10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
101 Scarsdale Road, Toronto, Ontario, M3B 2R2, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
101 Scarsdale Road, Toronto, Ontario, M3B 2R2, Canada
5,691.5 km
5,688.3 km
2007
1989
150
142
Nursery/Toddler to SK
Nursery/Toddler to 12
Coed
Coed, Girls
Day
Day, Homestay
English
English, French
Academic
Liberal Arts
15 to 24
10 to 15
Learning
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$16,400 to $17,400
$12,200 to $23,600
No
Yes
0%
35%
None
JK to 12
$0
$8,000
38
8
0%
0%
100%
95%
Nursery/Toddler, Preschool, JK, SK
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
No
Yes: grades 8 - 12
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 reportAs the only all-girls' Catholic independent school in Toronto, Hawthorn provides a unique and very specific program, one that focusses on the needs of girls while providing instruction through a Catholic lens. Celebrating its 35th anniversary in 2024, the school was founded through the instigation of a group of parents who wanted the kind of academic specificity that the school continues to promote today. And, truly, there's no other school like it: girls are challenged to pursue passions in the full range of academic pursuit, STEM primary among them. Character, too, is a primary focus, including an expression of self. The ideal student is one who thrives within a supportive yet academically challenging environment.
View full report
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
"My two favorite things about Hawthorn are the teachers and the environment."
Ximena Saishio - Student (Nov 29, 2022)
Hawthorn School is wonderful. My two favorite things about Hawthorn are the teachers and the environ... View full review
"Hawthorn is an engaging community where everyone is appreciated."
Adriana Alfaro - Student (Jan 11, 2023)
Hawthorn is a good school. The students are inclusive and the teachers are great at teaching. The on... View full review
"The women who lead the school are truly admirable."
Yineska Saavedra - Parent (Feb 28, 2023)
Hawthorn School has provided an environment for my daughter to blossom and for us to be part of a co... 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."
"Hawthorn School partners with parents to form well-rounded young women grounded in the Catholic faith. Through personalized attention, each student excels in academics and character. Students take on leadership roles as emcees and club leaders, managing budgets, building entrepreneurial skills, and participating in an international exchange program in Spain. Sixty-five percent of last year’s graduates earned engineering scholarships to the University of Toronto. All receive offers from their university of choice."
"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."
"Some families who knew little about Hawthorn attended our Upper School Closing Ceremony, and commented how confident our students are. These families remarked how loud the cheering and applause were as students were going on stage to receive their awards. The Hawthorn guests said, “Only confident girls cheer for others. The insecure are jealous of others’ achievements.” Another parent said, “Hawthorn doesn’t just reward academic success. Students are accepted for who they are because they are also recognized for different virtues.” Hawthorn's school play was entirely student-led. Students bought the script, held auditions, fundraised, directed, made the costumes, etc. The play was not just great entertainment. It was also an opportunity to reach out to lonely seniors because one student had the idea to invite seniors from a residence to watch the play for free. Our younger students greeted the seniors and served them coffee and pastries. The seniors said, "We felt like royalty.""
"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."
"To maintain our personalized educational approach, we have deliberately chosen to keep our school community small. This decision limits the number of students we can accept, ensuring that each young woman receives the individualized attention and mentorship that distinguishes our program. The tradeoff involves allocating resources towards maintaining low student-to-faculty and student-to-mentor ratios, which may mean fewer large-scale facilities or programs. However, this focus allows us to uphold our commitment to a holistic education grounded in Catholic values, prioritizing character development alongside academic excellence. We believe these tradeoffs are essential to preserving the quality and integrity of the Hawthorn experience."
Information not available
"The establishment of Hawthorn School for Girls in 1989 marked the beginning of our journey towards providing a unique educational experience for young women. Over the years, our adoption of a classical liberal arts curriculum inspired by Catholic values has been a defining moment, setting the foundation for our character-focused education. The development of our mentorship program further distinguished our approach, emphasizing individualized attention and fostering personal growth. Additionally, our strategic partnerships with programs like Toastmasters have enhanced our students' public speaking and leadership skills. These pivotal decisions have shaped Hawthorn into a nurturing environment where students thrive academically and personally."
"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."
