4075 Metchosin Road, Victoria, British Columbia, V9C 4A4, Canada
99 Cartwright Avenue, Toronto, Ontario, M6A 1V4, Canada
Indirect Support:
4075 Metchosin Road, Victoria, British Columbia, V9C 4A4, Canada
99 Cartwright Avenue, Toronto, Ontario, M6A 1V4, Canada
1954
1987
300
328
Preschool to 12
JK to 8
Coed
Boys
Day
Day
English, French, Spanish
English
Academic
Academic
Montessori
Progressive
Varies
18 to 20
Learning, Developmental, Behavioral
In-class adaptations
$9,565 to $32,000
$37,000
Yes
Yes
0%
0%
Preschool to 12
7 to 8
$5,000
$37,000
19
30
0%
0%
80%
35%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades JK - 8
No
No
information not available
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Offering a Montessori education from Preschool to Grade 12, Westmont Montessori School is located alongside 143 acres of parkland. Not surprisingly, kids at Westmount spend a lot of time outside, whether it’s hiking, bouldering, or mountain biking in the park, exploring rock pools on the adjoining beach, or gaining practical skills in the on-campus gardens. The school offers an array of inspiring and fun extracurriculars that include a Mandarin club, band, chess, STEM, mime, and table tennis. The school has bright, modern classrooms and outdoor learning shelters. While kids at Westmont tend to excel academically, teachers also focus on fostering independence and a passion for learning and developing new interests. This exciting and dynamic environment when combined with dedicated and caring teachers provides the ideal place for kids to thrive.
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Boys' schools often state that they know boys, or are boy-friendly, though too often those statements aren't qualified. Sterling, thankfully, defines what they mean: energy, curiosity, and exploration. Certainly, boys from K to 8 typically have those in abundance, and the program at Sterling is intended to focus things a bit, channeling those natural attributes toward higher order growth and understanding. Confidence, resilience, motivation, goals—we think that boys naturally have these, but they don't. That Sterling places those kinds of values out front is telling of the overall instructional approach. The ideal student is one who can thrive in a structured, challenging, collaborative, and close-knit learning environment. Parent involvement in the life the of the school is both welcome and encouraged.
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"I LOVE that the kids go to school in a forest."
Michelle McClure - Parent (Feb 14, 2022)
My children love this school. They adore their teachers and have a sense of pride and ownership of t...
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"The Westmont teachers and staff are highly dedicated and committed."
Peter Scott - Parent (Feb 14, 2022)
At Westmont, my daughters have felt safe, nurtured, and valued as individuals. They appreciate the f...
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"Our experience in academics has been phenomenal."
Joslin Nelson - Parent (Feb 14, 2022)
My daughter is always thrilled to attend Westmont - she literally runs to school every single day! S...
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"Westmont aims to inspire students to learn through experiences and respecting their interests, developmental needs and speeds while following the principles of Maria Montessori. The school has expanded and evolved to meet the needs of our community and has adapted its programs based on the changing world around us. We have embraced technology in the classroom to connect students to virtual experiences while spending time in the 143 acres of forest, streams and ocean front that our 8 acre campus backs on to."
"The Sterling Hall School is exclusively designed for boys from Junior Kindergarten to Grade 8. Our commitment to fostering individual growth, cultivating curiosity, and igniting a passion for learning sets us apart. At SHS, we immerse boys in a dynamic and innovative academic environment. Our dedicated and compassionate faculty deliver a challenging curriculum that propels each boy towards academic success. We recognize the unique needs of boys during their formative years, and our programs are tailor-made to support their engagement, interests, and the development of character strengths and leadership skills. The SHS experience is about shaping well-rounded individuals poised for success. Character, community and citizenship operate in tandem at SHS. Boys learn to recognize their unique strengths as identified through the VIA character strengths, and become confident by challenging themselves to deepen them daily. To strengthen relationships, we engage in active discussion of character during our daily community circles, part of our Health & Community program. Our values of Learning, Character, and Community are not just words but the very essence of our identity. Discover why The Sterling Hall School is where boys belong."
