964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
38 Ellerslie Ave., Toronto, Ontario, M2N 1X8, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
38 Ellerslie Ave., Toronto, Ontario, M2N 1X8, Canada
5,699.0 km
5,691.5 km
1992
2000
150
125
Preschool to 8
Preschool to 8
Coed
Coed
Day
Day
English
English, French, Spanish
Academic
Academic
Progressive, Montessori
Montessori
Varies
16 to 20
Learning, Developmental
Dedicated gifted school
Dedicated gifted school
$7,500 to $15,000
$10,000 to $18,000
No
No
0%
0%
None
None
$0
$0
13
10
0%
0%
95%
100%
information not available
information not available
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 reportTFMS is unique in that it provides language immersion beginning in the early years, and that it does so within a Montessori setting. What makes the program even more unique is that it does all of that through a Christian lens, bringing spiritual awareness and growth into the core of the program. The community of the school is small and close-knit, and parental involvement is welcome, something which is also an important draw for the families that enroll here. Ultimately, TFMS has a lot to offer, and it’s the combination of those offerings that make the school so unique. Yes, academics are important, just as they should be, but TFMS intends to deliver students into their high school years confident in their ability, their relationships with others, and their place in the world.
View full reportinformation not available
Family feeling, small class sizes
sam cringan - Parent (Feb 03, 2018)
My daughter absolutely loves Toronto French Montessori School. it has a very family feeling and the ... 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!"
"At TFMS, French is central to our bilingual Pre-K to Grade 8 program, with daily instruction by native-speaking French and English teachers. Spanish begins in Grade 1, adding a third language. We are a private, non-denominational Christian school grounded in four pillars of growth: spiritual, intellectual, emotional, and physical. Rooted in Montessori, our small classes foster independence, curiosity, and confidence in a caring, values-driven community."
Information not available
"We integrate authentic French immersion with Montessori methodology in a way that extends through Grade 8. Students do not simply learn French as a subject — they live it daily across disciplines. At the same time, our Montessori structure ensures that learning is individualized, experiential, and developmentally aligned.
Additionally, our trilingual exposure (French, English, and Spanish), faith-based character development, and emphasis on leadership in the middle years create a well-rounded and distinctive educational experience."
Information not available
"To preserve small class sizes and individualized attention, we intentionally limit enrollment. This means we grow thoughtfully rather than rapidly. We also prioritize depth of learning over excessive extracurricular programming, ensuring that academics, character formation, and language mastery remain central.
Maintaining authentic bilingual instruction and Montessori-trained educators requires significant investment in specialized staff and training — a commitment we have chosen to uphold consistently."
Information not available
"Key milestones include:
-Establishing a strong Montessori foundation in the early years
-Expanding programming through Grade 8 to support long-term academic continuity
-Strengthening French immersion as a defining feature of the school
-Integrating Spanish into the curriculum beginning in Grade 1
-Developing hybrid learning capacity to ensure academic continuity when needed
Each of these steps reinforced our identity as a bilingual, Montessori, faith-based community serving students from early childhood through adolescence."
Information not available
"Students who thrive at TFMS are:
-Curious and open to hands-on learning
-Comfortable in a structured yet independent environment
-Motivated to learn multiple languages
-Respectful and community-minded
-Willing to take responsibility for their own growth
Children who benefit from individualized pacing and who enjoy working both independently and collaboratively do especially well."
Information not available
"Families seeking a very large, highly competitive academic environment or one focused primarily on elite athletics or extensive extracurricular specialization may find our model different from their expectations.
Additionally, families who are not aligned with Montessori’s emphasis on independence and student responsibility, or who are not supportive of bilingual learning, may find the program less suitable."
Information not available
"Families often choose TFMS for:
-Authentic French immersion within a Montessori framework
-Small class sizes and personalized attention
-A safe, values-centered environment
-Strong academic preparation through Grade 8
-The addition of Spanish as a third language
-A close-knit and welcoming community
Many families appreciate that their children are known personally and supported holistically."
Information not available
"We are generally seen as a nurturing, academically strong bilingual Montessori school with high standards and a close community atmosphere. Families often describe us as warm, structured, and values-driven."
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"Our middle school program is sometimes underappreciated. While Montessori is often associated with early childhood, our Upper Elementary and Middle School programs emphasize leadership, critical thinking, advanced language development, and preparation for high school success."
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"Families are often surprised by:
-How confidently students communicate in multiple languages
-The level of independence students develop at a young age
-The academic rigor within a Montessori environment
The strong sense of responsibility and leadership demonstrated by older students"
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"Recent developments include:
-Strengthening the extracurricular activity portfolio
-Continued curriculum refinement across grade levels
-Enhancing language programming
These improvements ensure academic continuity, innovation, and excellence."
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"Over the next five years, TFMS will continue to:
-Strengthen its bilingual and trilingual programming
-Expand leadership and experiential learning opportunities
-Invest in faculty development and Montessori excellence
-Enhance technology integration while maintaining hands-on learning
-Deepen its faith-based character formation and community engagement
Our growth will remain intentional: preserving small class sizes, personalized learning, and a strong community culture while preparing students for an increasingly global future."
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.
Our duty and commitment at Toronto French Montessori School is to provide the best possible education to our students and ease their entry to their high schools. Furthermore, we provide guidance and answers to their expectations at the next level of their life experience.
