3635 Atwater Avenue, Montreal, Quebec, H3H 1Y4, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, Canada
Indirect Support:
3635 Atwater Avenue, Montreal, Quebec, H3H 1Y4, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, Canada
1861
1997
227
160
7 to 12
JK to 12
Girls
Coed
Day, Boarding
Day, eSchool
English, French
English
Academic
Academic
Traditional
Traditional
14 to 18
10 to 13
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$19,347 to $42,558
$20,570 to $28,695
$45,116 to $65,828
Yes
Yes
30%
10%
7 to 11
JK to 12
$8,300
$5,000
38
11
7%
0%
0%
85%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades JK - 12
No
No
Yes: grades 7 - 11
No
information not available
The aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
Read The Our Kids Review of Fieldstone School
The Sacred Heart School of Montreal was founded in 1861, and built around the principles that were at the core of the Society of the Sacred Heart, which was begun by Saint Madeleine Sophie Barat in 1800. Among those principles was to educate girls to take part in society beyond the home or the church. Barat sought to encourage girls to take a transformative role in their communities, something that, it perhaps goes without say, was a unique perspective for the time. Sacred Heart continues to follow that ideal, expressing it within modern curricular and extracurricular programing, including the integration of 21st century literacies and online tutoring. An international gaze, too, is used to inform the program, seen specifically in service trips and international exchanges. The school was unique when it was formed, and it remains at the cutting edge of education today.
View full reportThe aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
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"Teachers are approachable, candid, and work with families in the best interest of the child."
Dania Szanajda - Parent (May 22, 2020)
The SHS of Montreal has been an incredible experience for my daughter. As parents of a special needs...
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"...when I started CEGEP, I actually realized that I had an advantage over most of the other students in my classes that went to other schools."
Natasha Vitale - Alumnus (Jun 24, 2020)
Attending Sacred Heart was the best decision I ever made! The teachers were friendly, approachable, ...
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"I was very happy with the quality of instruction I received because I felt as though it made me well prepared for post-graduation."
Beatrice Mackie - Alumnus (Nov 16, 2020)
My time at Sacred Heart was brief but memorable. Following the closure of my past high school, Sacre...
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"During the admission process, I did go through testing however, it wasn’t a process of elimination to see who was the smartest..."
Lexie Dias - Alumnus (Mar 10, 2020)
My experience at Fieldstone has shaped who I am today! The kind staff and teachers at Fieldstone all...
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"One thing I noticed was that the teachers came every day with a smile, ready to help the students through another day..."
Adham Ragab - Alumnus (Mar 25, 2020)
Fieldstone represented my first exposure to Canadian Society. It was during orientation that I got t...
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"The teachers could be approached with any question and it would be met with kindness and understanding."
Abigail Lewis - Alumnus (Apr 28, 2020)
My experience at Fieldstone King’s College School has been a enriching one that has pushed me to r...
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"Since 1861, we have been dedicated to graduating confident and brave women, full of potential and prepared to take on the world. The school is committed to developing young women of intellect, conviction, compassion and with a sense of justice for all; leading to the MEES Secondary-School Diploma. An all-girls grade 12 program, and boarding, are also available. In a constantly evolving world, choose Sacred Heart to accompany and encourage your daughter on this journey of personal and developmental growth."
"Fieldstone is a small school with big school opportunities – large enough to provide a wealth of opportunities and small enough to support each student’s growth. As a Cambridge School, we teach a curriculum that sets the global standard for education designed to help students develop an informed curiosity and a lasting passion for learning."
"Sacred Heart encourages its students to thrive academically as well as socially, and to strive for greatness, all of which are part of Sacred Heart’s fundamentals and core values. The school teaches its students to feel empowered and brave enough to take on a world that will challenge them in many different ways over the course of a lifetime, but also feel safe enough to rely on their Sacred Heart community for support and encouragement.
Sacred Heart creates a space for students to cultivate a deep sense of empathy and compassion and learn the importance of giving back and making a positive impact on the world around them. Encouraged to embrace diversity and inclusivity, they develop the skills to navigate and appreciate the complexities of our interconnected global society. This holistic approach to education equips students with the tools they need to not only succeed in their personal and professional endeavors but also to become responsible and empathetic citizens of the world."
"Our lower school students begin studying Cambridge English, Mathematics, and Science in Kindergarten and continue to Grade Eight. In the upper school, students continue their Cambridge studies through IGCSE and A Level programming while simultaneously earning credits towards their Ontario Secondary School Diploma (OSSD). Our signature Cambridge-Ontario Dual Programme provides students with limitless opportunities to extend their learning and achieve advanced standing in universities worldwide."
