189 Weldrick Road East, Richmond Hill, Ontario, L4C 0A6, Canada
101 Scarsdale Road, Toronto, Ontario, M3B 2R2, Canada
1986
1989
600
140
Preschool to 8
Nursery/Toddler to 12
Coed
Coed, Girls
Day
Day, Homestay
English, French
English, French
Science and technology
Academic
Traditional, Montessori
Liberal Arts
16 to 20
8 to 15
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$25,000 to $26,800
$14,100 to $25,250
No
Yes
0%
35%
None
JK to 12
$0
$1,800
50
8
0%
0%
0%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nov 17, 2020
Rolling
Not available
Not available
Yes: grades Preschool - 8
Yes: grades 8 - 12
No
No
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RHMS was established in 1986, and has grown considerably over the years to where it sits now with an annual student population of 600. That’s big in the world of private schooling, particularly given that the program only covers preschool through Grade 8. Size can be a strength, to be sure, and Richmond Hill is a prime example of that. The program is broad and deep, with extensive curricular and extracurricular offerings. The campus has been developed throughout the life of the school, and today is an example, in every way, of how good a facility school can be, both aesthetically and practically. Classroom appointments are up to date throughout, including in-class technology that incorporates a full range of instructional devices and applications. All resources are applied in sympathy with the core program of the school and the values that undergird it. And, despite the size of the student population as a whole, the segmentation of the primary and elementary programs, in consort with the low student to teacher ratios, the lived experience of the school is quite close-knit and personal. Over the past three decades plus RHMS has done a lot, and in all the right ways, and the school certainly lives up to its reputation.
View full reportAs the only all-girls' Catholic independent school in Toronto, Hawthorn provides a unique and very specific program, one that focusses on the needs of girls while providing instruction through a Catholic lens. It was founded relatively recently—it celebrated its 25th anniversary in 2014—through the instigation of a group of parents who wanted the kind of academic specificity that the school continues to promote today. And, truly, there's no other school like it: girls are challenged to pursue passions in the full range of academic pursuit, STEM primary among them. Character, too, is a primary focus, including an expression of self. The ideal student is one who thrives within a supportive yet academically challenging environment.
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"My two favorite things about Hawthorn are the teachers and the environment."
Ximena Saishio - Student (Nov 29, 2022)
Hawthorn School is wonderful. My two favorite things about Hawthorn are the teachers and the environ...
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"Hawthorn is an engaging community where everyone is appreciated."
Adriana Alfaro - Student (Jan 11, 2023)
Hawthorn is a good school. The students are inclusive and the teachers are great at teaching. The on...
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"The women who lead the school are truly admirable."
Yineska Saavedra - Parent (Feb 28, 2023)
Hawthorn School has provided an environment for my daughter to blossom and for us to be part of a co...
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"Over more than three decades of service, we have educated thousands of children in our positive and progressive learning environment. Our methods empower children to form their own identity, and strive with ambition towards the goals that they choose. The foundation that our private school provides, gives children the tools to succeed at higher levels of education and beyond."
"Hawthorn is proud to be the only independent, Catholic-inspired, all-girls school in Toronto. Our tailored size facilitates a personalized and enriching experience, where each girl is known and flourishes in every aspect of school life. With a 100% university acceptance rate, Hawthorn provides a classical liberal arts education focusing on cultural literacy, critical thinking, and growth in virtue through our character education program. Hawthorn graduates live the school’s mission by "living the truth in charity.""
"Specialization is a key component of RHMS. One key area of specialization at RHMS is the STEM Program. It is a meaningful cross circular platform of Science, Technology, Engineering and Mathematics. This program encourages students to be creative, take risks, engage in hands-on learning and hone their problem-solving skills. This program also serves to help mentor our students for future careers in STEM fields."
"Our goal is to make a difference in each girl’s life and we take that to heart. Although what the Hawthorn Difference will mean for each girl will depend on their individual needs and goals, the way it is delivered is set upon a common foundation of five key pillars: Pursuit of Excellence in Education, Personal Mentorship, Partnership with Parents, Leadership through Service, and All Girls Advantage."
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"Why choose RHMS? We provide a positive learning environment, we retain an outstanding staff, we cultivate active community leaders, we inspire a healthy lifestyle, we deliver an innovative curriculum and most of all we empower children."
