureate School to offer a world renowned high rigor diploma program to our students."
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"In the next five years, The NEW School aims to become a fully certified IB School for the MYP. This will allow us to offer a more rigorous, globally recognized academic program that aligns with our philosophy of developing critical thinkers and entrepreneurs who are equipped to thrive in a rapidly changing world. One exciting change is the creation of an outdoor garden and adjacent play structure as well as an outdoor ice rink and garden classroom at our new Kingdom Street campus, offering students more opportunities to connect with nature and integrate sustainability into their learning experiences. This will further enhance our commitment to holistic, hands-on education in an environment that fosters growth, creativity, and environmental stewardship."
We welcome you to experience the Peel Montessori Private School difference where students of all ages can achieve an edge. Whether a child is three years old and beginning to read or a Grade 4 student learning algebra, emphasis is always placed on doing ones personal best.
We are passionate about teaching and dedicated to helping each child reach their full academic potential as well as focus on the development of key personal qualities such as character, leadership skills, and a good sense of humour.
Our halls and classrooms are filled with laughter, caring attitudes, a love of learning, and excitement to attend school. The entire school interacts as a large, family-like community, supporting, inspiring, and motivating each other to succeed.
Peel Montessori provides a solid educational and social foundation in which each child can build their future with confidence and a feeling of self-worth.
We look forward to meeting you and your child. Contact our school for a personal visit and experience the difference where your child can learn to their potential and enjoy school.
Welcome to The NEW School, where we believe every child was created on purpose, for a purpose. Our mission is not merely to educate; it’s to inspire and guide our students to discover their unique calling and potential. In a world filled with noise, we create a nurturing environment where curiosity thrives, and every child’s voice is heard.
At The NEW School, we are re-imagining education and disrupting the traditional system. By integrating Montessori, Forest School, and Project-Based Learning with the inquiry-driven framework of the International Baccalaureate (IB) program, we offer a curriculum that goes beyond standard expectations. This innovative approach encourages critical thinking, problem-solving, and creativity, preparing students for an ever-changing world. Our September launch of the IB candidacy for Grades 6+ will further expand opportunities for global-minded, holistic learning.
Rooted in Christ-centered values, our community is built on love, respect, and service. The NEW School is more than just a place of learning; it’s a space where students uncover their academic strengths and discover their true calling.
Join us in shaping the leaders and innovators of tomorrow!
Angela Anna Maria Sena
Progressive
International Baccalaureate Candidate
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.
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.
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.
IB Candidate School is an official term used to identify schools that have applied to IBO for permission to teach one or more of the IB Programmes.
Students of all ages interact with respect and civility learning from each other and building leadership skills. The teacher acts as a facilitator that focuses on lessons that bring forth respect for global peace and that build a strong foundation in the core subjects of mathematics, literacy, and writing component, given individual capabilities. These areas build essential skills and knowledge needed to succeed in all other subject areas. Strategies in place from a young age help students begin to develop good work habits, responsibility, organizational, self-discipline, and understanding of concepts, over time. Students strengthen personal qualities and their understanding of concepts through active, hands-on learning opportunities in a stimulating, spirited, and positive environment. Creativity and critical thinking skills are interconnected in all areas of the program. French language development, Music, Arts, Computers, and Physical Education promote personal and healthy living skills. Our teaching methods and materials used demonstrate the philosophical commitment to support students and our commitment to prepare them to handle whatever challenges may be encountered in “real life”. - See more at: http://montessori.on.ca/WhyMontessori#sthash.y96ESVN1.dpuf
The NEW School’s curriculum integrates Montessori, Forest School, Project-Based Learning (PBL), and the International Baccalaureate (IB) framework to create a dynamic, holistic education. Our Montessori approach fosters independence, curiosity, and self-discipline, allowing students to explore their interests while building strong foundational skills. The Forest School model ensures daily outdoor learning, nurturing resilience, creativity, and problem-solving. PBL engages students in real-world challenges, developing critical thinking, collaboration, and innovation. As we transition into an International Baccalaureate (IB) school, we will further emphasize inquiry-based, globally minded education, preparing students for leadership in an interconnected world. This well-rounded approach nurtures academic, emotional, social, and spiritual growth, empowering students to discover their purpose and thrive.
Discovery Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Mathematics is approached with a child experiencing a concept with concrete materials in order for them to understand the process. This process allows the child to grasp concepts with understanding and clarity, avoiding learning gaps. A child completes the work independent of the materials when they are ready, for if a child is struggling with a concept, they are able to spend the time to solidify their understanding. This is essential as mathematical concepts build upon one other and gaps in previous skills compound over time, affecting a child’s confidence, understanding, and mathematical performance. If a child grasps mathematical processes with ease, they are able to advance through skills at their own pace and level, challenging their learning, igniting interest, avoiding boredom, and often results in a child surpassing grade level expectations.