"In adapting to the evolving needs of the student body, Sacred Heart transformed its approach to education and faith. While its roots may have been deeply Catholic, the institution recognized the importance of embracing diversity and fostering inclusion among its students. While Catholic values remain a part of the school's ethos, there has been a shift towards prioritizing faith in a broader sense. This shift reflects a recognition that in today's world, fostering understanding, empathy, and respect for all individuals regardless of their religious affiliation or background is paramount. By promoting a culture of inclusivity and openness, Sacred Heart empowers its students to navigate the complexities of the modern world with compassion, empathy, and a deep sense of faith in themselves and in humanity as a whole. In this way, Sacred Heart remains rooted in its Catholic heritage while also embracing a broader vision of faith that values diversity and inclusion as central tenets."
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"Since its inauguration in 1861, Sacred Heart opened its doors to any girl, regardless of circumstance, who desired a Sacred Heart education. One of its major differentiators is that Sacred Heart has an extremely rich history with many significant traditions and milestones, but one of the most significant moments has recently taken place when the school announced it is becoming fully independent of government subsidies effective September 2024. This change has been planned for several years, and the decision is the result of a thorough and thoughtful decision making process that was guided by the best interest of our Sacred Heart community. With this change, Sacred Heart will be able to stand by its dedication to welcome more young women, both domestic and international, seeking a Sacred Heart education without the need for an English Language Education Eligibility certificate. This is an inspiring new chapter in Sacred Heart’s history."
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"A Sacred Heart student embodies a genuine enthusiasm for learning and approaches their studies with curiosity and dedication, eager to explore new ideas and values teamwork. Empathy and supportiveness are also essential qualities, as everyone at Sacred Heart, faculty and staff included, demonstrate compassion and kindness towards others, fostering a positive and inclusive atmosphere. Respect for others and effective communication skills are important for meaningful interactions, while adaptability and flexibility enable students to thrive in an environment that offers personalized instruction and learning experiences. Ultimately, the Sacred Heart student has a strong desire for personal growth, embracing challenges as opportunities for learning and self-improvement within the nurturing environment of an all-girls high school."
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"If a student is seeking a large high school experience characterized by a bustling campus, the close-knit environment of Sacred Heart may not be the ideal fit. Due to its smaller size, the school offers a more intimate and unified community where students and faculty often have closer relationships. This can foster a sense of belonging and support, as students may feel more connected to their peers and have more personalized interactions with teachers and staff. For students who thrive in larger environments, the personal atmosphere Sacred Heart may feel constraining or lacking in opportunities for growth and exploration. Ultimately, the decision of whether Sacred Heart is the right environment for a student depends on their individual preferences, priorities, and goals for their high school experience. While some students may thrive in the intimate setting and supportive community of a smaller school, others may prefer the opportunities and diversity offered by a larger institution."
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"Students at all-girls schools have higher aspirations and greater motivation than their female peers at coed schools because all-girls’ schools are specifically dedicated to the ways girls learn. Our dedicated, highly qualified faculty understand that girls learn differently than boys and all-girls’ schools are able to focus on girls’ unique learning styles. Our students are then inspired to become informed, engaged global citizens who lead with determination, competence, and empathy."
"• Internationally recognized Core Knowledge and Cambridge curricula
• House system that promotes bonding and mentorship between grade levels
• Music composition in Kindergarten leading to Violin instruction beginning in Grade One
• Annual Shakespeare Production involving all Junior Kindergarten to Grade Eight students
• Character Counts Programme
• Standardized international examinations
• After-school tutorials at no extra cost"
"The most prominent feature of The Sacred heart school of Montreal, as perceived by the public, is its rich history within Montreal’s fabric intertwined with the expansive nationwide Sacred Heart network. Our network not only provides a deep-rooted historical foundation but also offers unique student exchange opportunities, enriching the educational experience for students. Moreover, the school is widely recognized for its warm and caring environment, characterized by small class sizes that foster personalized attention and support. This reputation for nurturing students in a family-like community sets the school apart, making it a beacon of superiority in education renowned for its commitment to holistic development, individualized learning and academic excellence."