"Hawthorn’s all girls environment, small class sizes, and one of the lowest student-to-teacher ratios in the country, provides a unique kind of student-by-student learning that is proven to differentially prepare students for reaching and succeeding in the next phase of their learning-and beyond. We respect the shared goals of our students and their families. We pride ourselves not only on preparing the girls for a postsecondary education, but also on helping them to succeed in their life’s path."
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"RHMS takes the standard curriculum and enriches and extends it. Our teachers research and carefully select the most effective text and resource materials that will enhance in class discussions and hands-on learning in every discipline. This way our RHMS student’s enjoy unique and exciting learning that will last a lifetime."
"We respect the shared goals of our students and their families. We pride ourselves not only on preparing the girls for a postsecondary education, with a 100% university acceptance rate, but also on helping them to succeed in their life’s path – no matter what it may be. Our curriculum provides cultural literacy, critical reasoning skills, and aid in the growth of virtue, in a smaller school environment that allows teachers and mentors to know every girl, their personal interests and abilities."
"One of our most important goals at RHMS is to foster the development of responsible global citizens. Simply put, we encourage our students to be good people. Starting with their immediate community and then going beyond. This goal begins with modeling examples of ways to do so and then working together with students on a variety of good will initiatives."
"One of the ways that we keep making a difference is by listening and changing, but not only the requirements of an increasingly competitive and complex world – but by listening to and working together with parents. Hawthorn was founded upon the principal belief that parents are the primary educators of their children, and our commitment to educate together in partnership with them, is part of what continues to make Hawthorn different."
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Dear Friends,
Be it ever so beautiful. There’s no place like home. (L. Frank Baum)
Richmond Hill Montessori Private School is my second home; and a home-away-from-home for our students and teachers. Each morning when I arrive, I am reminded how fortunate I am to be here.
The spirit thriving within these hallways is powerful. It’s a testament to the school’s culture, developed over decades of passion, friendships and education. Students, faculty, and parents form this incredible community; a community that is caring, compassionate and supportive – an environment truly fostering the love of learning.
My own journey at RHMS began in the classroom, back in 2006. I have filled the shoes of many diverse positions, each with it an opportunity to learn about the school from another angle, and to understand the complexities of each role.
It humbles me to have a steady stream of former students and alumni, returning to share their great feats, and many adventures. Knowing the considerable victories they achieve each year not only motivates me, but reinforces the notion our school’s community is empowering young minds to find ambition and purpose in life.
Soon, my own children will be joining the RHMS community and walking its bustling, bright halls; they’ll witness all that RHMS has to offer, including innovative curriculum, cutting-edge resources, a variety of extra-curricular activities, enthusiastic peers, and a team of knowledgeable and supportive teachers. What a great joy it will be to watch my children grow, develop and find a sense of belonging here, like so many children before them have.
RHMS’ culture is organic; it is grown from within -- I want to thank our teachers and faculty. Your commitment to students’ well-being and your own professional development move me each day.
And of course, thank you to the RHMS parents, who have continued to provide ongoing commitment and support. We remain dedicated to upholding our promise to you, “To nurture each child’s distinct talents and ensure every child feels comfortable, challenged and confident they can achieve anything.” By working together, we can encourage students to accomplish incredible things.
For families interested in learning more about RHMS, I welcome and encourage you to visit and experience our programs first-hand. You too may find your home-away-from-home.
C. Ingravalle
Principal
Welcome to the Hawthorn School profile and thank you for your interest in our school!
As many of you are aware, halfway through the 2019-2020 school year, the education system faced an unusual challenge. Schools were forced to move from conventional in-class learning to exclusively virtual classrooms almost overnight. At Hawthorn, we are pleased to say that we were able to get our online classes up and running with almost no delay, due to the adaptability and dedication of our faculty and staff. All the way from the children in the Daycare to the Upper School students, adapted to the needs and capacities of the different age groups, we were able to provide both synchronous and asynchronous learning opportunities. Despite the challenges, teachers were able to address all aspects of the curriculum.
Even as the school year was finishing we were preparing for the possible scenarios we would face in the fall. We are so grateful for each of our families - including our students, our faculty, and our staff, who came together in these past months and who make Hawthorn an exceptional place to learn, to teach, and to work! In the past months and weeks, we’ve come a long way and many people have worked hard to make it possible for us to start our school year with full time in-person instruction, five days a week, knowing that we have done everything possible to ensure the safety of our staff and students.