"A student who thrives at Hawthorn School for Girls is one who is eager to engage in a holistic educational experience that emphasizes both academic excellence and character development. She is curious, motivated, and open to exploring a liberal arts curriculum enriched by Catholic values. A good fit is a student who appreciates personalized attention and is willing to actively participate in mentorship opportunities. She values a supportive community and is enthusiastic about contributing to the school culture through extracurricular activities, community service, and leadership initiatives. Ultimately, she is a young woman who seeks to develop her unique gifts while embracing intellectual challenges and personal growth."
"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."
"While we strive to accommodate diverse needs, there are circumstances where Hawthorn School for Girls might not align with a family's expectations. If a student seeks a very large school environment with numerous facilities or programs, our intimate setting may not meet her desires. Our focus on a classical liberal arts curriculum, inspired by Catholic values, may not be suitable for those preferring a different educational philosophy or a secular approach. If a family prioritizes competitive sports programs over our well-rounded athletics and house system, they might find our offerings limited. Additionally, if a student requires highly specialized resources that exceed what we can provide within our personalized approach, we would advise seeking an alternative that better addresses those needs. Our goal is to ensure that each student thrives, and a good fit is crucial for a fulfilling experience."
Information not available
"Visitors to Hawthorn are often struck by the maturity, eloquence, and generosity of Hawthorn students. When a 15-year-old student was asked to name one good thing that she had done recently, she said, "Put school work behind my family. For the past few years, I was so caught up with trying to balance my school work and family time. Now I realize that one will be there forever if I want it to be and the other will not." This same student also mentioned how her faith has grown since attending Hawthorn: "When I was little, I would see my parents and the people around me being very consistent with their faith. But as a little girl, I always thought that Sunday Mass was the only way for me to grow in my faith. Attending Hawthorn has changed my whole perspective on faith. For example, something that I have known for a really long time but I just realized is that serving and loving others really shows that we are loving God above all else.""
"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."
"At Hawthorn's Closing Ceremony we stop for a moment and honour students for something more than academics, more than sports, more than scholarships. Recognition is given to students for displaying virtue at various times during the school year. Because we believe that a true education goes beyond grades. It’s about who one is as a person. Parents have commented that the best part of Hawthorn's ceremonies is not the recitation of names for the Honour Roll and other awards but the explanation of how students have lived various virtues. One student was recognized for the virtue of fortitude as follows: "This young lady is unstoppable. She got hit in the head while performing on stage but stitches and lack of sleep from waiting hours in the Emergency Department didn’t stop her from performing in the play the following afternoon. She may be small but she’s a powerhouse.""
"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."
"We respect the shared goals of our students and their families. We pride ourselves not only on preparing the girls for a postsecondary education, with a 100% university acceptance rate, but also on helping them to succeed in their life’s path – no matter what it may be. Our curriculum provides cultural literacy, critical reasoning skills, and aid in the growth of virtue, in a smaller school environment that allows teachers and mentors to know every girl, their personal interests and abilities."
"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."
"One of the ways that we keep making a difference is by listening and changing, but not only the requirements of an increasingly competitive and complex world – but by listening to and working together with parents. Hawthorn was founded upon the principal belief that parents are the primary educators of their children, and our commitment to educate together in partnership with them, is part of what continues to make Hawthorn different."
"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."
"Hawthorn is implementing the REAL (Real Excellence and Attitude for Life) Character Education program which promotes an engaging and compelling case for young people to live a life of virtue, grow in character strength, improve their well-being, and ultimately live happier and more balanced lives. Katrina Alvir, the creator of REAL, says: "Excellent students need a strong character, and likewise strong characters are forged through effort in academic endeavours, creativity, sports, social life and service to the community." Through engaging, meaningful, and practical workshops, journaling, and discussions, we will continue to lead girls towards discovering the truth in Aristotle's timeless conviction: 'Happiness is the reward of virtue.'"
"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."
"In the next five years, Hawthorn School for Girls will continue to evolve while staying true to our core values of academic excellence and character education. We plan to further integrate technology into our curriculum, enhancing digital literacy and preparing students for the demands of a rapidly changing world. Our mentorship program will expand, offering more personalized support and fostering stronger connections between students and mentors."
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.
Welcome to the Hawthorn School profile and thank you for your interest in our school!
Thank you parents for considering entrusting us with the education of your daughters. We know that you have many options, and we are grateful for your interest in choosing a Hawthorn education for them. We continue to remain dedicated to our mission and parents are a key part of what we do here. We are committed to communicating with parents and to helping them raise their daughters to be women of integrity and faith, the leaders of tomorrow.