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"Access to a worldwide Network of Sacred Heart Schools
Upon enrolment, your daughter becomes part of a worldwide network of sister schools which includes over 150 schools in 41 countries. This network allows us the unique opportunity to offer a diverse and far reaching student exchange program. Access to a worldwide network of sister schools opens up a multitude of enriching opportunities for your daughter's educational journey. Through student exchange programs, she can immerse herself in different cultures, languages, and perspectives, fostering a deeper understanding of the global community. These exchanges not only broaden her horizons but also cultivate lifelong friendships and invaluable cross-cultural communication skills. Additionally, the Sacred Heart network provides access to collaborative projects, joint academic initiatives, and shared resources, further enhancing the educational experience and preparing her to thrive in an interconnected world."
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"The importance of our Sacred Heart Community
When joining Sacred Heart, you develop a common goal with the faculty, staff, parents and alumnae. That goal is to come together and encourage its students to follow their ambitions while supporting them each step of the way, because Sacred Heart is not just a school, at its core, it's a community."
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"Its commitment to improvement of its infrastructure to optimize the educational landscape can be demonstrated by the recent opening of a state of the art Auditorium (2020) and Julia Cianci Wellness Centre (2022).
A well-designed auditorium provides a dedicated space for showcasing drama productions, musical performances, and other artistic endeavors. This not only allows students to showcase their talents but also encourages participation in extracurricular activities related to the performing arts, fostering creativity and self-expression.
The Julia Cianci Wellness Center cultivates the well-being of the students in addition to the staff and educators alike. This space offers an opportunity to participate, engage and communicate freely while putting one’s physical and mental health as a priority.
Investing in such facilities demonstrates Sacred Heart's dedication to providing students with access to high-quality resources and opportunities for growth and development."
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"Sacred Heart’s commitment to excellence in education can be demonstrated through various goals that focus on enhancing student learning, fostering a positive learning environment, and promoting continuous improvement. The Leadership Team encourages and supports teachers in adopting innovative and effective teaching methods, such as project-based learning and technology integration. It provides PD opportunities for educators to stay current with best practices in teaching and learning. The school continually invests in technology infrastructure and resources to enhance the learning experience, including providing access to educational software and interactive learning tools. Facility enhancements which will further enhance teaching and learning are on the horizon."
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At The Sacred Heart School of Montreal, we believe that girls possess incredible potential and are capable of achieving remarkable things. Since the inauguration in 1861, we have been dedicated to providing a nurturing and inclusive environment where students can flourish academically, grow personally, and develop the skills necessary to navigate an ever-changing world. Through innovative teaching methods and personalized attention, we foster a love for learning and equip our students with the tools they need to excel in college, careers, and beyond. We prioritize the social and emotional well-being of our students, providing a supportive environment where they can build resilience and a strong sense of self.
More than a School, a Community
Not only is The Sacred Heart of Montreal located in the heart of Montreal where we have been a part of the city's fabric for over 160 years, but we are privileged to be part of a larger Sacred Heart community. Our network consists of 150 schools across 41 countries and creates a sense of belonging while enabling growth. As a member of this worldwide network, we benefit from a wealth of resources, expertise, and collaborative partnerships that enhance our ability to deliver a transformative education. With this network also comes the opportunity for our students to visit one of their sister schools around the world. We believe that international experiences can greatly enrich one's education and personal growth, and we are committed to providing our students with the chance to broaden their horizons through cultural immersion and academic exploration.
As you explore our school, we hope you will gain a deeper understanding of the vibrant and enriching educational experience that awaits you at The Sacred Heart School of Montreal. We invite you to join our community of trailblazers, innovators, and change-makers, where young women are empowered to embrace their potential and shape a brighter future.
Our Mission
These are only some of the ways that we ensure that our learning environment encourages our students’ progress. As a Sacred Heart network school, our mission is to nurture the mind, body, and spirit of all our students; our five goals allow this mission to develop organically into in-school as well as extracurricular activities that push students to get involved in their communities, develop their social awareness, and seek personal and academic growth. All this and more ensures that all students leave Sacred Heart as well-rounded and accomplished young women.
Fieldstone was founded with two goals in mind. The first was to provide a strong foundation of knowledge upon which each student could build as they move into adult life. The second goal was to create a strong sense of self-worth and self-esteem within each student. The curriculum is used as a vehicle for accomplishing both of these goals. Students will grow in knowledge and self-confidence by being constantly challenged to achieve goals that appear to be slightly beyond their reach. Fieldstone students are presented with academic tasks that they may consider too difficult for themselves. With the guidance of their teachers in a caring and nurturing fashion, students find that indeed they can do what they thought they could not. As a result, their confidence grows and they willingly, in fact, eagerly accept new challenges.
