Alive Montessori & Private School ACADEMICS & EXTRACURRICULARS
- Preschool/K Curriculum
- Montessori Approach
- Curriculum Pace
- Academic Culture
- Developmental priorities
- Special needs support
- Gifted learner support
Curriculum Montessori, Waldorf
Curriculum approach at Alive Montessori: Montessori, Waldorf
Alive Montessori has a Montessori, Waldorf approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Traditional - 41%
Liberal arts - 14%
Progressive - 32%
Reggio Emilia - 0%
Waldorf - 2%
Alive Montessori has a Waldorf approach to supplementary curriculum.
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
What Alive Montessori says about their overall curriculum and approach:
The Montessori method provides hands-on learning in a stimulating school environment that enables children to learn more quickly and thoroughly. With far more interesting material than a traditional classroom, children are allowed much more opportunity to explore and develop their own interests and abilities. Learning occurs at their own pace in small classrooms and is geared towards developing competence – and thus, confidence. The mixed age groupings encourage children to cooperate with and help each other, while enabling the older children to learn responsibility and leadership.
Pedagogies and subject courses:
Mathematics approach at Alive Montessori: Traditional Math
Alive Montessori has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).[Show: About 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.Mathematics at schools on OurKids.net:  Traditional math - 27%
Discovery math - 6%
Equal balance - 67%
What Alive Montessori says:
The Montessori program uses lots of hands-on material such as counting beads, wooden rods, geometric shapes, and other objects children can handle to make mathematical concepts real and develop the child's understanding. After the concepts are fully understood, drilling and practice are done on the basics to achieve competence.
Textbooks and supplementary materials:
We expect our students to become very competent in performing math in their heads or on paper before we introduce calculators. This has the added benefits of developing mental discipline and confidence in their own abilities to solve problems.
Early Reading approach at Alive Montessori: Phonics-intensive
Alive Montessori has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).[Show: About 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.Early Reading at schools on OurKids.net:  Phonics-intensive - 41%
Whole language - 2%
Balanced literacy - 57%
What Alive Montessori says:
Maria Montessori believed that the ideal age to teach children to read is between 4 and 6. Using her materials (sandpaper letters, moveable alphabet, metal templates), we consistently have children reading at age 4 (some as young as 3)
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
What Alive Montessori says:
The goal is that child will eventually be able to read as easily as to listen to a conversation.
Writing approach at Alive Montessori: Equal balance
Alive Montessori has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).[Show: About Equal balance?]
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.Writing at schools on OurKids.net:  Equal balance - 78%
Systematic approach - 10%
Process approach - 12%
What Alive Montessori says:
Maria Montessori wrote, "Contrary to the usually accepted idea, writing precedes reading." This is because the child must re-create something to be able to understand it. Thus she developed a very strong program for writing, utilizing sandpaper letters, metal templates, and drills to complement her reading program. We develop the child's ability first, to print, and then to be able to do cursive writing.
Science approach at Alive Montessori: Equal Balance
Alive Montessori has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).[Show: About Equal Balance?]
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.Science at schools on OurKids.net:  Equal balance - 70%
Expository - 5%
Inquiry - 25%
Montessori again uses lots of hands-on materials, including flash-cards for specific branches. All of the sciences are touched upon in the early grades.
Treatment of evolution:
Subject offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught
Topics covered in curriculum:
Subject offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology
Literature approach at Alive Montessori: Traditional
Alive Montessori has a Traditional approach to Literature (as opposed to Social Justice, Equal Balance approach).[Show: About 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.Literature at schools on OurKids.net:  Traditional - 22%
Social justice - 3%
Equal balance - 75%
What Alive Montessori says:
With a faster start to sure and confident reading, our children naturally gravitate to stories and literature.
Social StudiesCore Knowledge
Social Studies approach at Alive Montessori: Core Knowledge
Alive Montessori has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).[Show: About Core Knowledge?]
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).Social Studies at schools on OurKids.net:  Core knowledge - 40%
Expanding communities - 28%
Thematic - 32%
What Alive Montessori says:
The Montessori materials are very well laid out and contain lots of pictures and activities to increase knowledge and understanding.
What Alive Montessori says:
Although not offered as a subject of study, Hungarian is my native language and we have had Hungarian-speaking children in our school.