"At Westmont, experiential learning begins in pre-k and elementary with a focus on experiences in nature and self-directed use of hands-on tools. This expands in middle school with projects that integrate multiple subjects and require high-performance teamwork.
In our new High School program, projects are tackled through the design thinking model. We bring students to the world by creating learning experiences in progressive environments that offer knowledge from the real world, not a textbook."
"Personal Connection: Every boy is known and cared for.
Leadership & Mentorship: Opportunities are abundant, creating an environment to thrive.
Transformational Programs: Our character and social-emotional programs bring about personal growth for each boy.
Inspirational Learning: Our teacher-boy relationships spark a passion for learning.
Nurturing Growth: We celebrate boys and cultivate a growth mindset.
Self-Discovery: By providing a supportive foundation, boys can truly know themselves."
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"- Tailored education
- Academic excellence
- Whole child development
- Stunning nature campus
- Best of BC’s new curriculum. “Best implementation of BC’s new curriculum I’ve seen” – Ministry of Education Inspector
- Caring and supportive community. It makes all the difference in a young person’s development.
- Passion for learning. Our method ignites a fire for deep, lifelong learning. How? Choice within boundaries.
- Mentorship for life. From K-12 our students learn how to lead and be led."
"Discover why families choose SHS. Here's what some have told us:
"What makes SHS so unique is its integration of emotional intelligence and character development into all aspects of the curriculum and co-curriculars. Kindness and empathy are prioritized...and they are consistently role-modelled by faculty and staff." (Alyssa, Parent)
"SHS is more than just a school - it is a community that supports everyone to ensure our sons achieve their full potential." (Maryse & Evan, Parents)"
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"What parents often overlook from Westmont's program is the development of "soft skills" that are not addressed in traditional education models. These skills are hard to quantify but easy to identify. They can be seen in the courtesy and respect a student displays in public settings, in the self-direction and self-discipline when a student completes homework without prompting, or when a high-schooler recognizes and willingly helps a pre-schooler on the playground."
"At SHS, we prioritize character development and academic success through research-based practices that are tailored to boys' learning. Actively engaged in global education initiatives, we are a longstanding member of the International Boys' Schools Coalition (IBSC). Rick Parsons, our Principal, serves on the IBSC Board of Trustees, contributing to the development of boys worldwide. Our affiliation reflects our commitment to shaping a rich environment for boys' success and character growth."
"We choose to be an independent organization so we can remain nimble and able to adopt and adapt new programs as our community needs them. Our autonomy gives us the freedom to partner with innovators and experts as we identify new areas of interest for our students and new opportunities to learn from some of the most interesting people and organizations in the world."
"1. Boys engage in global perspectives, tackling complex concepts in intimate class settings with low student-teacher ratios.
2. Sterling Hall is committed to providing safe, guided adventures through our Experiential Learning Program. Our scaffolded approach means that boys receive increasingly challenging learning opportunities that enable boys to develop their individual character strengths.
3. Our inspired service-learning program builds compassion and empathy in our boys."
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The moment I arrived at Westmont as a parent in the Fall of 2008, I was taken aback by the amazing campus, the incredibly warm welcome, and the instant feel of community. Little did I know that I would be celebrating my 10th year as head of school in 2021-22. It is an absolute privilege to be a part of a school that is solely focused on the well-being and growth of our youth.
There have been many changes as we expanded our programs up into Middle School and High School. Yet all the changes have been done with the single-minded focus that a more fulfilling experience for students exists, one that honors their unique spirits and passions.
The 2021-22 school year is a truly landmark year for Westmont with our very first High School graduate from Grade 12. We couldn’t be prouder of this student’s accomplishments. With the further expansion of High School for 2022-23, we are dedicated to making this unique High School experience available to students who want to make their learning more meaningful and relevant.
Whether you are a parent looking to start their child on their educational path, or are a student looking for a better learning experience, I want to thank you for taking the time to visit our website. I hope that this will be the first step in a long journey together. I look forward to getting to know you.
Dear Families:
I have been asked with some regularity to describe the “typical” Sterling Hall boy. My answer always remains the same: there is no such thing as a “typical” Sterling Hall boy.Progressive
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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.
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.