At Fieldstone, we see not the child we meet, but rather who that child will become.
Traditional
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.
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.
Not applicable
Small class sizes guarantee students individual attention from our dedicated faculty. An accelerated mathematics program leads to Calculus in Secondary V. The school also offers an AP course in European History, Psychology and English. French is offered at four levels to match girls' aptitudes, including Français langue d'enseignement, which is equivalent to what is taught in a French school. Sec I & II have the opportunity to take Social Sciences (History and Geography) in French. The Faculty Scholars program allows motivated students to work on an independent project with an expert in the field. Sacred Heart girls benefit from the balance between academic excellence and rich extracurricular programs. Students compete in team sports such as ice hockey, basketball and soccer, and participate in clubs.
Fieldstone Day School (FDS) - JK to Grade Eight: Cambridge Primary and Secondary I stages develop primary learners' skills and understanding of English, Science, and Mathematics. - Cambridge Primary and Secondary I Curriculum: English, Science, and Mathematics. - Core Knowledge: History and Geography. - Ontario Elementary Curriculum: Arts, Music, French, and Physical Education. Fieldstone King's College School (FKCS) - Grade Nine to Twelve: FKCS offers a unique curriculum blending Cambridge IGCSE and A Levels with Ontario courses. The combination of an Ontario Secondary School Diploma and distinguished Cambridge qualifications gives our students a jump start on their university studies.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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.
The overall objective of the Mathematics programme is to produce problem solvers, using mathematical reasoning and communication. At all levels the assessment of Mathematics is based on two competencies, these being Solves a Situational Problem and Mathematical Reasoning. The content of every course is divided into Algebra and Arithmetic, Geometry, and Probability and Statistics. The accelerated programme moves advanced Mathematics students through the secondary school curriculum in four years instead of five, allowing them to complete AP Calculus in Secondary V.
Our math classes are structured such that advanced students can jump a grade (sometimes two) to ensure students are appropriately challenged. Additionally, our Cambridge programme offers progression tests and Checkpoint Examinations as a capstone evaluation ensuring that full mastery is achieved. For an additional challenge our Grade Seven and Eight students can begin preparing Cambridge IGCSE mathematics which is typically written by high school students. Our programme offers limitless challenges for even the most exceptional students in mathematics.
We use a variety of texts and supplementary materials which are dependent on the course. Both Ontario and Cambridge-specific texts can be used in different courses.
Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.
Phonics-intensive
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.
Information not available
We have a balanced approach to literacy. We use Core Knowledge Language Acquisition for phonics and incorporate "Jolly Phonics" resources as additional learning anchors. Children are given many opportunities to practice working with letters and sounds in order to develop a good initial understanding of how language works. As they progress through the grades, their oral language, including speaking and listening develops. Our children hear good literature, both fiction and non-fiction and read aloud often. They are asked to summarize and retell what they have read and engage in many conversations with peers and teachers.
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.
Information not available
We believe in an equal balance between teaching the nuts and bolts of language and nourishing the children with a rich diet of poetry, fiction, and nonfiction. This philosophy guides our approach to teaching writing. We place an emphasis on spelling, decoding skills, handwriting, punctuation, grammar and vocabulary all are embraced equally along with an opportunity to read rich and meaningful texts. This approach encourages and emphasizes creative expression.
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.
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.
Science plays an integral role in our daily lives, and is constantly changing and expanding. Our science programme grants students the opportunity to reach their full potential. Students are exposed to a range of topics in the fields of Biology, Chemistry, Physics and Earth Science. Constructivist and cooperative methods of learning are used in order to provide the best learning environment and to accommodate different learning styles. Students learn the value of rigorous intellectual inquiry, through both laboratory and theoretical work. They become aware of both the positive and negative effects of science on society, and of the relationships between science and other disciplines, with a focus on technology. This awareness will help them to become critical and self-assured thinkers and to make informed decisions on matters involving science.
Our science programme provides students with a strong foundation for future studies while providing students with the chance to develop their analytical skills. Our aim is to provide at least one laboratory activity per week to support the theories learned throughout the week. In Cambridge tutorial, practice practical examinations are provided to prepare for practical examinations. Co-curricular activities are offered to our students to apply the theories from the classroom to the real world. These have included: Science Olympics Teams, Community Garden Club, Computer Programming Club and Environmental Club.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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 English Language Arts programme promotes the love of learning by encouraging students to deepen their appreciation of literature and their understanding of language encountered in media texts. Students engage in open and respectful discussion of a wide range of ideas, including major ethical and moral dilemmas faced by humankind. The choice of literature and the topics of discussion and debate encourage intellectual development and a habit of reflection.
