10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
3657 Fromme Road, North Vancouver, British Columbia, V7K 2E6, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
3657 Fromme Road, North Vancouver, British Columbia, V7K 2E6, Canada
5,691.5 km
7,655.9 km
2007
1997
150
225
Nursery/Toddler to SK
Preschool to 9
Coed
Coed
Day
Day
English
English, French
Academic
Traditional
15 to 24
12 to 24
Learning
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$16,400 to $17,400
$10,000
$18,640
No
No
0%
0%
None
None
$0
$0
38
17
0%
0%
100%
95%
Nursery/Toddler, Preschool, JK, SK
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9
information not available
information not available
Rolling
Not available
Not available
Not available
No
Yes: grades K - 9
No
No
information not available
information not available
Parents look to York Montessori for a program that demonstrates a high fidelity to the Montessori method, and which is delivered by accredited, experienced staff. And, certainly, that’s precisely what they find. Families are actively involved within the life of the school through annual events as well as, uniquely, information sessions, workshops, and in-class observation held at key points throughout the academic year. The schools is larger than most Montessori environments, especially given those which, as here, limit their scope to the early years. That said, the efforts around involving parents lends a familiar, family-oriented cast to the culture of the school. Following on, the size of the student body has its benefits, especially around the breadth of the program offerings, the resources available, and allows for coverage before and after the school day.
View full reportWhen schools describe themselves as international they can mean different things, from recruiting an international student population, to delivering curriculum through a global lens. In the case of Cousteau, however, it’s principally a reference to the curriculum: the school adopts both the BC curriculum as well as that of the French Ministry of Education, in partnership with the AEFE. That’s of interest to French nationals, for example, who intend to return to France at some point. It’s also of interest to families of children who may be moving elsewhere at some point and wish to enroll in another AEFE school. That said, most families have more general reasons for enrolling at Cousteau, including the quality of the immersion program and the focus of the curriculum, one centred on the values of multiculturalism and environmental stewardship. (The name was changed in 2013, from The French International School of Vancouver, in order to highlight formal ecological outcomes added to the school curriculum as well as a partnership with Cousteau Foundation and the Aquarium of Vancouver.) The ideal student is one operating at the top of his or her peer group, and looking to be challenged within an environment of true peers.
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Extremely positive experience
Amir SAEED - Parent (Feb 10, 2018)
My child's experience at YMS has been extremely positive. His growth from Day 1 to present has been ... View full review
High academics and a caring environment
Danielle Di Paola - Parent (Dec 18, 2024)
My children love the teachers and staff and also enjoy the challenging work. We are very happy with... View full review
"My child loves going to York Montessori School in the morning and almost always comes home happy and full of joy."
James Shen - Parent (Jan 29, 2025)
My child really enjoys every part of his daily life at York Montessori School.
In the regular scho... View full review
"Open to all families, not just French alone."
Maryam Moayeri - Parent (Feb 08, 2018)
Both my kids love their teachers and their friends. They’re proud that they can speak three langua... View full review
"York Montessori School (YMS) is a reputable independent Montessori school licensed by the Ministry of Education and accredited by the CCMA. With a focus on academic preparation and through the use of classic Montessori pedagogy, our experienced and dedicated educators aim to support the holistic development of each of our young learners. Our goal at YMS is for our students to emerge as independent and confident individuals who seamlessly transition from thriving in our classrooms to succeeding in the world."
"Cousteau is the only school in BC offering a top-tier academic experience from Preschool to Grade 9, blending curricula from France and British Columbia. Students are immersed in a bilingual environment from PreK, with 75% of instruction in French and 25% in English, they thrive in small classes that foster critical thinking and independence. Accredited by the AEFE network (488 schools in 130 countries), the school also offers 3 bus lines, before & after-school care, and a wide range of extracurricular activities."
"Established in 2007, YMS has gained a strong reputation within the Richmond Hill community. Recognized for its commitment to classic Montessori principles, YMS prides itself on fostering a collaborative partnership with families and providing a robust foundation for success that goes beyond academic achievements, encouraging a lifetime of curiosity, compassion, and interconnected learning. The school’s highly qualified and experienced educators are devoted to supporting each child's and family’s unique educational journey through a thoughtfully prepared environment and a curriculum designed to encourage confidence and independence. The school's reputation for excellence is evident in the accomplishments of its alumni, who continue to thrive and positively contribute to their communities."
