One-to-one comparison


  • QUICK SUMMARY

     

    Trinity Montessori School

    TRINITY MONTESSORI SCHOOL

    Hamilton District Christian High

    HAMILTON DISTRICT CHRISTIAN HIGH

    Basics

    Basics


     

    Founded

     

    1999

     

    1956


     

    Enrolment

     

    120

     

    540


     

    Grades

     

    Nursery/Toddler to 6

     

    9 to 12


     

    Gender

     

    Coed

     

    Coed


     

    Living arrangements

     

    Day

     

    Day, Homestay


     

    Language of instruction

     

    English

     

    English


     

    Faith Based

     

     


     

    School focus

     

    Academic

     

    Academic


     

    Developmental Priorities

     
    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."
     
    Intellectual
    The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
    Social
    The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."

    Academics

    Academics


     

    Curriculum

     

    Traditional, Montessori

     

    Progressive


     

    Curriculum pace

     
    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).
     
    Standard-enriched
    Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

     

    Academic culture

     
    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”.
     
    Supportive
    A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

     

    Avg. Class Size

     

    Varies

     

    Varies


     

    Special needs support

     

     

    Learning, Developmental, Behavioral


     

    Gifted learner support

     

    Dedicated class; in-class adaptations

     

    In-class adaptations


     

    Preschool/K curriculum

     
    Montessori
    Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.

    If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
     

    Tuition

    Tuition


     

    Day Tuition

     

    $10,000 to $11,000

     

    $12,700 to $16,130


     

    Boarding Tuition

     

     


     

    Financial aid (FA)

     

    No

     

    Yes


     

    Students on FA

     

    0%

     

    0%


     

    Eligible grades for FA

     

    None

     

    9 to 12


     

    Median FA package size

     

    $0

     

    $0

    Enrollment

    Enrollment


     

    Avg. enrollment per grade

     

    11

     

    135


     

    Percent in boarding

     

    0%

     

    0%

    Admissions

    Admissions


     

    Admissions rate

     

    100%

     

    97%


     

    Day entry years

     

    Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6

     

    9, 10, 11, 12


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades Preschool - 6

     

    No


     

    SSAT required

     

    No

     

    No

  • SCHOOL REVIEWS

     

    Trinity Montessori School

    TRINITY MONTESSORI SCHOOL

    Hamilton District Christian High

    HAMILTON DISTRICT CHRISTIAN HIGH

    The Our Kids Review

    The Our Kids Review

    TRINITY MONTESSORI SCHOOL

    information not available

    HAMILTON DISTRICT CHRISTIAN HIGH

    information not available

    User reviews

    User reviews

    TRINITY MONTESSORI SCHOOL

    "The teachers there are top-notch."
    Winnie Chan - Parent   (Mar 09, 2021)
    My children spent most of their childhood at Trinity Montessori School. They loved the field trips ...
      View full review

    "The academic excellence at Trinity Montessori School surpassed our expectations."
    E Poon - Parent   (Mar 09, 2021)
    Both of our daughters have been going to Trinity Montessori School since they were 18 months old, an...
      View full review

    HAMILTON DISTRICT CHRISTIAN HIGH

    information not available

    Our Take

    Our Take

    TRINITY MONTESSORI SCHOOL

    Founded in 1999, TMS has developed a reputation for offering a strong academic program that maintains a high fidelity to the core of the Montessori approach as demonstrated by CCMA accreditation. The program is regularly assessed through certification and EQAO testing, and families are drawn by the keen attention to the development of core numeracy, literacy, and early exposure to French. The size of the school hits a bit of a sweet spot, allowing for a full range of curricular and extracurricular programming, while also maintaining a close, personal, community-oriented feel. The ideal student is one able to thrive in a hands-on, social, challenging yet supportive academic environment.

    HAMILTON DISTRICT CHRISTIAN HIGH

    HDCH was founded in 1956, and has been doing great and impressively consistent work ever since. It has a good size, with 470 annually, and a good breadth of curricular and extracurricular offerings to match. Instruction is project-based, allowing students to work together around authentic tasks which build and support a facility with the core curriculum. Families are also drawn by the values which undergird the academic program. The school rightly reaches out to resources and organizations within the local community, using those interactions to build an empathetic world view, and a genuine appreciation of diversity. Certainly, there’s a lot to love.