We are so happy to see our students back at school. Here they are surrounded by people - friends, parents, teachers, and mentors - that they can rely on every step of the way. At Hawthorn we have an amazing group of dedicated people, including support staff and teachers. It is a great joy and privilege to work with them every day. Our faculty have time and time again shown how dedicated they are to their students, not only their academic learning but also their character development and emotional well-being. We are very grateful to them for all that they do!
To those that are interested in a Hawthorn education, we would be delighted to welcome you into our family! Our admissions director, Amy McRae, would be happy to speak with you and guide you through the process of applying to Hawthorn. Please contact her at 416-444-3054 or by email at [email protected].
Liberal Arts
Information not available
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
In the Lower School students develop a love for learning, and build social skills and work habits in each area of a well-rounded academic program. In the early grades, the curriculum focuses on a systematic approach to cultivate phonetic, literacy and mathematics skills. Lower School students develop outstanding literacy and numeracy skills, generally testing about one year ahead of the Ministry of Education requirements. Hawthorn's Upper School delivers an ambitious liberal arts education, preparing the leaders of tomorrow for university, the workplace, family life and the world beyond. The requirements of the Ministry of Education for the Ontario Secondary School Diploma are surpassed through learning opportunities both inside and outside the classroom. Hawthorn's compulsory courses fine tune students' capacity for critical thinking, round out their cultural literacy, and serve to educate the whole person: body, mind and soul.
Traditional Math
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 curriculum used at Hawthorn is the Saxon Math Program. This program has a unique pedagogy of systematic introduction of mathematical concepts by incremental development. This strategy introduces concepts in small, easily understandable pieces in lessons over the course of an academic year. These concepts are continually practiced and reviewed on a daily basis. Complementing the continual practice and review are the frequent cumulative assessments which enhance learning so that students can correct errors of understanding before those errors become ingrained. The Upper School curriculum follows the course objectives set out by the Ontario Ministry of Education.
- 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)
Gr 1-7 Saxon Math Gr 8 MATH MAKES SENSE Gr 9, 10 PRINCIPLES OF MATHEMATICS 9, 10 (NELSON) Gr 11 FUNCTIONS 11 (NELSON) Gr 12: HACOURT MATHEMATICS, NELSON, (MCGRAW-HILL
Phonics-intensive
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.
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.
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
The first level of the reading program, which consists of 160 lessons in total, is designed to set the stage for word reading. Students learn how to discriminate between sounds and take part in pre-reading exercises, which contain decoding, symbol identification, rhyming and comprehension activities. This allows the students to begin to read simple, regular words by sounding out each word and saying it quickly. The students are also taught to sequence and follow directions, and are guided in sharpening auditory skills. They learn the importance of forming strong work habits as well as working independently and neatly on corresponding take-home sheets. They are encouraged to develop their ability to pay attention and learn to participate as part of a group.
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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
The Hawthorn writing curriculum uses a blended structure and style program. Various writing structures are taught throughout the year. These structures are repeated in the grades. Elements of style are taught overlapping the various writing structures. Students progress through the stylistic techniques according to their ability and their mastery of the stylistic techniques.
Inquiry
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.
The Science curriculum at Hawthorn focuses on giving the students a love for and appreciation of the natural world. The study of the world through the scientific method allows the students to develop the intellectual processes necessary to understand the idea of objective truth. Students are encouraged in the development of scientific curiosity through an emphasis on hands-on activities and experiments. The knowledge gained through these lessons and investigations fosters the virtues of co-operation, of respect for others and materials, and responsibility towards our environment. These, in turn, promote a sense of global citizenship in our students. The development of independent intellectual inquiry is further enhanced through the Science Project during alternating years. The Science Project is an integral part of the science curriculum and grades 1 – 7 prepare science projects under the guidance of their science teacher as an enhanced learning experience.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
The writing program follows the Institute for Excellence in Writing’s Blended Structure and Style Curriculum. This program guides students through different structural models of writing. Each month is spent on a different structure. This sequence of structures is repeated every year to help students develop excellent writing skills. Stylistic techniques are taught simultaneously in a personalized cumulative manner so that students can achieve a mastery of each technique. A beautiful aspect of this program is that grammar is taught implicitly within the stylistic techniques.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
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.