"What sets Cousteau School apart is its unique integration of two rigorous curricula, France’s national program and British Columbia’s curriculum—delivered in a fully bilingual environment. This dual approach develops truly global citizens: students who are academically versatile, culturally fluent, and intellectually agile.
Cousteau is particularly well-suited for families seeking a multicultural education grounded in strong values: Respect, Courage, Integrity, and Empathy. These values aren’t just taught, they shape the daily student experience through collaborative learning, community service, and a culture of kindness and curiosity.
Unlike many schools, Cousteau embraces its small size as a strength, allowing for individualized attention, strong teacher-student relationships, and a flexible learning environment that adapts to students’ needs, interests, and learning styles."
"At YMS, we prioritize Montessori principles, which requires us to make deliberate trade-offs. One key decision is balancing personalization with standardization. By maintaining small class sizes, we tailor education to each child’s pace, but we don't focus on standardized testing or academic benchmarks, which some families may expect. Additionally, we emphasize hands-on learning with Montessori materials over heavy technology use, recognizing technology’s importance but prioritizing tangible skills and independence. These trade-offs allow us to stay true to our personalized learning and holistic development values, enriching students’ long-term growth. While we deprioritize standardized testing and digital tools, we believe these choices better prepare our students for a lifetime of learning, creativity, and meaningful engagement with the world."
"Cousteau School has consciously chosen depth over breadth to serve families seeking a meaningful, values-based, bilingual education. One of the key tradeoffs we’ve made is prioritizing a global mindset over a purely local focus, by delivering both the French national curriculum and the BC curriculum, we commit to the complexity of preparing students to thrive across cultures, rather than streamlining for local standardization.
We also favour balance over specialization: our students don’t just excel academically, they develop as whole individuals through arts, sports, languages, and social-emotional learning. This requires thoughtful allocation of resources toward a well-rounded program, rather than over-investing in one niche."
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"YMS is a great fit for students who thrive in an environment that emphasizes independence, curiosity, and hands-on learning. Our ideal student enjoys exploring concepts at their own pace, with the support of dedicated educators. YMS is best suited for children who benefit from a personalized approach to learning, where the focus is on the whole child—physical, cognitive, social, and emotional development. While we welcome students with diverse learning styles, those motivated to engage in self-directed activities, collaborate with peers, and take ownership of their learning will truly flourish. Families who value a Montessori education, which encourages creativity, problem-solving, and lifelong learning, will find a supportive and enriching community at YMS."
"Cousteau is a great fit for students who are naturally curious, open-minded, and eager to explore the world through both French and English. Our dual curriculum encourages flexible thinking, resilience, and a love of learning—making it ideal for children who enjoy academic challenge but also value creativity, collaboration, and kindness. Students who thrive here are not just looking to excel on paper; they’re engaged, thoughtful, and enjoy being part of a diverse, supportive community.
Cousteau families tend to believe that education is about much more than grades. They value bilingualism as a lifelong gift, see character development as essential, and want their children to grow into confident, compassionate global citizens. Parents who are involved, communicative, and ready to partner with teachers in their child’s journey find our approach especially meaningful."
"We would advise a family against choosing YMS if they are unwilling to commit to the full three-year Casa program. The Montessori approach thrives on continuity and long-term development, where each year builds upon the previous one. The three-year cycle is essential for fostering deep learning, independence, and leadership skills, and students benefit from the consistency of remaining in the same classroom environment with the same educator for multiple years. Families who are seeking a more traditional, short-term school experience or those not aligned with the Montessori philosophy may not find the best fit at YMS. Additionally, families who are unable to engage in the collaborative partnership between school and home may not fully benefit from the Montessori method, which requires active involvement and support for a child’s development."
"Cousteau School may not be the right fit for families who prioritize a single-language, highly standardized, or test-driven education. Our bilingual, values-based approach focuses on long-term development, global perspective, and social-emotional growth. Families seeking a more traditional, competitive, or purely local academic model may find our philosophy and learning environment don’t align with their expectations."