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Though Westmont consistently graduates students who excel at getting into and thriving at the post-secondary level, the ultimate aim of Westmont's Montessori education is much, much grander: to unleash the power of each person’s uniquely creative absorbent mind to become the moral change agent that our world desperately needs. Westmont's educational environment designed around: age-specific developmental needs, honouring of each person’s unique absorbent mind, and understanding that students must be active constructors in their own learning.
In our inquiry-based learning environment, we develop the whole boy. We provide enrichment opportunities where appropriate and strategies for success for all of our students. Known by every member of the faculty and staff, each boy is supported in all aspects of school life as he develops and discovers his unique interests and love of learning. SHS’ low student-to-teacher ratio allows academic specialists to facilitate how your son learns best. At SHS, boys are taught to collaborate and create partnerships to enhance problem-solving abilities, social interactions and group learning, whether working through the steps of a challenging equation, brainstorming structural ideas or working with a teacher in the Guided Reading program. Small groups are proven to be highly effective and many classrooms are arranged in pods to ensure collaborative work is achieved. Assessment is integral to improving the educational experience. We provide boys with clear achievement markers to reach their goals. This enables student self-assessment and goal setting culminating in student-led conferences as boys pursue areas of passion and interest.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
We use an innovative approach based on Singapore Math in our Primary and Junior Divisions. Singapore Math is a teaching method based on Singapore’s national math curriculum. It is designed to connect math learning to a great variety of learners and its framework focuses on an in-depth understanding of essential math skills with a special emphasis on problem solving. The program emphasizes mastery of foundational skills on the well-tested assumption that higher levels of math learning require a students’ deeper understanding of math as a basis of success. Singapore’s three step learning model of concrete, followed by visual representation, followed by the more abstract (questioning and solving written equations) has become a finely tuned method for math learning in many educational jurisdictions worldwide.
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Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Guided Reading has become a proven method of helping boys use and develop strategies to read with greater independence and fluency. Each boy in Grades 1 – 3 receives direct support from a reading teacher as he reads and processes texts at increasingly challenging levels of difficulty. Reading teachers work with small groups of boys ( 6 or 8 boys) reading at a similar ability. Guided reading tends to deliver greater enjoyment of reading over the long term, because it helps boys to construct meaning from what they read and to master an understanding of increasingly complex words and grammatical structures. Interaction with their teacher and reading peers keeps boys' confidence with reading intact and evolving as they learn.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Writing is multifaceted in a Montessori program, and it begins with journaling, story writing, and research-based reports at a young age. Writing is integrated into all subject areas. As students grow older, their writing assignments become more structured and more complex. Students are provided with many opportunities and choices for writing. This element of choice helps foster their passion for and interest in writing. Students carry out all steps of the writing process from planning to first draft, editing, and final draft. Grammar is also integral to the Montessori program and is utilized to help students understand the structure of language and to use this knowledge to enhance their writing.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science 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.
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Boys revel in our active, hands-on inquiry - a mainstay of Sterling Hall School science curriculum. Experiences are enhanced by adhering to a scientific method, in which boys become increasingly autonomous through their years at our school. Their experiential learning is deepened through a strong foundation in science concepts and thought. In addition to traditional classroom experiences, our boys enjoy the use of project-based learning challenges, opportunities for group and independent research and learning through experiments. Through innovative academic practices and boy-focussed programming, students are inspired and empowered to engage deeply in the sciences. We know that boys need to have strong relationships with their teachers in order to learn. Old Boys have even come back to SHS in their free time to pursue independent inquiry projects, accessing the resources of beloved teachers and our up-to-date learning environments and tools.\n
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
Equal Balance
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Guided Reading has become a proven method of helping boys use and develop strategies to read with greater independence and fluency. Each boy in Grades 1 – 3 receives direct support from a reading teacher as he reads and processes texts at increasingly challenging levels of difficulty. Reading teachers work with small groups of boys ( 6 or 8 boys) reading at a similar ability. Guided reading tends to deliver greater enjoyment of reading over the long term, because it helps boys to construct meaning from what they read and to master an understanding of increasingly complex words and grammatical structures. Interaction with their teacher and reading peers keeps boys\' confidence with reading intact and evolving as they learn.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
In the elementary grades, the Montessori Curriculum integrates social studies with science, language (and even math). Students are taught about history at a young age, beginning with the history of the universe, evolution, and also the history of specific countries and cultures. They also learn a great deal about geography (both physical and political), studying maps of continents at a very young age, and advancing to specific countries, states, and provinces. The Montessori materials help provide them with concrete representations of the concepts and places studied.