  • SCHOOL DESCRIPTION

     

    Trinity Montessori School

    TRINITY MONTESSORI SCHOOL

    Hamilton District Christian High

    HAMILTON DISTRICT CHRISTIAN HIGH

    Highlights

    Highlights

    TRINITY MONTESSORI SCHOOL

    information not available

    HAMILTON DISTRICT CHRISTIAN HIGH

    • Wide curriculum, meeting a variety of learning needs
    • Experienced, professional, caring staff
    • Modern, high-tech, 20 acre campus
    • Nurturing learning environment
    • Global reach
    • Excellence in academics, sports and arts
    • Focus on cultivating student character
    • Per-family tuition
    • Our goal: for graduates to become a faithful presence in their community

    Description

    Description

    TRINITY MONTESSORI SCHOOL

    Trinity Montessori School was established in 1999 and is a CCMA accredited school located in Markham. We have an excellent reputation and receive many of our students through direct referral from current and former parents. Our staff members are friendly and nurturing. We strive to instill in children self confidence and a passion for learning through our diverse and enriched educational environment. We offer stimulating intellectual and cultural experiences for children from 1.5 to 12 years old.

    HAMILTON DISTRICT CHRISTIAN HIGH

    HDCH, founded in 1956, is imaginative, innovative & interwoven with our essential Biblical identity. Our programs are designed to challenge a wide range of learners. We practice Project-Based Learning, which captures students’ interest & provokes serious thinking as they acquire & apply new knowledge. Our staff & teachers are invested in their students' learning, growth, & spiritual well-being. Student life is rich at HDCH with many curricular & extracurricular opportunities, including clubs, and teams.

  • PRINCIPAL'S MESSAGE

     

    Trinity Montessori School

    TRINITY MONTESSORI SCHOOL

    Hamilton District Christian High

    HAMILTON DISTRICT CHRISTIAN HIGH

    Message

    information not available

    Exceptional learning is for every student. Each student has unique gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for academic planning and development, learning, and individualized programs where appropriate.

    Our staff takes a vested interest in student learning, growth, and spiritual well-being. They develop a mentor relationship beginning in Grade 9 and foster these connections through to Grade 12, often going above and beyond to get to know each student as a unique person with diverse interests, strengths, and gifts.

    We understand that ultimately God transforms the lives of our students at HDCH, and it is with this in mind that we trust in our mission to be clear and to be the directive of our school. We use the five habits of an HDCH graduate.They are:

    • Reflection
    • Resilience
    • Compassion
    • Competence
    • Creativity

    Exceptional education at Hamilton District Christian High is imaginative, innovative and interwoven with our essential Biblical identity. An exceptional learning community looks to produce and engage with culture by turning our visions into actions, our ideas into products. One of the ways that we will accomplish this is through the essentials of Project-Based Learning (PBL).  And it is our vision to have Project-Based Learning as an everyday learning experience for our students at Hamilton District Christian High.

    At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. This learning is contextual, creative, and shared.  Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically be creative and communicate in order for them to answer challenging questions or solve complex problems. By making learning relevant to them in this way, students see a purpose for mastering state-required skills and content concepts.

    Hamilton District Christian High is registered as a private school with the Ontario Ministry of Education. It provides a curriculum that follows Ministry guidelines and standards and uses the credit system outlined in the Ontario Secondary School Document (1999). All the teachers have Ontario teacher’s certification. Graduating students will have completed the credits required for the Ontario Secondary School Diploma.

    We believe HDCH is a place to dream dreams and see visions, a place to learn and grow and be cultivated, a place to live as a healthy community, a place for exceptional learning. The learning that happens here is a launching pad for our graduates’ futures; this is exciting stuff.

    We’re always happy to welcome our friends and supporters to school. If you are in the neighbourhood, we hope you’ll drop by and experience exceptional learning first-hand.

    Sincerely,

    Duncan

  • ACADEMICS

    • OVERALL CURRICULUM

       

      Trinity Montessori School

      TRINITY MONTESSORI SCHOOL

      Hamilton District Christian High

      HAMILTON DISTRICT CHRISTIAN HIGH


      Primary Curriculum

      Primary Curriculum

      TRINITY MONTESSORI SCHOOL

      Traditional


      Secondary Curriculum

      Secondary Curriculum

      TRINITY MONTESSORI SCHOOL

      Montessori

      HAMILTON DISTRICT CHRISTIAN HIGH

      Information not available


      Our Take: primary curriculum type

      Our Take: primary curriculum type

      TRINITY MONTESSORI SCHOOL

      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.

      HAMILTON DISTRICT CHRISTIAN HIGH

      Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.


      Our Take: secondary curriculum type

      Our Take: secondary curriculum type

      TRINITY MONTESSORI SCHOOL

      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.


      What the school says about their curriculum

      What the school says about their curriculum

      TRINITY MONTESSORI SCHOOL

      Our elementary curriculum is based upon Montessori principles, which guide students to learn about the universe and their place in it. Our dedicated teaching staff follows an interdisciplinary approach to learning, highlighting the importance of the interconnectedness and interdependence of different subjects within the curriculum. We strive to enrich our curriculum with elements from the Ontario Curriculum, ensuring that our students are well prepared when they move on to other schools in grade 7. Through our school's participation in the Montessori Model United Nations held annually in New York, our elementary students gain valuable opportunities to engage in global citizenship and enhanced awareness of international social, economic and humanitarian issues and challenges.