At The NEW School, our approach to teaching mathematics is rooted in holistic, real-world application, guided by Gillian Berard's philosophy. We focus on weaving math into Big Idea Projects, where mathematical concepts are explored through inquiry-based, hands-on learning, rather than through rote memorization or lower-level thinking. Students engage in complex problem-solving that connects math to everyday life, encouraging them to think critically, reason abstractly, and see math as a tool for understanding the world around them. This approach fosters a deeper appreciation for mathematics as both a creative and practical discipline, and allows students to excel at their own pace, applying their mathematical knowledge to real-world scenarios. This method aligns with our mission of nurturing independent, curious thinkers who approach learning with purpose and creativity, making mathematics relevant, engaging, and empowering.
We don’t use traditional textbooks. Instead, we make math relevant through real-world exercises, projects, and problem-solving. Our focus is on hands-on learning and critical thinking, helping students apply mathematical concepts in meaningful, practical ways.
There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
At The NEW School, we emphasize mental math and speed math to strengthen students' foundational mathematical skills. Calculators are not used in everyday lessons; instead, students focus on developing strong problem-solving abilities and number fluency through practice and real-world application.
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.
Our program focuses on children learning the phonetic sounds of the alphabet and the related key phonograms, which allows children to spontaneously compose any word using hands-on materials. This allows children to start the process of writing (building words) and reading much earlier than traditional educational programs. As a result of this process, children begin to read and blend phonetic and phonogram words at an earlier pace, then focusing on sight words, alternate spellings, early readers, and vocabulary development.
At The NEW School, our approach to teaching early reading is centered around high literacy exposure and fostering a love for books. We incorporate a reading buddy program, where older students mentor younger ones, creating a supportive and engaging environment for developing reading skills. Books are read aloud regularly, and we focus on interactive storytelling to enhance comprehension and vocabulary. Early readers are encouraged to explore a wide range of texts, from picture books to simple chapter books, building confidence and curiosity. Through phonics instruction, sight words, and contextual learning, we help students grasp the foundations of reading in a natural, joyful way. This approach ensures that children not only develop the technical skills for reading but also cultivate a lifelong passion for learning through literature. By making reading a shared experience, we support independent reading skills and a love for stories.
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.
At The NEW School, we foster a love for writing from the earliest grades through daily journaling and creative expression. Writing is an integral part of the daily routine, allowing students to reflect on their thoughts and experiences while building strong writing habits. We place a high focus on grammar, punctuation, and penmanship, teaching both printing and cursive to ensure clear, legible writing. Rather than relying on minimal handouts, we encourage students to write extensively—be it through stories, reflections, or projects—empowering them to articulate ideas freely. Through personalized guidance and regular practice, students develop a strong foundation in writing mechanics while gaining confidence in their unique voices. The goal is to inspire a lifelong love for writing, equipping children with the skills to express themselves clearly, creatively, and effectively across various forms of communication.
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
At The NEW School, our approach to teaching science is inquiry-based, allowing students to explore, question, and discover through hands-on experiences. We believe that science is best learned through active experimentation, where students engage in real-world projects and challenges that spark curiosity. Our students use specialized STEM equipment to conduct experiments, weigh hypothesis, and solve complex problems, integrating technology and engineering into their learning. This approach encourages critical thinking, problem-solving, and collaboration, as students apply the scientific method to investigate the world around them. We emphasize interdisciplinary learning, connecting science with math, art, and nature, ensuring that students understand the relevance of science in everyday life. Through outdoor exploration and nature-based projects, children deepen their understanding of natural systems, fostering a sense of wonder and responsibility for the environment. Our goal is to inspire students to be innovative thinkers and lifelong learners who embrace the evolving world of science.
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
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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At The NEW School, our approach to teaching literature emphasizes the exploration of classic and timeless works that offer deep lessons in both personal growth and universal themes. Our students engage with a curated selection of traditional literature, including iconic texts like Macbeth, The Outsiders, The Alchemist, The Greatest Salesman in the World, and Stuart Little. These works are chosen for their ability to challenge students' thinking and ignite thoughtful discussions. We foster a love of reading by encouraging critical analysis, understanding complex characters, and relating timeless lessons to modern-day life. Our curriculum integrates literature with creative expression, such as writing reflections, debates, and projects that connect students' experiences with the stories they read. This allows students to dive deeply into the themes of moral development, resilience, and personal growth, ultimately equipping them to become strong, empathetic readers and critical thinkers who can engage meaningfully with literature across all genres.
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).