Fine Arts approach at Alive Montessori: Creative
Alive Montessori has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).[Show: About Creative?]
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.Fine Arts at schools on OurKids.net:  Creative - 33%
Receptive - 2%
Equal balance - 65%
Subject offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts
Visual studio philosophy:
What Alive Montessori says:
Our children are doing creative activities every day, whether it is painting, drawing, sculpture, drama, dance, music, singing, story-telling, crafts, etc. We try to expose them to as many disciplines as possible and give them an understanding of basic techniques.
Computers and TechnologyLight integration
Computers and Technology approach at Alive Montessori: Light integration
Alive Montessori has a Light integration approach to Computers and Technology (as opposed to Heavy integration, Medium integration approach).[Show: About 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.Computers and Technology at schools on OurKids.net:  Light integration - 17%
Heavy integration - 31%
Medium integration - 52%
What Alive Montessori says:
We believe strongly that computers should not replace the training and disciplining of the mind required to fully master the basics of Reading, Writing and Arithmetic. It is much more important for young children to develop the spatial discernment and fine motor skills required for writing than the ability to punch letters on a keyboard. While this concept may seem quaint or “old-fashioned”, it results in children who can easily and rapidly translate these skills over into using a computer when the time comes.
Subject offered Computer science Robotics Web design
What Alive Montessori says:
We are saddened when we see physical education programs
Sex and health educationNot Ontario curriculum
Sex and health education approach at Alive Montessori: Not Ontario curriculum
Alive Montessori has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).[Show: About Not Ontario curriculum?]
The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.Sex and health education at schools on OurKids.net:  Does not follow prrovincial curriculum - 40%
Follows provincial curriculum - 60%
Approach to sex and health education:Alive Montessori has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.
What Alive Montessori says:
We will NOT be introducing the new Ontario sex education curriculum. Our personal conviction is that this material is being brought in much too soon, sexualizing our children when they have not yet reached puberty and have little reason to be overly interested in sex. We should be using these precious early years to instill a strong foundation for all future learning.
Preschool/K Curriculum Montessori
Preschool/K Curriculum approach at Alive Montessori: Montessori
Alive Montessori has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
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.
Play-based - 24%
Waldorf - 2%
Reggio emilia - 7%
Academic - 43%
What Alive Montessori says about their preschool/K curriculum approach:
With devoted teachers, proper Montessori methods, and one-on-one instruction, we consistently teach our students to read at age 4 (many at age 3). Gaining this ability so early does wonders for a child's confidence that spills over into other subjects and activities.
Montessori Approach Moderately orthodox
Alive Montessori & Private School's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
|Primary||Lower Elementary||Upper Elementary|
| Age groupings
How children are grouped by age for each class.'
|6 to 12||4 to 6||2.5 to 4|
| Uninterrupted work periods
The longest uninterrupted work period for each class.'
| Tests and assignments
How often students are given tests or assignments in each class.'
| Graded work
How often students have their work graded in each class.'
|–||–||Occasionally (Moderate Orthodox)|
| Arts and crafts
The percentage of a typical student's day that is spent on arts and crafts in each class.'
37% of schools
Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.
41% of schools
Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.
15% of schools
Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.
7% of schools
Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.
Whole-class lectures Moderately orthodox
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.
Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.
Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.
Special education Moderately orthodox
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.
External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.
External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.
Specialist classes Moderately non-orthodox
We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.
We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.
We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.
We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.
Modern-day technology Moderately orthodox
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.
Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.
Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.
This school uses teaching assistants.
Learn about Alive Montessori & Private School's languages of instruction and enrolment.
Alive Montessori offers English as the primary language of instruction.
Language of enrolment include: English
Curriculum Pace Accelerated
Curriculum Pace approach at Alive Montessori: Accelerated
Alive Montessori has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Standard-enriched - 59%
Student-paced - 23%
What Alive Montessori says about their curriculum pace:
By developing the basics of reading, writing and math to a high level of competence at an early age, and by providing a highly stimulating environment, our students develop a real love of learning and begin to push themselves to learn more.
Flexible pacing style
|Multi-age classrooms as standard|
|Ability-grouping (in-class) as common|
|Frequent use of cyber-learning (at-their-own-pace)|
|Regular guided independent study opportunities|
What Alive Montessori says about their flexible pacing:
The Montessori method takes advantage of every child's innate desire to learn. Thus, allowing the child to learn at his or her own pace is not "slow" as some might envision. At times, it can be very fast.