Our English courses expose students to great works of literature, both from the Canadian canon and beyond. Students analyze a range of texts (plays, poetry, essays, short-stories, and novels) from various periods, countries, and cultures. They also create oral, written, and media texts in a variety of forms. At all levels, we teach our students to confidently and coherently compose academic essays, as we recognize this to be a vital skill for many post-secondary ventures. Students graduate from our English programme with a firm grasp on reading challenging texts, analyzing these, and composing their own pieces of writing. Moreover, through their studies at Fieldstone, our students acquire a deep appreciation for the power of the written word.
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).
Information not available
Our social studies curriculum introduces children to a variety of people, places, and historical events in order to broaden their horizons. An early introduction to history and geography can foster a child's understanding of the cultures and landscapes beyond their local community. Appreciating the "wider world" helps students to prepare for being future global leaders.
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.
The mission of the Social Sciences Department is to foster a thoughtful understanding of the context, infrastructures, ideas, and forces that shape the modern world. Through a multi-disciplinary programme that comprises geography, economics, history, politics and citizenship, students learn about people and places, their power and potential, in the past and present. Our aim is to prepare students for further study and citizenship by combining scholarly insight and practical application. This will enable students to acquire a refined sense of ethical purpose and a heightened appreciation of humanity and its institutions.
Students in social sciences and humanities develop an awareness of critical issues in our complex, and diverse society. Our courses help to build understanding of individuals, communities, and nations both throughout history and in the present day. Through sustained practice, students develop their planning, processing, problem-solving, and decision making capabilities, often while exploring issues of deep personal and global significance. Discussions and assignments explore critical social, cultural, economic, technological, and environmental issues, helping students to be informed and engaged citizens.
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The globalization of our modern world has made ease of communication and general cultural awareness increasingly important. A knowledge of languages gives students not only the ability to communicate orally and in writing, but also the opportunity to discover and explore the world’s cultural diversity, whether through literature or the print and electronic media, or through interaction and exchange with individuals in their immediate community and around the world.
Our language courses provide opportunities for students to learn and practice a new language, and to increase their appreciation for cultural and linguistic diversity in our increasingly globalized world. Students develop their skills in listening, speaking, reading, and writing through creative and hands-on approaches. They also increase their understanding and appreciation of diverse French-speaking communities, and develop skills necessary for lifelong language learning.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
The Arts are an integral part of our society and our life experiences and are therefore an essential part of a well-rounded education. They open the door to artistic sensitivity, creativity, and the exploration of a student’s talents and interests. They further develop leadership skills, self-confidence,creative thinking and approaches to problem solving as well as provide the means to explore various mediums of personal and artistic expression. Each discipline combines theoretical understanding with a variety of practical applications in both individual and group settings. Historical, cultural and individual perspectives place the arts within a broader context; and students learn to analyze the role of the arts in the past and present and to recognize their power as both a catalyst for, and a recorder of, social change.
Our courses focus on enabling students to create and present art works using a variety of traditional and emerging media and technologies. Our hands-on approach invites students to explore a range of materials, processes, and techniques and apply these to their own artistic projects. Reflection is also a key component of art-making. Students use the critical analysis process to critique art works and connect themes to the wider world. They are also encouraged to make connections between various works of art in personal, contemporary, historical, and cultural contexts.
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
With the introduction of Chromebooks for all students. technology has become fully integrated into our daily curriculum. Indeed, each student starts the day by reading the \'Daily News\' which appears as the homepage when first opening up their Chromebook.\n\nEach class also has a \'Google Classroom\', a virtual classroom, which teachers can use to place learning material, evaluations or otherwise engage with the students in discussion and classwork. A majority of work is now handed out, worked upon and returned to the teacher in a digital format.\n\nUsing the collaborative tools available through the use of the Google for Education program, students can work in groups, share notes and work on the same document even when at home or in different classrooms.\n\nTechnology is used to keep students engaged in various ways.
Fieldstone believes that studies of computers and technology are relevant for all our students because they incorporate a broad range of transferable problem-solving skills and techniques, including logical thinking, creative design (our 3D printer is very popular), synthesis, and evaluation. These courses also teach useful skills in such areas as communication, time management, organization, and teamwork. Students live in a technologically-rich world, and courses in this field will provide them with the knowledge and skills to understand the underpinnings of current computer technology and prepare them for emerging technologies of the future.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
In addition to giving students the opportunity to increase their level of physical fitness and raise their awareness of healthy lifestyle choices, the physical education programme fosters values that are an integral part of a Sacred Heart education: teamwork, sportsmanship, leadership, respect for themselves and for others, and a spirit of community.