Thank you parents for considering entrusting us with the education of your daughters. We know that you have many options, especially this year, and we are grateful for your interest in choosing a Hawthorn education for them. We continue to remain dedicated to our mission and parents are a key part of what we do here. There are many things that have changed this year due to our current situation, from the extra sanitization of our school to the additional screening procedures. At the same time, much remains the same - we are committed to communicating with parents and to helping them raise their daughters to be women of integrity and faith, the leaders of tomorrow.
We are so happy to see our students back at school and in person. Though the past few months have been challenging at times we are very proud of how they have risen above the difficulties and not let the situation prevent them from continuing to learn and grow. One thing that we can say for sure is that this year will still not be business as usual, to know that they need look no further than the plexiglass sneeze guards on the desks and the masked faces that are around the school. These measures are for the safety of everyone and allow us to return to in person learning. It sometimes seems like a lot, the things that we need to do and the many things that are not possible. One thing that we want all our students and prospective students to know is that at Hawthorn, they are never alone in their struggles. Here they are surrounded by people - friends, parents, teachers, and mentors - that they can rely on every step of the way.
At Hawthorn we have an amazing group of dedicated people, including support staff and teachers. It is a great joy and privilege to work with them every day. Our faculty have time and time again shown how dedicated they are to their students, not only their academic learning but also their character development and emotional well-being. They have truly risen to the occasion and accepted the challenge of teaching in these new circumstances. We are very grateful to them for all that they do!
This year is going to be an amazing and memorable one because we know that everyone will be working together, following the guidelines and helping us with our goal of keeping the school open. The way that we will accomplish this goal is by paying attention to all the small details and doing our work well and with love.
To those that are interested in a Hawthorn education, we would be delighted to welcome you into our family! Our admissions director, Rhonda Wood, would be happy to speak with you and guide you through the process of applying to Hawthorn. Please contact her at 416-444-3054 or by email at [email protected].
Liberal Arts
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
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At Richmond Hill Montessori Private School (RHMS), one of our directives is to bring the world into the classroom using a multitude of resources. The transformation of classroom into 'real world' requires not only physical resources such as textbooks, exercise books, maps, globes and an ongoing emphasis on incorporating technology into the classroom via everyday computer usage, presentations, smartboards, and other digital devices; it also requires very important abstract resources such as imagination, vision, and passion. These are all encouraged under the careful supervision of our nurturing staff. We believe that, together, these components are essential for a student's success in advancement of knowledge and development. RHMS is committed to remaining current and preparing its students to participate fully and effectively in today's society. That being said, it is our mission to ensure that the traditional core knowledge and the educational philosophy at the preschool and elementary levels has been, and will continue to be, consistent over time.
In the Lower School students develop a love for learning, and build social skills and work habits in each area of a well-rounded academic program. In the early grades, the curriculum focuses on a systematic approach to cultivate phonetic, literacy and mathematics skills. Lower School students develop outstanding literacy and numeracy skills, generally testing about one year ahead of the Ministry of Education requirements. Hawthorn's Upper School delivers an ambitious liberal arts education, preparing the leaders of tomorrow for university, the workplace, family life and the world beyond. The requirements of the Ministry of Education for the Ontario Secondary School Diploma are surpassed through learning opportunities both inside and outside the classroom. Hawthorn's compulsory courses fine tune students' capacity for critical thinking, round out their cultural literacy, and serve to educate the whole person: body, mind and soul.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Our Mathematics program is rigorous and demanding and includes learning basic mathematical principles and operations while developing problem-solving skills. Our students are given a solid foundation of core mathematical concepts to assist their understanding of more complex questions. Expectations for pencil and paper skills in mathematical operations are very high. Students are taught to describe what they are doing in mathematics and to explain why they are doing it. Students are able to identify the relationships between mathematical concepts and everyday situations and to make connections between mathematics and other subjects. Mathematics and numbers are used throughout our daily lives for financial planning, shopping, telling the time, driving, cooking, and so much more. Learning mathematics can often be a challenge for our logical and practical thinking; however, it is a necessary tool we cannot live without.
The curriculum used at Hawthorn is the Saxon Math Program. This program has a unique pedagogy of systematic introduction of mathematical concepts by incremental development. This strategy introduces concepts in small, easily understandable pieces in lessons over the course of an academic year. These concepts are continually practiced and reviewed on a daily basis. Complementing the continual practice and review are the frequent cumulative assessments which enhance learning so that students can correct errors of understanding before those errors become ingrained. The Upper School curriculum follows the course objectives set out by the Ontario Ministry of Education.