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At The NEW School, our approach to social studies combines critical thinking with a global perspective and sequential learning of history. We present historical facts and social studies topics, encouraging students to ask questions, think deeply, and form their own conclusions. Our curriculum is designed to give students a broader understanding of the world, connecting past events to present-day issues from various global viewpoints. History is taught sequentially, helping students build a strong foundation of knowledge that ties together key events, people, and places over time. This method not only fosters analytical thinking but also develops a comprehensive understanding of how history shapes our present and future.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Our approach to teaching humanities and social sciences is rooted in critical thinking, inquiry-based learning, and a global perspective. Rather than simply teaching students what to think, we encourage them to analyze historical events, social structures, and cultural developments by presenting facts and guiding them to ask thoughtful questions. History is taught sequentially, providing students with a clear understanding of cause and effect, while geography, economics, and civics are integrated into real-world applications. Through literature, discussion, and hands-on projects, students engage with diverse perspectives, fostering empathy and a deeper understanding of human experiences. Our curriculum emphasizes connections between past and present, helping students develop informed viewpoints and responsible citizenship. By combining classical texts, primary sources, and experiential learning, we cultivate analytical skills, moral reasoning, and a lifelong appreciation for the humanities.
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.
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Through a Montessori-inspired approach, students engage with the language in practical, real-world contexts, allowing them to build vocabulary and comprehension naturally. This method fosters independence and a love for learning, as students explore language through activities like storytelling, role-playing, and hands-on language tools. Incorporating theatre, we encourage students to use the language through dramatic play, skits, and performances, which helps reinforce vocabulary and pronunciation in an engaging and expressive way. This not only strengthens their language skills but also builds confidence and social interaction. This integrated, creative approach helps students learn a foreign language in a way that feels natural, dynamic, and deeply connected to real-world use, preparing them for global communication.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
At The NEW School, we enhance our fine arts curriculum by collaborating with specialized organizations The ArtCart for visual arts, offering art classes that allow students to explore various artistic techniques and develop fine art skills. Additionally, we partner with Unio Productions, which offers in person workshops and masterclasses in musical theatre and drama, connecting students with professional artists and deepening their appreciation for the arts. These organizations help us provide targeted, expert-led instruction in the fine arts, ensuring our students receive specialized learning experiences in these subjects.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
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We incorporate technology in meaningful, practical ways, ensuring that it enhances creativity, problem-solving, and real-world application rather than just being a tool for passive learning. Our students regularly use computers and STEM equipment, such as coding tools, to engage in projects that link technology with other subjects, like math, science, and art. Starting in grade 4, students are introduced to the computer lab and guided in ethical use of computers, where they develop key skills like keyboarding, research, and digital communication. This approach ensures that they not only become proficient in technology but also understand how to use it responsibly and safely. These skills prepare students for the future, fostering independent learners who can navigate the digital landscape confidently. Overall, our technology use is aimed at supporting critical thinking and enabling students to express their creativity, rather than simply focusing on digital literacy in isolation.
Web design
Robotics
Computer science
Information not available
Our physical education program is dynamic, well-rounded, and rooted in outdoor activity. Students engage in daily physical movement, making use of trails, green spaces, and the Weston Rec facilities. We prioritize both structured and free play, ensuring students develop physical literacy, coordination, and teamwork skills. Beyond traditional PE, we offer specialized lessons in skating and tennis, providing students with unique opportunities to build confidence and master new skills. Outdoor time is a key component of our curriculum, with morning sessions dedicated to intentional movement such as STEM-based physical activities, while afternoon sessions focus on free play and exploration. We believe in the importance of movement for both physical and mental well-being. Our "rain or shine" policy ensures students are equipped with all-weather gear, allowing them to experience the benefits of outdoor activity year-round. Through this approach, we instill a lifelong love for movement, resilience, and overall well-being.
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.
In a spirited, happy, and nurturing environment, children interact with kindness and friendship as they develop a lifelong enjoyment of learning. Children have a natural curiosity to explore and the classrooms and programme are organized to enables each child to learn to their individual potential at their pace. Children learn from each other and the teacher using hands-on activities and grow personally in character, creativity, and self-confidence through the positive interactions. Early reading, math, and writing are a introduced when readiness is observed while children continue to refine their senses, hand-eye coordination, concentration, social interactions, and grace and courtesy.
At The NEW School, our kindergarten programs are deeply child-centered and curiosity-driven. We prioritize student-led exploration, allowing children to guide their learning through hands-on experiences and inquiry-based projects. Using the Montessori approach, we create an environment where children develop independence, critical thinking, and self-direction. Our Big Idea Projects stem from the children's own interests and questions, allowing them to dive deep into topics they are passionate about. This fosters creativity, problem-solving, and a love of learning, while also nurturing social and emotional growth. Our curriculum emphasizes exploration, outdoor play, and developing a strong foundation for lifelong learning, all within a Christ-centered framework that cultivates character and spiritual development.
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.