Conceptual understandings learned through the social sciences are universally experienced by students through their years at SHS. Continuity and change, historical significance, ethics, perspective, cause and consequence and factual evidence are lenses through which our students experience and learn about their own communities and those around the globe. Our boys enjoy learning engagements that ignite their curiosity and require them to practice critical and creative thinking in social studies. Sterling Hall boys are ignited by the opportunity to engage in relevant, age-appropriate issues and share learning with authentic audiences. SHS boys are known for their exemplary community citizenship, a key criteria in how and what they learn in social studies. It is not unusual to find boys taking action from their learning and reaching out into their community to help. \n
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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We provide engaging second language instruction suitable for the age and stage of each boy. In JK - Grade 5, students benefit from oral repetition in which they participate actively and receive immediate feedback. Using the Accelerated Integrative Method (AIM), students build a foundation through role play, dramatizations, rehearsal of gestures and related vocabulary. This active method of learning a second language that mimics first language development increases risk taking, a skill that leads to greater language acquisition. Boys further develop their thinking and communication in the Grade 6-8 French program. In addition to explicit grammar instructions, they enthusiastically debate, role play, and collaborate on projects and presentations for authentic audiences. Throughout the years of study, SHS students are encouraged to communicate only in French. Technology enhances learning, providing access to the greater French community. Our goal is to develop our students’ love and appreciation for 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
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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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.
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Unique to our school, our Visiting Artists Program offers Sterling Hall boys the opportunity to meet, observe and interact with a professional Canadian artist. This interpersonal connection adds life to our curriculum and lets our students observe artistic excellence and achievement first-hand.
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.
Our view is that computers and technology have educational value insofar as they are integrated with Montessori philosophy. Computers are therefore used a practical life material in the Montessori classroom. In grades 1 to 3, they are used minimally, but are available in the classroom as a shared tool for research and/or word-processing. In grades four and up, computers and technology are increasingly used to help students develop the technologically relevant skills they will need to operate in the world such as making online presentations, researching, utilizing email, and word processing. Students are also exposed to age-appropriate coding programs throughout their time at the school.
Web design
Robotics
Computer science
Outdoor programming from early years to Grade 12 required daily.
Our Athletics Program is specifically designed for boys in their formative years. Boys receive daily physical education as well as many co-curricular athletics opportunities. As a small school, we are able to offer athletics activities for each boy, from the newest player to the competitive athlete, from Junior Kindergarten to Grade 8. Boys of all skill levels can try a new sport, strive competitively and enjoy inclusive team play with classmates and friends. The main goals of our athletics program are to help boys develop physically, socially and emotionally, build positive relationships with their teachers and peers, develop a lifelong ability to make healthy lifestyle choices and foster a love for physical activity.
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The Montessori philosophy at Westmont gives students the freedom to make their own choices within an environment which is thoughtfully and intentionally structured. Any barrier to learning is removed. The 3-year age groupings allow students to initially look up to others and be inspired and then provide the opportunity to share knowledge and be leaders. Pre-school and kindergarten programs are designed to prepare students for later lessons. The programs focus on developing the whole child who has a love of learning and can then develop academically.
Kindergarten is the beginning of an exciting learning journey for children and their families. We welcome our youngest learners by offering a safe, supportive and stimulating environment in the Kindergarten classrooms. This is a time of discovery, growth and wonder when we foster independence, self-help skills, confidence and a love for learning. The foundational program follows a rigorous curriculum to ensure that students are well-prepared for entry into Grade 1 while also providing opportunities for learning through play-based exploration and inquiry. Students engage in activities that are hands-on and that offer opportunities for differentiated learning.
Standard-enriched
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.
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.