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Gr 1-7 Saxon Math Gr 8 MATH MAKES SENSE Gr 9, 10 PRINCIPLES OF MATHEMATICS 9, 10 (NELSON) Gr 11 FUNCTIONS 11 (NELSON) Gr 12: HACOURT MATHEMATICS, NELSON, (MCGRAW-HILL
Phonics-intensive
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.
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.
Language is a core subject that is practiced on a daily basis. For a child to grasp the concepts of science, history, or geography, they must first be well-versed in language. The Montessori reading and writing learning sequence is categorized in three coloured-coded levels: the Pink, Blue, & Green series of readers. Once a child masters a level they move on to the next series. The Pink series focuses primarily on a child learning phonetic sounds, building and reading three-letter words. The Blue series places emphasis on learning how to read and write consonant blends. The Green Series introduces more challenging words that contain silent vowels sounds and phonograms. The Pink, Blue, and Green series create a solid foundation in language and provide a natural flow of Montessori phonetic education.
The first level of the reading program, which consists of 160 lessons in total, is designed to set the stage for word reading. Students learn how to discriminate between sounds and take part in pre-reading exercises, which contain decoding, symbol identification, rhyming and comprehension activities. This allows the students to begin to read simple, regular words by sounding out each word and saying it quickly. The students are also taught to sequence and follow directions, and are guided in sharpening auditory skills. They learn the importance of forming strong work habits as well as working independently and neatly on corresponding take-home sheets. They are encouraged to develop their ability to pay attention and learn to participate as part of a group.
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
In personal, academic, and workplace situations, students need to write clearly and coherently with precision and style. While doing so, they must also accurately apply the conventions of language, grammar, spelling, and punctuation. Our extensive program gives students the tools to develop confidence in their writing skills.
The Hawthorn writing curriculum uses a blended structure and style program. Various writing structures are taught throughout the year. These structures are repeated in the grades. Elements of style are taught overlapping the various writing structures. Students progress through the stylistic techniques according to their ability and their mastery of the stylistic techniques.
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science is both a body of knowledge and an experimentation process within the natural world. Our Science program encompasses a set of principles and methods for investigating all aspects of the physical world. Theories and methods are constantly re-evaluated as new information becomes available. Students are taught to have a deep respect for the environment and are shown ways to act as environmental stewards. Our Science program allows students to learn of scientific accomplishments, past and present. In addition, students have the opportunity to experience scientific studies that inspire a sense of wonder and respect for life and the environment. Our students are guided through the scientific process of developing a hypothesis, followed by experimentation, evaluation, and reaching a conclusion.
The Science curriculum at Hawthorn focuses on giving the students a love for and appreciation of the natural world. The study of the world through the scientific method allows the students to develop the intellectual processes necessary to understand the idea of objective truth. Students are encouraged in the development of scientific curiosity through an emphasis on hands-on activities and experiments. The knowledge gained through these lessons and investigations fosters the virtues of co-operation, of respect for others and materials, and responsibility towards our environment. These, in turn, promote a sense of global citizenship in our students. The development of independent intellectual inquiry is further enhanced through the Science Project during alternating years. The Science Project is an integral part of the science curriculum and grades 1 – 7 prepare science projects under the guidance of their science teacher as an enhanced learning experience.
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
Physiology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
The literature we provide students is very stimulating with a highly educational content. Accompanying the text is a multitude of reading comprehension exercises that require imagination, critical thinking, and attention to detail. Our students are encouraged to read independently and, in doing so, actively participate in a Reading Log program that expands on their reading choices. Students also write book reports to enhance their reading comprehension abilities. Exploration of literature allows for an extensive analysis of vocabulary. Building and elaborating on this new vocabulary provides students with a tool to research and discover all possibilities that the world has to offer.
The writing program follows the Institute for Excellence in Writing’s Blended Structure and Style Curriculum. This program guides students through different structural models of writing. Each month is spent on a different structure. This sequence of structures is repeated every year to help students develop excellent writing skills. Stylistic techniques are taught simultaneously in a personalized cumulative manner so that students can achieve a mastery of each technique. A beautiful aspect of this program is that grammar is taught implicitly within the stylistic techniques.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
At RHMS, the Social Studies curriculum is designed to give our students a solid knowledge of geography; an appreciation of the past through the study of history, helping them develop an understanding of the present; and how to apply this knowledge to daily life. We view our multicultural RHMS family as the perfect starting point to take our students on a fascinating journey around the world to study different environments, languages, architecture, literature, music, art, and traditions. This helps them develop pride in all achievements and responsibility for the future. Our Social Studies curriculum is integrated at all levels and exposes our students to a variety of hands-on activities meant to broaden their experience with various topics presented at different levels.