      HAMILTON DISTRICT CHRISTIAN HIGH

      Education at Hamilton District Christian High is imaginative, innovative and interwoven with our essential Biblical identity. This is achieved through Project-Based Learning. At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically, be creative and communicate in order for them to answer challenging questions or solve complex problems.

    • PRESCHOOL/K CURRICULUM

       

      Trinity Montessori School

      TRINITY MONTESSORI SCHOOL

      Hamilton District Christian High

      HAMILTON DISTRICT CHRISTIAN HIGH


      Approach

      Approach

      TRINITY MONTESSORI SCHOOL

      Montessori


      Our Take

      Our Take

      TRINITY MONTESSORI SCHOOL

      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.


      What the school says

      What the school says

      TRINITY MONTESSORI SCHOOL

      We have four fully-equipped, bright and spacious Montessori Casa classrooms for ages 2.5 – 6 years old. The curriculum follows the Montessori approach, which offers a broad range of materials to help the child grow independently, academically and socially. Through their work, the children develop concentration, motivation, persistence and discipline, which are qualities that will help the child in their future. All Casa students will receive daily French lessons and weekly music and art lessons from specialized teachers.

      HAMILTON DISTRICT CHRISTIAN HIGH

      Information not available

    • ACADEMIC CULTURE

       

      Trinity Montessori School

      TRINITY MONTESSORI SCHOOL

      Hamilton District Christian High

      HAMILTON DISTRICT CHRISTIAN HIGH


      Culture


      Our Take

      Our Take

      TRINITY MONTESSORI SCHOOL

      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”.

      HAMILTON DISTRICT CHRISTIAN HIGH

      A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.


      What the school says

      What the school says

      TRINITY MONTESSORI SCHOOL

      In our Casa program, children are encouraged to work to the best of their ability in order to reach their full potential. The Montessori materials foster a love for learning and aid a child to reach for a high level of academic excellence. Our Elementary program follows the Ontario Curriculum and is enriched with the Montessori philosophy. The blend of both curriculums challenge children to a higher level of academics as well as provides hands-on opportunities to learn through enriched field trips, interactive learning and competitive activities.

      HAMILTON DISTRICT CHRISTIAN HIGH

      Information not available


      Approach to student honours

      Approach to student honours

      TRINITY MONTESSORI SCHOOL

      "We honour and distinguish our brightest students, using them as examples for other students to follow."

      HAMILTON DISTRICT CHRISTIAN HIGH

      "We intentionally avoid all forms of public distinction between students in terms of academic performance."

    • DEVELOPMENTAL PRIORITIES

       

      Trinity Montessori School

      TRINITY MONTESSORI SCHOOL

      Hamilton District Christian High

      HAMILTON DISTRICT CHRISTIAN HIGH


      Primary

      Primary

      TRINITY MONTESSORI SCHOOL

      Intellectual
      The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

      HAMILTON DISTRICT CHRISTIAN HIGH

      Intellectual
      The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."


      Secondary

      Secondary

      TRINITY MONTESSORI SCHOOL

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

      HAMILTON DISTRICT CHRISTIAN HIGH

      Social
      The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."


      What the school says

      What the school says

      TRINITY MONTESSORI SCHOOL

      A balance of both intellect and emotions are criticalin a child's development. Our aim is to foster academically strong and creative individuals, who are confident and capable leaders as well. Ultimately, developing students of character and integrity, who become respected and contributing memebers of society will help prepare our students for the future.

      HAMILTON DISTRICT CHRISTIAN HIGH

      Our Mission - to cultivate character through learning for a life of service to God. Our Vision - to see all HDCH graduates become a faithful presence in the community that they serve.

  • SPECIAL NEEDS SUPPORT


    FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIES

    A - Forms of Support
    Accommodation:
    Modification:
    Remediation:
    B - Environments
    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:

    Trinity Montessori School

    Hamilton District Christian High

    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.
    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.
     