The Montessori hands-on activities and inherent organization of the class allows for flexible pacing and personalized growth. One-on-one lessons are presented when readiness is observed, and the multi-year groupings allow for individualized academic and social stimulation and pace. Independent learning strategies enable personalized pacing in all subject areas.
Our curriculum is accelerated because learning is deeply relevant and hands-on. By engaging students in real-world projects and inquiry-based learning, children are able to excel rapidly as they connect what they’re learning to meaningful experiences. This practical approach fosters mastery, enabling students to advance earlier than their provincial peers.
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.
Although an advanced curriculum content, each student is supported and expected to work and progress to his or her individual potential. Student capabilities, attitude, and internal drive are reflective of their overall academic performance. High expectations are established for intellectual and personal development in areas that can include strength of character, self-regulation, and respectful nature. Modifications are made as needed to meet individual needs. Students advance in areas of strength, while developing skills and subjects requiring further practise.
At The NEW School, our academic culture is supportive, focusing on the learning process rather than just outcomes. We maintain high standards but emphasize curiosity, creativity, and a love of learning. By fostering a passion for learning, students build confidence, resilience, and a lifelong curiosity for knowledge. Mistakes are seen as opportunities for growth.
"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.
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 intellectual and personal growth are equally essential in developing the emotional, intellectual, social, and physical aspects of the whole child. High academic and personal standards and expectations are established and support is provided to enable each student to work to his or her fullest potential, given their individual capabilities.
At The NEW School, we aim to shape students into balanced, thoughtful, and resilient individuals who are equipped to navigate the complexities of life. Our focus on emotional development ensures that students learn to manage their emotions, build strong relationships, and develop empathy and resilience. Through a Christ-centered and growth-oriented approach, we encourage curiosity, independence, and a love of learning. Our students are not only prepared to excel academically but also to become compassionate leaders who make a positive impact on their communities and the world. By fostering both intellectual and emotional growth, we strive to cultivate confident, creative individuals who are equipped with a strong moral compass and the ability to think critically and compassionately.
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 | |
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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.
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| Learning disabilities | ||||
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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| Developmental | ||||
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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| Physical | ||||
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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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
Some children with learning differences can be accommodated in our regular classes. Special education classes are not available. Once a Montessori Personal Education Plan is determined, class teaching staff is offered informal support and guidance to implement any accommodations/modifications. Children are assessed on an individual basis to ensure a good fit between our program and the individual needs of the student.
At The NEW School, we are committed to providing a supportive and nurturing environment for all students. However, due to the nature of our program, we are not equipped with the specialized resources to support children with physical or psychological learning difficulties. While we emphasize a hands-on, individualized approach, we recommend that families with clinically diagnosed learning disabilities consider schools with specialized support services tailored to those needs. Our focus is on fostering a balanced, Christ-centered education, and we believe that for some children, another school might be better suited to provide the comprehensive support they require.
Peel Montessori provides an environment that encourages children to grow and develop to their potential. Experiential, tactile exercises and our ability to personalize the program to fit individual learning needs, results in a small number of children considered for our program. Careful observation and/or psycho-educational assessment allows us to determine whether our program can meet each individual learning difference, as we aspire to provide realistic, attainable support. A student’s capabilities are assessed including their strengths, challenging areas, and learning style. Should our program not be a good fit, or if it cannot meet the student’s needs, referrals are provided.
At The NEW School, we are committed to providing a supportive and nurturing environment for all students. However, due to the nature of our program, we are not equipped with the specialized resources to support children with physical or psychological learning difficulties. While we emphasize a hands-on, individualized approach, we recommend that families with clinically diagnosed learning disabilities consider schools with specialized support services tailored to those needs. Our focus is on fostering a balanced, Christ-centered education, and we believe that for some children, another school might be better suited to provide the comprehensive support they require.
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
0%
0%
$0
$0
95%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 1 - 8
No
No
No
No
Yes
No
No
No
No
No
At The NEW School, we are looking for curious, independent learners who are eager to engage in hands-on, inquiry-driven education. Students who thrive here are open-minded, creative, and passionate about exploring the world around them, whether it's through nature, academic projects, or real-world experiences. A strong sense of responsibility and the ability to collaborate with others are also key qualities for success. Our ideal students embrace a growth mindset, are motivated by challenges, and are excited to develop both academically and personally within a faith-based, balanced environment.
Our personal approach to the admissions process works as a two-fold opportunity for us to get to know your family and for you to explore what makes our school so unique. Together, we ensure our school’s core values and mission match your vision for your child’s educational journey. Site visits must be booked before Registration forms can be accepted.
Our families believe in and honour the educational partnership with the school. Families, visitors, and the whole school team collaborate to create a loving, joyful, innovative learning experience for our students. Registrations are accepted year-round based on space availability, however, we do have a timeline for Early Decisions. Free Trials days are offered to our perspective grades students in order to assure new students integrate into our alternative school well.
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