The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of western culture and history as well as a more particular knowledge of Canadian history. Students examine western culture from its’ roots in the ancient civilizations of Egypt, Greece and Rome through Medieval times to present day Canadian society. Canadian history is emphasized in order to give an intellectual basis for each student’s patriotism. As well, the novel study in the English curriculum and studio projects in the Art curriculum are linked to the periods studied in order to give the students a breadth of cultural exposure.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
At the Intermediate (Grade Seven and Eight) level, RHMS introduces its students to the world of business and the economy. This provides an opportunity to explore technology; understand ethics, the community, and the environment; and how these rapidly changing issues relate to business today. It further explores the nature of the competitive global economy and investigates how individuals and societies can gain the information they need to make appropriate economic decisions. Students are introduced to macroeconomics and microeconomics; applying economic models and concepts to interpret economic information; assess the validity of statistics; and investigate marketplace dynamics. Students use economic inquiry and communication skills to analyse current economic issues, make informed judgements, and present their findings.
Students discover the truth about the human person and the human experience through their education in the humanities. Integration with the other disciplines and subject areas (classics, mathematics, sciences, arts, health and physical education) completed the context in which critical thinking and cultural literacy are achieved.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French is a key component of our core curriculum. The ability to speak French in this global age provides a great advantage for students and is a key factor in academic success. Learning our country’s second official language will not only enhance a student’s overall skills in learning, but can also expand his/her career opportunities, promote understanding of different cultures, and create bilingual citizens of our children. Beginning in Preschool and continuing until Grade Eight, our students begin with simple words that eventually grow into complete and complex conversations. Our curriculum focuses on an intense study of grammar, creative writing, and conversations. Learning a second language at an early age is always a positive influence on a young student’s mind. We also believe it is important to learn about other cultures: how wonderful it is that within our own country we have another language to explore and research.
The French curriculum is a comprehensive and seamless program that builds on communication skills throughout the Lower School. Second-language learning strengthens students’ ability to communicate, enhances problem-solving and reasoning skills and increases the capacity for creative thinking. Learning a second language not only strengthens students' ability to communicate, but also develops their capacity to understand and respect other cultures. At the end of the Lower School students should have a solid base to achieve fluency through the Upper School curriculum.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Through the study of art, students are taken on a journey of discovery, development, and a quest for creativity. Beginning with the basic principles of art theory and technique, we complement their newfound knowledge with the study of Art History. We believe, to appreciate an art piece, a student must experience the joy of creation. Painting, sculpting, and drawing provide an outlet for emotions to surface in a positive way. At RHMS, we provide a well-rounded education in fine arts. This provides students with a solid appreciation of the world around them, from the CN Tower to Monet’s creations at the AGO to the city’s landscape.
The art curriculum is designed to facilitate an appreciation for art through the study of art history, various artistic techniques and mediums. The curriculum encourages self-expression through the creation of two and three dimensional art projects. The visual arts include the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, and photography, as well as crafts. The curriculum is intended to help students develop their creativity, and technical abilities as well as the ability to communicate with other people through visual images. In learning to express themselves in visual ways, students will sharpen their powers of observation. In developing the ability to analyze and describe works of art from various historical periods and in different styles, they will also learn to understand and appreciate a wide variety of art works. Studio projects that link the social studies curriculum to the art program will be used to enhance cultural literacy.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Today’s child is more engaged with technology than ever before. Children intuitively and quickly learn to navigate electronic devices to surf the Internet, draw on a tablet, and create highly imaginative and complex structures in videogames, all with very little guidance. The objective of the RHMS Computer Studies Program is to have students become digital creators, not merely digital consumers. Our curriculum bridges the gap between students’ technological experiences and their understanding of how technology is made, and its functional use and purpose in the future.