Our qualified teachers are deeply committed to their students' academic development, dedicating their time to provide an enriched and rewarding learning experience both in French and English.
I am proud of all our students at Toronto French Montessori School. Heartfelt thanks go to the parents, students and staff that have contributed to making the school community what it is today. We are also blessed to be surrounded by such wonderful families.
Together we will continue dedicating ourselves to assist our students and to build a better future for them.
Montessori
Information not available
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.
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.
Not applicable
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
TFMS is a private independent school which places emphasis on the four pillars of personal growth: spiritual, intellectual, emotional and physical. This is gained through a strong dedication to academia and discipline. Students choose which “tasks” or activities interest them; these tasks centre around special Montessori manipulative apparatus that allow children to self-correct if needed. This allows the children to work independently. 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.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
The math program utilizes a series of sequential steps that enable the child to learn from concrete materials while moving to abstraction. Lessons are given individually and in small groups. The child practices with the math material until he or she is confident with their level of understanding and is able to do the math abstractly. Practical real life applications of math are incorporated to reinforce understanding
Information not available
There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
Information not available
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.
Reading is learned through the use of a variety of individually paced, phonetically based materials. The study of grammar and analysis of sentences is introduced through impressionistic lessons
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.
Emphasis is placed on the development of strong skills in composition and creative writing. The study of grammar and analysis of sentences is introduced through impressionistic lessons. Research and critical thinking skills are encouraged as early as first grade. The language arts program also includes: Cursive hand writing, creative writing, phonics, word study, grammar, sentences, reading/book reviews, research/project presentations, oral presentations
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
The science curriculum is deeply integrated with the cultural studies curriculum and the presentation of the five Great lessons which center around themes of progress and inter-dependency: Life Science, Physical Science, Earth Science and Scientific Reasoning and Technology, Observation Skills
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Social Justice
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
Information not available
Students are often asked to engage in class discussion and the goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Information not available
The Social Studies curriculum includes History, Geography, and the cultures of the peoples and places of all the countries. Children learn geography through the use of interactive maps with increasing detail. The cultures of peoples of the world are learned through reading, research and discussion.
Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
Emphasis on making learning relevant to students’ present-day experience and assignments centre around projects and tasks that have a "real-world" application/relevance. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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.
Information not available
The Spanish curriculum begins in Grade 1 and goes through until the end of Grade 8. It is based on a communicative and task based approach which considers the children's interests learning process and language acquisition stage. Students work on their listening, speaking, reading and writing skills and learn how to make connections with the language curriculum. Chinese-Mandarin classes are offered for students from Casa up to Grade 8 in an after school/extra-curricular activity format.
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.
Promotes confidence, creativity, discovery and the joy of creating. The focus is upon the elements and principals of design.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
The technology curriculum is taught to the students in the Junior High Grades (7&8). Students learn how to properly type, how to connect their lessons back to the use of technology, and in doing so, their skills are advanced beyond what they would otherwise be from using computers outside of the classroom.
Web design
Robotics
Computer science
Information not available
Through a series of units, the physical education curriculum promotes an active and health life style. Students learn the fundamentals of sports including: Soccer, baseball, co-operative games, floor hockey, basketball, European Handball, Dodge Ball and Track and Field.
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.
Allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori manipulative apparatus -- the essential features of these materials 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.
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).
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.
Children are directed and supervised by their directors/directress on all subject areas, including practical life, sensorial, language art, mathematics, geometry, science, music and physical education. Children are in a mixed age group that allows them to have positive cultural influence among themselves.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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”.
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 Toronto French Montessori School, we have mix aged classrooms and students work independently. The teachers plan lessons accordingly to his/her academic level.and work with them individually or small group. Toronto French Montessori School places emphasis on the four pillars of personal growth: spiritual, intellectual, emotional and physical. This will be gained through a strong dedication to academia and discipline.
"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."
Not applicable
Not applicable
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 Toronto French Montessori School, every student will excel and achieve his/her maximum potential in an atmosphere of kindness, guidance and nurturing, in order to acquire a love of lifelong learning, and to ensure success in the 21st century society.
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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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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| Behavioral and Emotional | ||||
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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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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
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.
Information not available
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.
Information not available
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%
100%
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 1 - 8
No
No
No
No
Yes
Yes: grades 1 - 8
No
No
No
No
Montessori education is ultimately about "real" life; about helping children develop into confident, successful, caring adults who will become valuable members of their community. As educators, we strive to provide our children with the strongest possible foundation from which to grow and develop.
When submitting your application, we require the following:
1. A recent photograph of your child.
2. A copy of birth certificate; baptismal certificate, passport, permanent residence card or immigration documents (if child was not born in Canada).
3. Completed Immunization Record and Allergy Form.
4. Chosen payment marked on Tuition Fee Schedule with accompanying installments. Please do not make payments in cash.
5. A copy of your child’s most recent progress report. (If the student is transferring from another Montessori School or Ministry of Education Program)
All payments of tuition must be made by cheque and post-dated cheques must be submitted with registration. All monthly post-dated cheques must be dated for the first day of each month and every month from August to May. All registration paperwork must be completed and all post-dated cheques must be received before enrollment can be confirmed.
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