Fieldstone's approach to teaching Physical Education is to educate students on the importance of active living as a part of a healthy lifestyle. Students are given the skills necessary to participate in a variety of individual and team-based activities. Emphasis is placed on skill development, leadership, teamwork, and sportsmanship. Students of all skill levels are able to participate in activities in a safe environment with positive messages about participation and the benefits of activity.
Academic
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 Fieldstone Global Knowledge curriculum was carefully designed to be rich in content and sequential in presentation. Kindergarten students are introduced to all academic disciplines, including French, History and Geography. Students experience an engaging and enduring subject matter that lays a foundation for their future schooling and instills a love of learning in them. The English, Math, and Science curriculum is administered following the Cambridge Primary guidelines and philosophies. This prepares students for the completion of the entire Cambridge programme.
Student-paced
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 pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Students are grouped according to ability in the classroom. They all complete and study the same programme; however, assessments and expectations vary depending on ability.
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”.
The school provides a rigorous education that incorporates all forms of critical thinking and inspires a life-long love of learning. The curriculum develops aesthetic values and the creative use of the imagination. The faculty utilizes a variety of teaching strategies that recognize the individual needs of every student. Members of the school community model and teach ethical and respectful use of all learning resources, both written and electronic.
Fieldstone promotes a rich academic environment and celebrates academic performance. Students are provided with additional academic support in both curricula through the use of our after-school tutorial sessions. Students are also encouraged to demonstrate their academic abilities in math contests, science competitions, and after-school clubs.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
At The Sacred Heart School of Montreal, our mission is to nurture the mind, body and spirit of each student in a supportive and caring environment.
At Fieldstone, we prepare our students to be future global leaders. We encourage them to take risks, challenge themselves, and take an active role in the community. We cultivate and celebrate our students' individual strengths and successes. We ensure that they are supported throughout their time at Fieldstone and that they are prepared for further success at the post-secondary level.
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
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Students with a clinically-diagnosed learning disability are invited to apply. Our school will review psychological education reports, report cards, and any other reports to assess if our school is the right fit for the student. A 'Buddy Day' (half or full-day visit to our school) and assessments may be required before acceptance is offered. If enrolled, a Student Success Plan (SSP) will be developed to support the student. This plan will outline the students' strengths and needs and will include accommodations and modifications necessary to promote student achievement.
Sacred Heart has a comprehensive accommodations policy and assessment policy on the evaluation of student learning. The school honours most recommendations made by licensed professionals and provides accommodations for learning and social-emotional challenges.
When one of our teachers has a concern about a child's learning, they first meet with our Head of School. Our Head of School will then work with the student both in the classroom and in a one-on-one setting in order to get a better idea of the student's learning needs. The teacher and Head of School will meet with parents to develop a student success plan that outlines individual learning goals and accommodations. If, after the plan has been implemented, it is believed that more support is needed, the school will recommend a psychological education assessment, occupational therapy support, or speech therapy.
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
7 - 11
JK - 12
30%
10%
$8,300
$5,000
0%
85%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades 7 - 11
No
No
Yes: grades 9 - 12
No
No
No
No
The Sacred Heart School of Montreal is for girls seeking an education that combines academic excellence and timeless values. Sacred Heart has more than 157 years of experience graduating young women of action with solid skills and tools for success. Rich in cultural, religious and socio-economic diversity, Sacred Heart students have the courage and confidence to take their place in an ever-changing world. The goal of a Sacred Heart education is to help each student to develop her intellectual and personal gifts and talents to the fullest.
Fieldstone is a welcoming community where we look for students who are involved in the school community and have a constant drive for success, character development, and knowledge acquisition. To achieve success at our school, students need to participate in the life of our school with an open-minded and growth-oriented attitude. They need to be reflective and seek help when required. They need to be honest to their peers, teachers, and themselves. We firmly believe that every student is capable of success and overcoming challenges. By working with the faculty and being involved in the school, students receive an individualized education to become well-educated global citizens.
We look forward to welcoming you and your daughter to the Sacred Heart community. We accept applications all year long but it is always good to apply early.
We support all families through the application process. In order to apply for our school, we require two years of report cards (not applicable to JK/SK candidates), a completed application form, observation, and an interview. We help your family to have a positive and successful start to your Fieldstone experience.