Hawthorn recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. In order to support information literacy in both the Lower School and Upper School, students are taught through the curricula and through specifically designed workshops how to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively. In support of media literacy, students are taught to analyze media (social sciences) and create media products (data management, visual arts, yearbook, and others). To help students achieve information and communication technology literacy the computer lab. is used to teach students to apply technology effectively.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our Physical Education program builds on the concepts learned at the preschool level by promoting self-confidence and reinforcing the benefit of physical fitness in maintaining good health. Our program fosters an environment where students can learn the skills, techniques, and rules of a broad range of sports such as ball hockey, badminton, volleyball, and basketball, among others. Our students build strength, endurance, flexibility, balance and co-ordination, and develop confidence, creative expression, freedom of movement, problem-solving skills, and the ability to work as a team to reach a common goal. Our two gymnasiums are well equipped with age-appropriate sports equipment and protective gear.
Hawthorn's approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. Healthy Living—students will relate healthy eating practices and active living to body image and self esteem, and outline a variety of issues related to health and wellness. They will investigate issues related to the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, and social skills. Fundamental Movement Skills—students will combine a variety of movement skills in participating in physical activities: locomotion, manipulation and stability, and demonstrate the principles of movement while refining skills Active Participation—students will participate on a regular basis in physical activities that maintain or improve physical fitness
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The Montessori philosophy and method of teaching fosters a loving, independent environment tailored to the individual needs and development of each student. Our Montessori classrooms include students who are three, four, and five years of age, providing opportunities for learning, helping to create a sense of community where everyone contributes to and takes responsibility for the functioning and maintenance of the environment. The older children provide leadership and guidance, and act as models for the younger children; they benefit by helping the younger children, reinforcing skills and knowledge previously learned, and gain satisfaction and self-worth by helping others.
Students are exposed to a wide variety of subjects and their natural curiosity is encouraged to help them gain knowledge of the world. The core subjects of mathematics and language are carefully structured to help young students develop their ability to think logically. A well-rounded education is provided through the other specialty subjects, including French, art, music, physical education and science. Students learn sound study skills and work habits in each area.
Accelerated
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 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).
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “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”.
At RHMS, one of our directives is to bring the world into the classroom using a multitude of resources. The transformation of classroom into 'real world' requires not only physical resources such as textbooks, exercise books, maps, globes and an ongoing emphasis on incorporating technology into the classroom via everyday computer usage, presentations, smartboards, and other digital devices; it also requires important abstract resources such as imagination, vision, and passion. These are all encouraged under the careful supervision of our nurturing staff. We believe that, together, these components are essential for a student's success in advancement of knowledge and development.
Hawthorn School for Girls has a two-fold goal: academic excellence and character education. In order to help the students develop strength of character, it is important that they be well informed of their responsibilities, both academic and personal, within the school community.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Hawthorn educates its students in academic excellence and character formation by providing the necessary means to grow in knowledge, virtue and responsibility. Freedom and responsibility require an informed intellect, a strong will, and emotional tranquility. The school integrates all aspects of formation - intellectual, spiritual, human, and social - within a liberal arts education. Our formal educational goal describes this as an integral education, and places special emphasis on the development of natural virtues.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
Mild learning difficulties are typically accommodated. If a difficulty is such that school staff are not qualified to provide the appropriate support, parents are informed and the school works together with them to take the appropriate steps which may include to find a school which is a more appropriate fit.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
0%
35%
$0
$1,800
0%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nov 17, 2020
Rolling
Not available
Not available
Yes: grades Preschool - 8
Yes: grades 8 - 12
No
No
No
No
Yes: grades 1 - 8
Yes: grades SK - 12
Yes: grades 5 - 8
No
No
No
Hard working students, ready and willing to learn. Capable to work well with others, friendsy, cheerful and with good attitude.
We understand that choosing the right school not only for your child but for your entire family is an important decision and one that requires a great deal of care and research. We would like to therefore give you the opportunity to learn more about our school, through a personal orientation visit. During the orientation you will view our facility, see our classrooms and be given sufficient time to ask all of the questions necessary to assist you in this very big decision. You will also be provided with information pertaining to program availability, curriculum, policies and guidelines, school fees and hours, as well as all application registration documentation, including a step by step, concise outline, of the complete registration process.
To book your orientation visit please contact us at 905-508-2228.
We thank you again for the interest you have shown in Richmond Hill Montessori Private School and we look forward to meeting with you in the near future.
Filled Application with all required documentation: a $100 non-refundable fee, a teacher recommendation (for grades 1-12), a recent photograph, copies of the last two years of report cards, a copy of birth certificate or passport.
Entrance assessment (SK to gr. 12)
Applicant interview (Upper School)
Parent interview (All Grades)