The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of western culture and history as well as a more particular knowledge of Canadian history. Students examine western culture from its’ roots in the ancient civilizations of Egypt, Greece and Rome through Medieval times to present day Canadian society. Canadian history is emphasized in order to give an intellectual basis for each student’s patriotism. As well, the novel study in the English curriculum and studio projects in the Art curriculum are linked to the periods studied in order to give the students a breadth of cultural exposure.
Perennialism
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Information not available
Students discover the truth about the human person and the human experience through their education in the humanities. Integration with the other disciplines and subject areas (classics, mathematics, sciences, arts, health and physical education) completed the context in which critical thinking and cultural literacy are achieved.
Equal Balance
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.
The French curriculum is a comprehensive and seamless program that builds on communication skills throughout the Lower School. Second-language learning strengthens students’ ability to communicate, enhances problem-solving and reasoning skills and increases the capacity for creative thinking. Learning a second language not only strengthens students' ability to communicate, but also develops their capacity to understand and respect other cultures. At the end of the Lower School students should have a solid base to achieve fluency through the Upper School curriculum.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
The art curriculum is designed to facilitate an appreciation for art through the study of art history, various artistic techniques and mediums. The curriculum encourages self-expression through the creation of two and three dimensional art projects. The visual arts include the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, and photography, as well as crafts. The curriculum is intended to help students develop their creativity, and technical abilities as well as the ability to communicate with other people through visual images. In learning to express themselves in visual ways, students will sharpen their powers of observation. In developing the ability to analyze and describe works of art from various historical periods and in different styles, they will also learn to understand and appreciate a wide variety of art works. Studio projects that link the social studies curriculum to the art program will be used to enhance cultural literacy.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
Hawthorn recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. In order to support information literacy in both the Lower School and Upper School, students are taught through the curricula and through specifically designed workshops how to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively. In support of media literacy, students are taught to analyze media (social sciences) and create media products (data management, visual arts, yearbook, and others). To help students achieve information and communication technology literacy the computer lab. is used to teach students to apply technology effectively.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
Hawthorn's approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. Healthy Living—students will relate healthy eating practices and active living to body image and self esteem, and outline a variety of issues related to health and wellness. They will investigate issues related to the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, and social skills. Fundamental Movement Skills—students will combine a variety of movement skills in participating in physical activities: locomotion, manipulation and stability, and demonstrate the principles of movement while refining skills Active Participation—students will participate on a regular basis in physical activities that maintain or improve physical fitness
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
Students are exposed to a wide variety of subjects and their natural curiosity is encouraged to help them gain knowledge of the world. The core subjects of mathematics and language are carefully structured to help young students develop their ability to think logically. A well-rounded education is provided through the other specialty subjects, including French, art, music, physical education and science. Students learn sound study skills and work habits in each area.
Accelerated
The main curriculum 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.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Rigorous
A school with a “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.
Hawthorn School for Girls has a two-fold goal: academic excellence and character education. In order to help the students develop strength of character, it is important that they be well informed of their responsibilities, both academic and personal, within the school community.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Hawthorn educates its students in academic excellence and character formation by providing the necessary means to grow in knowledge, virtue and responsibility. Freedom and responsibility require an informed intellect, a strong will, and emotional tranquility. The school integrates all aspects of formation - intellectual, spiritual, human, and social - within a liberal arts education. Our formal educational goal describes this as an integral education, and places special emphasis on the development of natural virtues.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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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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
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
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.
Mild learning difficulties are typically accommodated. If a difficulty is such that school staff are not qualified to provide the appropriate support, parents are informed and the school works together with them to take the appropriate steps which may include to find a school which is a more appropriate fit.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
0%
35%
$0
$8,000
100%
95%
Nursery/Toddler, Preschool, JK, SK
Rolling
Rolling
Not available
Not available
No
Yes: grades 8 - 12
No
No
No
No
No
Yes: grades SK - 12
No
No
No
No
Students who are willing to learn, work hard, and be respectful.
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.
Filled Application with all required documentation: a $100 non-refundable fee, a teacher recommendation (for grades 1-12), a recent photograph, copies of the last two years of report cards, a copy of birth certificate or passport.
Entrance assessment (SK to gr. 12)
Applicant interview (Upper School)
Parent interview (All Grades)
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