    Trinity Montessori School

    TRINITY MONTESSORI SCHOOL

    Hamilton District Christian High

    HAMILTON DISTRICT CHRISTIAN HIGH


    Additional support

    Additional support

    TRINITY MONTESSORI SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    HAMILTON DISTRICT CHRISTIAN HIGH

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    INFORMAL SUPPORT FOR MILD DIFFICULTIES

    INFORMAL SUPPORT FOR MILD DIFFICULTIES


     

    Learning Strategy

     

     


     

    Extra Support

     

     


     

    Mild but clinically diagnosed ADHD

     

     

    Accommodations

    Extra support


    Additional support

    Additional support

    TRINITY MONTESSORI SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    HAMILTON DISTRICT CHRISTIAN HIGH

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy


    What the school says about their special needs support

    What the school says about their special needs support

    TRINITY MONTESSORI SCHOOL

    Information not available

    HAMILTON DISTRICT CHRISTIAN HIGH

    Information not available


    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    TRINITY MONTESSORI SCHOOL

    Information not available

    HAMILTON DISTRICT CHRISTIAN HIGH

    We would not advise a family against de-enrolling their child at our school if they had a clinically diagnosed learning disability that became apparent while studying at HDCH, so long as we were able to accomodate their needs.

  • EXTRACURRICULARS


    Trinity Montessori School

    Hamilton District Christian High

    Competitive

    Comp.

    Recreational

    Rec.

    Competitive

    Comp.

    Recreational

    Rec.

    Badminton

    Baseball

    Basketball

    Canoeing/Kayaking

    Cricket

    Cross-country skiing

    Cycling

    Downhill skiing

    Equestrian

    Fencing

    Field Hockey

    Figure Skating

    Football

    Golf

    Gymnastics

    Ice Hockey

    Ice Skating

    Lacrosse

    Martial Arts

    Mountain biking

    Racquet Ball

    Rowing

    Rugby

    Running

    Sailing

    Skateboarding

    Snowboarding

    Soccer

    Softball

    Squash

    Swimming

    Tennis

    Track & Field

    Volleyball

    Weightlifting

    Wrestling

    Archery

    Curling

     

    Trinity Montessori School

    TRINITY MONTESSORI SCHOOL

    Hamilton District Christian High

    HAMILTON DISTRICT CHRISTIAN HIGH


    Clubs Offered

    Topics covered in science curriculum

    TRINITY MONTESSORI SCHOOL

    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

    HAMILTON DISTRICT CHRISTIAN HIGH

    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


    What the school says

    What the school says

    TRINITY MONTESSORI SCHOOL

    HAMILTON DISTRICT CHRISTIAN HIGH

    • HDCH has a number of Social Justice clubs that have been developed to become better aware of our local communities and beyond. Through these clubs the HDCH community has been able to support charities and not-for-profit organizations such as 541 Eatery & Exchange, Hamilton Out of the Cold, and 30 Hour Famine Canada (World Vision). Students have also organized and particpated in Carol Sing-Alongs in Gore Park, collecting toys for Wesley Urban Ministries Christmas Store, collecting purses and toiletries for women's shelters, collecting warm clothes for the Share the Warmth Campaign, and organizing blood drives, and so forth.
  • ADMISSION

    Admissions

    Admissions

     

     

    Admissions rate

     

    100%

     

    97%


     

    Day entry years

     

    Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6

     

    9, 10, 11, 12


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades Preschool - 6

     

    No


     

    SSAT required

     

    No

     

    No


     

    SSAT(out of province) required

     

    No

     

    No


     

    Entrance exams required

     

    Yes: grades 1 - 6

     

    No


     

    Entrance essay required

     

    No

     

    No


     

    Application fee required

     

    No

     

    No

    Type of student school is looking for

    Type of student school is looking for

    HAMILTON DISTRICT CHRISTIAN HIGH

    The best way to get the most out of your high school experience is to get involved. Student life is rich at Hamilton District Christian High. We offer much more than academics and have very active extracurricular programs. Whether you’re into sports, inclined towards the arts, or serving in your community (or all), there are plenty of activities to help you stay active and connected. Our campus thrives on the involvement of the entire school community. Exceptional learning is for every student. Each student has unique gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for academic planning and development, learning, and individualized programs where appropriate.

    What the school says

    What the school says

    TRINITY MONTESSORI SCHOOL

    Toddlers (18 months) to Casa (6years):  Interested families are required to come in for a tour with their child.                                     

    Grade 1 to Grade 6:  An assessment is required to ensure the student can cope with the curriculum provided by the school.   

     

     

    HAMILTON DISTRICT CHRISTIAN HIGH

    Application Form needs to be filled out entirely and is found here: https://hdch.org/prospective-students/admissions/

    • Depending on your needs, you may need to connect with one or more of the following:
      • General information about the school, and the application process, Director of Recruitment, Sandra Baker or by phone at 905-466-0237
      • Our Principal, Duncan Todd - to talk about a vision of Christian education for your child.
      • Our Student Services staff - to ensure we have a program suitable for your child’s learning.
      • Our Director of Finance, Sherry Osinga - to answer any questions you might have about tuition and payment options.
      • School Bussing Transportation to and from HDCH is managed by Committees in different areas. 




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