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"Families choose YMS for our strong commitment to the Montessori philosophy and the exceptional academic outcomes we provide. We focus on nurturing a love of learning, critical thinking, and problem-solving skills, ensuring students are well-prepared for future academic challenges. Parents also value our open communication, which fosters collaboration and ensures that each child's unique needs are met. YMS is recognized for its academic excellence and commitment to the holistic development of students, earning a strong reputation that consistently attracts families through referrals and word of mouth. Our proven track record of academic achievement and emphasis on social and emotional growth make YMS the ideal choice for families seeking a well-rounded education."
"Cousteau is seen by the public as a warm, nurturing, and academically strong bilingual school with an international outlook. Families recognize it as a place where children are known, challenged, and supported, both intellectually and emotionally. Its image is one of balance: rigorous without being rigid, global yet grounded in community, and values-driven without being idealistic. Many parents view Cousteau as a hidden gem, a school that quietly delivers excellent results while staying true to its human-centered, inclusive mission."
"One aspect of YMS that is often underappreciated is our low teacher turnover, which plays a crucial role in maintaining continuity and building strong relationships with students and families. Our dedicated educators remain with us for many years, providing stability and fostering deep connections that benefit both academic and emotional development. This consistency allows teachers to truly understand each child’s learning style and growth, leading to more personalized and effective instruction. Additionally, the close-knit community at YMS contributes significantly to our success. The strong bond between students, families, and staff creates a collaborative environment where everyone works together toward the shared goal of supporting each child's growth. This sense of belonging and trust is often overlooked but is fundamental to the nurturing, supportive atmosphere that sets YMS apart."
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"Families might be surprised to learn of the opportunities provided to YMS students for engaging in global citizenship. Back in 2015, while our students watched their new school being built, they were also part of a larger, global community project. During this time, our school community raised funds to build a school in Uganda, creating a powerful connection between our students and children halfway around the world. As the construction of both schools progressed, our students corresponded with the children in Uganda, learning about their lives, cultures, and the impact of their contributions. This ongoing, hands-on learning opportunity enriched our students’ learning by further developing their empathy and deepening their understanding of the importance of community service. It provided a real-world context for the values we teach and continues to inspire our students, making their education truly meaningful and connected to the world beyond our school walls."
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"Most recently, YMS has implemented Transparent Classroom, an innovative virtual platform designed specifically for Montessori schools to enhance communication between educators and parents. This tool allows us to share photos, detailed material descriptions, and comprehensive progress reports, ensuring that parents are consistently informed about their child’s development and classroom experiences. Transparent Classroom strengthens the connection between home and school by providing parents with real-time insights into their child’s learning journey, fostering collaboration, and offering personalized suggestions for integrating Montessori parenting strategies at home."
"Over the past year, Cousteau has made several exciting improvements to enhance student experience and learning. We built a new climbing wall in the gym to support physical confidence and well-being, and we invested in a full set of educational robots, allowing students from kindergarten to grade 9 to explore coding and robotics in hands-on, age-appropriate ways. Most significantly, we received official accreditation for Grade 9, enabling us to offer the Brevet des collèges—a key French diploma that marks the completion of middle school and prepares students for high school and beyond. These changes reflect our ongoing commitment to innovation, excellence, and student growth at every level."
"YMS anticipates growth and change over the next five years, though the exact path remains uncertain. While we are committed to the core principles of Montessori education, we recognize that our community’s evolving needs may shape our direction. To enrich the student experience, we plan to expand our extracurricular offerings, allowing students to explore their interests, develop new skills, and connect with nature through an organic gardening curriculum that fosters responsibility, sustainability, and hands-on learning. Additionally, we are considering the introduction of school uniforms to cultivate a sense of unity and focus within our community. As we move forward, we remain dedicated to enhancing our current programs while staying true to our values of personalized, nurturing education."
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York Montessori School opened its doors to six Richmond Hill families in 2007. Today, the school is a leading Montessori preschool in York region and licensed for 150 students. York Montessori School imparts children with an excellent Montessori education while providing exceptional child care.