Academic Culture Rigorous
Academic Culture approach at Alive Montessori: Rigorous
Alive Montessori has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Supportive - 50%
What Alive Montessori says about their academic culture:
Our primary focus in the early grades centres around increasing the abilities of the children to read fluently, to write coherently and well, to be skilled at arithmetic and math, and to demonstrate competence in every activity they undertake. By so doing, they gain confidence that translates into their future learning and careers.
Developmental priorities Balanced
Primary Developmental Priority: Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Secondary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
What Alive Montessori says about their developmental priorities:
We are dedicated, caring teachers creating an extremely safe, caring, family-like environment. Class sizes are very small with lots of individual programming and attention to each student. We make learning FUN!
Special needs support
What Alive Montessori says about their special need support:
We are opposed to drugging our children with psychiatric drugs that have been proven to be dangerous yet are being diagnosed on nothing more than opinion (there are no medical tests of any kind for the conditions listed).
Learning disabilitiesDyslexia (Language-Based Learning Disability)This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.Auditory Processing Disorder (APD)This is a sound differentiation disorder involving problems with reading, comprehension, and language.DyscalculiaThis 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.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.Nonverbal Learning Disorders (NLD)These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.Visual Perceptual/Visual Motor DeficitA 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.
DevelopmentalAutismRefers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).Asperger's SyndromeOn the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.Down syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).Williams syndromeThis is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.Fetal Alcohol Spectrum Disorder (FASD)Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
Behavioral and EmotionalTroubled behaviour / troubled teensroubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.Clinical DepressionThis is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.Clinical anxietyThis is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.Suicidal thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis involves the excessive use of drug and/or alcohol, which interferes with daily functioning.Oppositional Defiant Disorder (ODD)This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
PhysicalMultiple sclerosisThis is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.Cerebral palsyhis refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.Muscular dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.Dyspraxia (Developmental Coordination Disorder)This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.BlindnessVisual 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."DeafnessHearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).Cystic FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
|Learning strategy and study counselling; habit formation|
|Extra support and minor accommodations for children experiencing subclinical difficulties|
Mild but clinically diagnosed learning disabilities
What Alive Montessori says:
Our belief is that children are being given labels at an alarming rate, and that most "learning" or "developmental" disabilities stem from causes that have nothing to do with anything being inherently wrong with the child. Previous poor teaching, poor diet, lack of exercise or discipline can cause non-optimum behaviour that can be corrected; we have done so many times.
|Social skills programs|
Gifted learner support In-class adaptations
Curriculum Delivery: Acceleration and enrichment
There is an equal emphasis on acceleration and enrichment.
|Custom subject enrichment (special arrangement)|
|Custom curriculum compacting (special arrangement)|
|Guided independent study (custom gifted arrangement)|
|Cyber-learning opportunities (custom gifted arrangement)|
|Formalized peer coaching opportunities (specifically for gifted learners to coach others)|
|Custom subject acceleration (special arrangement)|
|Career exploration (custom gifted arrangement)|
|Project-based learning (custom gifted arrangement)|
|Mentorships (custom gifted arrangement)|
What Alive Montessori says about their gifted learner support:
With our small classes, caring teachers, strong Basics program, and exceptionally fun environment, we expect all of our students to be gifted learners!
In grade Gr. 6, Alive Montessori students perform an average of 45 mins of homework per night.
|Alive Montessori||0 mins||0 mins||0 mins||0 mins||15 mins||30 mins||30 mins||30 mins||45 mins|
|Site Average||2 mins||6 mins||7 mins||15 mins||18 mins||24 mins||30 mins||35 mins||41 mins|
What Alive Montessori says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
How assessments are delivered across the grades
|Habits and behaviour reporting||JK to Gr. 3|
While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.
Alive Montessori & Private School offers 5 competitive sports and 4 recreational sports.
- Martial Arts
- Track & Field
Alive Montessori & Private School offers 8 clubs and extracurricular programs.
What Alive Montessori says about their extracurricular activities:
- We teach many practical life skills to keep children interested in learning … • Taking care of plants and animals • Music • Art • Cooking & Nutrition
THE OUR KIDS REPORT: Alive Montessori & Private School
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