With our focus on individual attention to accommodate different learning styles, The Sterling Hall School provides every opportunity for students to be successful. Academic Success helps students with varying abilities achieve their academic goals.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Westmont has reimagined school based on the world its students will live in and has created an experiential, dispersed and partnered learning model of education. Using the BC Curriculum and Montessori philosophy as our foundation we use projects and problem-solving to allow us to continually evolve our curriculum by monitoring and adapting to new trends, world events, environments, and listening to the interests of our students. We use a partnership model that allows us to continually expand our environments and our access to expertise. We focus on the self-paced mastery of concepts prior to moving on to new areas of study.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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Our core value of Sterling Character states that we value and develop confidence and resilience, kindness and respect, with the courage to advocate for oneself and for others. We aim to instil in each of our graduates a strong moral and performance character that will equip him to be a capable contributor and leader within his communities and an outstanding world citizen.
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
Modifications
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Preschool - 12
7 - 8
1%
1%
$5,000
$37,000
80%
35%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades JK - 8
No
No
No
No
No
Yes: grades JK - 8
No
No
No
No
Our students are interested in learning and inspired to improve. They are asking questions and self-motivated. They are looking for a sense of community and school they are excited to come. Our families embrace new experiences, value collaboration, and looking for a higher teacher to students ratio. Our students are eager to learn about themselves, how to advocate for themselves, build their confidence and learn skills that are needed for their future success.
We admit families with a wide range of backgrounds, provided we feel confident that the boy will be successful in our program and the parents will be partners in his educational journey. During the interview process, we get to know you and your son in order to discover whether SHS is where you belong.
We are accepting applications for all Early Years to Grade 12 programs on a rolling basis. Space is limited and some programs are waitlisted.
Step 1 – Tour
Interested families are encouraged to visit our campus. Westmont has tours available every Thursday morning, during the school year, to see our programs in action. No tours are available July and August.
Step 2 – Apply
Please complete an Application form.
This can be dropped of at the school with the Application Fee. Please submit any supporting documents as required, i.e. report cards, diagnostic testing, occupational therapy reports, etc.
Step 3 – Student Visit
Westmont does require that all students have a mandatory visit so that teachers can get to know your child. This visit is a half day for Early Primary and two days for Elementary/Middle School.
Step 4 – Enrolment
Enrolment may happen after the student visit. Successful enrolment depends upon available spaces, suitability for the program, and the ability to meet any special learning needs a student may have.
For more details please follow the link: https://westmontschool.ca/admissions/.
|
Sterling Hall Admissions Process Step 1: Get to know us |
| Step 2: Apply It is easy to submit an application through our Admissions Portal; simply follow the checklist. We ask for the following documentation to be submitted with your application:
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| Step 3: Student Learning Snapshot and Family/Parent Interview Once your application is fully submitted, a student Learning Snapshot and family/parent interview help our Admissions Team to better understand your son. Family/Parent Interview On the same day as your son's assessment or shortly after, our Director of Enrolment Management will meet you to learn more about your family and find out how the goals envisioned for your son might align with SHS's mission and core values. This is also an opportunity for you to ask questions about the school. Junior Kindergarten (JK) - Grade 2 Learning Snapshots These assessments take place in groups and consist of grade-appropriate activities that allow us to observe your son's social and emotional development, including working independently, collaboratively and following directions. We will also have the opportunity to observe his developing skills in math, language and critical thinking. Grade 3 - Grade 8 Learning Snapshots Along with any necessary support from the Admissions Team, your son will complete some in-house, grade-appropriate literacy and math tasks to assess his current academic level. These tasks provide insights into how well your son will manage our curriculum. Boys will also engage in casual conversation and critical thinking problem solving with a group. This is not a pass or fail test, but rather a way to gain further insight into your son's academic, learning and personal profile. |
| Step 4: Communication Admission offers will be made to our Junior Kindergarten, Senior Kindergarten, and Grade 1 and 2 applicants by early February. Grade 3-8 applicants will be notified by the last week of February. |
| Step 5: Enrolment and Onboarding Activities Registration must be returned with the first tuition instalment fee by the date indicated in order for your space at Sterling Hall to be confirmed. From April onwards, we have a number of onboarding activities for families and new boys to help ease the transition to SHS. |