York Montessori School is, and has always been, a licensed establishment with the Ministry of Education as well as a school that is proudly accredited by the CCMA (Canadian Council of Montessori Administrators). We practice pure Montessori philosophy and employ highly educated and accredited Montessori teachers who have had their training at a MACTE accredited or AMI teacher-training program.
York Montessori School has a very close group of families and together we are actively involved in the community. Parent teacher meetings, progress reports, and “Watch Me Work” workshops are conducted throughout the year. We also host regular school community building events such as curriculum nights, Montessori education evenings, parenting workshops, and an annual family BBQ.
YMS is dedicated to keeping a close relationship with our students and their families. Much of our success is attributed to valuable relationships between staff, students and parents. Collectively, we work towards one important goal, the enrichment of a pure Montessori education for your child.
Dear Parents,
Cousteau, The French International School of Vancouver is the only school in British Columbia that offers an academic curriculum that is approved by both the British Columbia Ministry of Education and the French Ministry of Education.
What we propose ? Why we are different ?
A bilingual school based on an innovative and ambitious pedagogy of languages
A model school for multicultural and multilingual education, actively preparing tomorrow’s international citizens
We are a school of academic excellence that integrates the best of both the French and Canadian systems. We offer a personalized, high quality teaching and learning. Students are offered a rigorous an challenging workload that is adapted when needed to assist students to reach their full potential.
Our educational projects aim to develop respect for others and ourselves, a sense of responsibility and cooperation,
We aim to develop future citizens who are critical thinkers, who have intellectual curiosity and a predilection for initiative and openness. Citizens with enabling them to understand, value, and share the principles of solidarity, respect, and responsibility for everyone and for the environment.
Our bilingual education provides a creative and stimulating environment for this project. The parents, the staff and the students, together we uphold the values of an international community, respectful of differences, open to the exchange of ideas, languages and cultures.
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
The French International School of Vancouver provides the opportunity for the students to benefit from the best of both educative Worlds, French and Canadian. The school endeavours to achieve the following three objectives: 1) To educate the students to become active and responsible citizens 2) To support and expand their personal growth and psychological development 3) Expose these students to an excellent scholastic experience By following these objectives with an expanded curriculum that also encompasses cultural and artistic activities; the School’s Mission is to enhance personal development, creativity and to instill a well established work ethic, capable of co-existing and working with their fellow classmates. The French International School of Vancouver also places great value and respect for itself and others by imposing Code of Conduct based on community spirit and the acceptance of diversity. The students and parents that choose The French International School of Vancouver choose also to engage in a deeper bilingual educational experience.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Dr. Montessori divided the Mathematical materials into five main groups. Each group had a specific aim, which its materials tried to achieve by providing the child with repeated but varied experiences.
The teaching of mathematics is another point of pride and renown for the French educational system. It is a global approach in which students are exposed early to a wide range of mathematical concepts: geometry, addition, subtraction and multiplication, algebra, fractions, the decimal system, etc. In each year of the school, these mathematical concepts are expanded and students’ comprehension deepens. Logic and expression are always prioritized. Calculating the correct answer is not sufficient; a student must explain how the answer was obtained, and why. Logic and the ability to articulate one’s reasoning are emphasized in every grade and field.
- Numbers to ten (numeral to quantity) - Decimal System (addition, subtraction, multiplication, division) - Teens and Tens (one to one hundred) - Memorization of Tables (essential combinations) - Passage to Abstraction (minimal use of materials)
Information not available
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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.
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language curriculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
Grade 1 is the start for Cycle 2 : Fundamental Learnings, which spans Maternelle and Elementary School. Maternelle and Elementary teachers have the same training and, in many cases, have taught both levels. As a result, the transition from Kindergarten to Grade 1 is smooth. During grade 1 students begin to read in French, English. They are taught to write in cursive (only in French in Grade 1) and to read all written forms. Language skills and oral expression are high priorities. A significant part of every school day is devoted to poetry, writing, oral language, reading, spelling. Mastering the language is one of the two main priorities of Cycle 2. In this Cycle, art, music, science, civics and physical education classes begin, and math, which is the Cycle’s second main priority, is taught formally.
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.
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language cur- riculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
Grade 1 is the start for Cycle 2 : Fundamental Learnings, which spans Maternelle and Elementary School. Maternelle and Elementary teachers have the same training and, in many cases, have taught both levels. As a result, the transition from Kindergarten to Grade 1 is smooth. During grade 1 students begin to read in French, English. They are taught to write in cursive (only in French in Grade 1) and to read all written forms. Language skills and oral expression are high priorities. A significant part of every school day is devoted to poetry, writing, oral language, reading, spelling. Mastering the language is one of the two main priorities of Cycle 2. In this Cycle, art, music, science, civics and physical education classes begin, and math, which is the Cycle’s second main priority, is taught formally.
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.
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 –This portion of the curriculum contains such basic science experiments as sink & float, magnetic & non- magnetic and colour mixing. Biology– This is the most basic of introductions to such concepts as life cycles, and the parts of the human body. Zoology –Topics covered in this part of the curriculum include, but are not limited to Animals of the world, classification of animals, parts of exercises & classified cards. Botany –This part of the curriculum includes such categories such as the environment, nature, and parts of leaf, flower and tree.
Logic and expression are always prioritized. Calculating the correct answer is not sufficient; a student must explain how the answer was obtained, and why. Logic and the ability to articulate one’s reasoning are emphasized in every grade and field. From KG level, we encourage experimenting the world by letting the students be part of the experiments, our Eco School coordinator is providing workshops on all grades and help the teachers to fulfill our ECOSCHOOL commitments.
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Literature holds a prominent role in children's personal development since the reader becomes emotionally attached with the story and this has positive effects not only on the personal growth but also on the whole learning process. From this point of view, our curriculum for the includes appropriate texts which can be used to these purposes. We cover different types of texts : French poésie, albums, Bande dessinées, etc.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
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.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
History– Materials included in this part of the curriculum were designed to teach such concepts as the daily calendar, the seasons, the clock & basic human needs. Geography–This part of the curriculum includes materials pertaining to the solar system, the continents, land and water forms, introduction to the earth’s elements and all parts of the world. Sensorial- Materials were designed to facilitate the child's ability to attend to their senses through interaction with the environment to promote intellectual development. They can be broken down into 8 categories of senses: Visual, Tactile, Baric, Thermic, Stereognostic, Gustatory, Smell and Hearing. Practical Life- Materials are broken down into five categories (Preliminary Exercises, Care of the Environment, Care of Person, Grace and Courtesy, Control of Movement) to teach the child to function in their own environment, encouraging independence, coordination, concentration and freedom of choice.
Pre school Another essential aspect of Cousteau Maternelle program is socialization. The school day is highly structured, incorporating specific periods for free, self-directed play. Children learn to express themselves in a manner appropriate to the time and place, and to distinguish the differences in circumstances. They are taught to respect others, and to understand the consequences of their behaviors. and After The goal of our school in reference to the French moral and civic educational programs is to combine the formation of future citizens with critical thinkers. Thus students acquire a conscience enabling them to understand, value, and share the principles of solidarity, respect, and responsibility
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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The four years of Middle School are organized into two Cycles. Grade 6 (Sixième or 6e) is the end of the Cycle 3: it initiates students into the workings of Middle School and ensures continuity of learning from Elementary School. Grades 7 and 8 and 9 are the Central Cycle 4 : students deepen their knowledge and know-how; physics- chemistry enters the curriculum; discussions of professional paths and training start. In Grade 7 students add a foreign language (Spanish, German or Mandarin).
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.
At YMS, we offer daily French classes which are both interactive and educational.
Our goal is to prepare our students throughout their schooling to fluently speak a second language and to understand the cultural nuances of another country. Neither the French nor English language will be considered a “foreign language”. ! To succeed in this multilingual plan, we rely on an adapted pedagogy. We teach in a manner that borrows and builds from both the mother tongue and the language of schooling. All subjects are taught in French. English is also taught, not only as a language, but also in subject areas such as art, geography, and history. This plan involves not only learning language for its own sake, but to use language as a tool to learn about the world through a different lens. Through project work, language is put into action
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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Our Grade 6 and 7 develop with the help of our litterature/drama teacher a whole year project including the choice of a piece, its adaptation, collaboration with students of other grades to present the piece. We also propose some circus workshops and camps throughout the year for KG and up.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
IT tools are involved in all courses.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
Physical Education will develop the WHOLE child in EVERY child The physical educators will serve as role models, and demonstrate knowledge of health, physical education and wellness The physical education classes will provide a variety of activities which will motivate the students and increase participation OBJECTIVES Our physical education program will allow the students to participate in developmentally appropriate activities Our physical education program will develop and reinforce cooperative behavior Our physical education program will teach the students to establish lifelong fitness goals
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.
Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
Cousteau Maternelle program is characterized by a high esteem for the intelligence and abilities of the pre-school-age child. In a warm, supportive environment adapted to their age, children are challenged and encouraged to think independently and act responsibly, thus fully realizing their potential at each developmental level.
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.
Our classes are pluri lingual then the pedagogical differentiation is required in all the class rooms for all the teachers.
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”.
York Montessori School seeks to become the one place where parents, with peace of mind, will leave their children in the hands of our educators. The primary focus of our school is to provide a high quality educational setting in which the child can experience developmental excellence while being cared for in a healthy and enjoyable environment. We will provide a carefully planned and stimulating atmosphere which will help children develop within themselves the foundation, attitude and skills which are essential for a lifetime of creative thinking and learning.
Excellence and rigor of the French Education Certified French teachers from France
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At York Montessori School, we recognize that children learn and develop in their own way and at their own pace and encourage them to work toward independence and self-motivation. Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
Our goal is to prepare our students throughout their schooling to fluently speak a second language and to understand the cultural nuances of another country. Our bilingual education provides a creative and stimulating environment. Our educational projects aim to develop respect for others and themselves, a sense of responsibility and cooperation, a prediction for initiative and openness, intellectual curiosity, and critical thinking. ·The goal of our school is to develop future citizens who are critical thinkers enabling them to understand, value, and share the principles of solidarity, respect, and responsibility for everyone and for the environment.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
At York Montessori School, it is our priority to provide or facilitate the appropriate resources available to ensure the highest quality of education for the child. Outside special education resources/support may intervene if necessary, upon discussion with the child's parents. Our school is committed to inclusion, fairness and the right to learn and excel academically and individually.
Cousteau School has a specialist teacher for children who have some difficulties. The teacher propose learning strategy in order to provide help to the children in need.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
100%
95%
Nursery/Toddler, Preschool, JK, SK
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Not available
Not available
Not available
No
Yes: grades K - 9
No
No
No
No
No
Yes: grades K - 9
No
No
No
No
We want you to know that we understand how busy you are. Most of our procedures are set up to accommodate your schedule, including an easy way to begin enrolment.
The admissions process begins when you contact the school to schedule a tour or request an enrolment package through email. Deciding on a tour of our facility will allow you the opportunity to meet the teachers and observe a class in progress. Once you have reviewed the package, and a space has been allocated to your child, the enrolment form is submitted and the appropriate fees and deposits are collected.
Please contact the school either by email or calling us.
York Montessori School admits and does not discriminate students of any sex, race, colour, creed, or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school.
YMS looks for families who share our philosophy. We believe that each child is unique and should be recognized as someone special. We also understand that in order to learn, children must feel safe, accepted, and competent in an environment that is encouraging, nurturing, supportive, and challenging.
We look forward to meeting you and your child.
Early Pre-K (3 years old) and Pre-K (4 years old) children do not need any previous knowledge of French to be accepted, but they must be toilet trained.
School Placement Test From Kindergarten :
How Placement Tests Work ?
For Kindergarten :
The children are invited to participate in class activities at school.
Registration for classes from Grade 1 to Grade 9:
Placement tests at Cousteau are standard exams that challenge a student’s ability in a range of subjects. Students will be assessed in English, French and Math in a 90-minute test.
Students coming from a school following the French curriculum, member of the French Agency Abroad or set by the French Ministry of Education, can be registered directly at Cousteau upon submission of their report cards (photocopies) accounting for the past two years and after official acceptance into the following Grade.
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