Aurora Montessori School

Deep-dive and commentary on programming

• Academics

  Academics Summary: [Hide summary]

  • Curriculum: Montessori
    • Mathematics: Equal Balance
    • Early Reading: Phonics-intensive
    • Writing: Equal balance
    • Science: Equal Balance
    • Literature: Traditional
    • Social Studies : Thematic
    • Humanities and Social Sciences : Equal Balance
    • Foreign Languages: Equal Balance
    • Fine Arts: Creative
    • Computers and Technology: Medium integration
    • Physical Education:
    • Sex and health education: Ontario curriculum
  • Montessori Approach: Moderately non-orthodox
  • Preschool/K Curriculum: Montessori
  • Curriculum Pace: Student-paced
  • Academic Culture: Supportive
  • Developmental priorities: Balanced
  • Special needs support: Partial Integration
  • Gifted learner support: Dedicated gifted school
  • Language: English
  • Homework Policy:
  • Report Card Policy:

  
  

  • Curriculum Montessori
    [Show definition of Curriculum]

    Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

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    Curriculum approach at Aurora Montessori School: Montessori

    Aurora Montessori School has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).

    [Show: About Montessori?]

    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.

    Curriculum at schools on OurKids.net

      Montessori - 10%
      Traditional - 42%
      Liberal arts - 17%
      Progressive - 28%
      Reggio Emilia - 1%
      Waldorf - 2%
    

    What Aurora Montessori School says: Students are expected to work to the best of their ability so that they may develop to their highest academic and personal potential. Primarily, Montessori and secondarily, Reggio instructional methods will be used to encourage student learning. Decisions regarding methods will be based upon the needs of the students and the recognition that good teaching should build strong personal values and positive attitudes, both towards content and learning. High achievement is the goal for all students in all areas of development. Teachers and parents are expected to work together to help students meet the expectations.

    Montessori offered:

    Program	offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School

    Approach:

    Focus	Special needs
    Academic	Gifted

    Pedagogies and subject courses:

    • Mathematics Equal Balance
      Mathematics approach at Aurora Montessori School: Equal Balance

      Aurora Montessori School has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).

      [Show: About Equal Balance?]

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.

      Mathematics at schools on OurKids.net

        Equal balance - 67%
        Traditional math - 29%
        Discovery math - 4%
      

      What Aurora Montessori School says: This information is not currently available.

      Textbooks and supplementary materials: This information is not currently available.

      Calculator policy: This information is not currently available.

    • Early Reading Phonics-intensive
      Early Reading approach at Aurora Montessori School: Phonics-intensive

      Aurora Montessori School 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 - 42%
        Whole language - 2%
        Balanced literacy - 56%
      

      What Aurora Montessori School says: This information is not currently available.

      DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

      What Aurora Montessori School says: This information is not currently available.

    • Writing Equal balance
      Writing approach at Aurora Montessori School: Equal balance

      Aurora Montessori School 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 - 81%
        Systematic approach - 10%
        Process approach - 9%
      

      What Aurora Montessori School says: This information is not currently available.

    • Science Equal Balance
      Science approach at Aurora Montessori School: Equal Balance

      Aurora Montessori School 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 - 72%
        Expository - 5%
        Inquiry - 23%
      

      Teaching approach: This information is not currently available.

      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 Traditional
      Literature approach at Aurora Montessori School: Traditional

      Aurora Montessori School 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 - 19%
        Social justice - 4%
        Equal balance - 77%
      

      What Aurora Montessori School says: This information is not currently available.

    • Social Studies Thematic
      Social Studies approach at Aurora Montessori School: Thematic

      Aurora Montessori School has a Thematic approach to Social Studies (as opposed to Core Knowledge , Expanding Communities approach).

      [Show: About Thematic?]

      The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.

      Social Studies at schools on OurKids.net

        Thematic - 31%
        Core knowledge - 41%
        Expanding communities - 28%
      

      What Aurora Montessori School says: This information is not currently available.

    • Humanities and Social Sciences Equal Balance
      Humanities and Social Sciences approach at Aurora Montessori School: Equal Balance

      Aurora Montessori School has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).

      [Show: About Equal Balance?]

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

      Humanities and Social Sciences at schools on OurKids.net

        Equal balance - 84%
        Perennialism - 6%
        Pragmatism - 10%
      

      What Aurora Montessori School says: This information is not currently available.

    • Foreign Languages Equal Balance
      Foreign Languages approach at Aurora Montessori School: Equal Balance

      Aurora Montessori School has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual , Communicative approach).

      [Show: About Equal Balance?]

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

      Foreign Languages at schools on OurKids.net

        Equal balance - 64%
        Audio-lingual - 2%
        Communicative - 34%
      

      What Aurora Montessori School says: This information is not currently available.

    • Fine Arts Creative
      Fine Arts approach at Aurora Montessori School: Creative

      Aurora Montessori School 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 - 37%
        Receptive - 2%
        Equal balance - 61%
      

      Program offers:

      Subject	offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts

      Visual studio philosophy:

      Expressive
      Disciplined

      What Aurora Montessori School says: This information is not currently available.

    • Computers and Technology Medium integration
      Computers and Technology approach at Aurora Montessori School: Medium integration

      Aurora Montessori School has a Medium integration approach to Computers and Technology (as opposed to Light integration , Heavy integration approach).

      [Show: About Medium integration?]

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

      Computers and Technology at schools on OurKids.net

        Medium integration - 48%
        Light integration - 18%
        Heavy integration - 34%
      

      What Aurora Montessori School says: This information is not currently available.

      Program covers:

      Subject	offered
      Computer science
      Robotics
      Web design

    • Physical Education

      What Aurora Montessori School says: This information is not currently available.

    • Sex and health education Ontario curriculum
      Sex and health education approach at Aurora Montessori School: Ontario curriculum

      Aurora Montessori School has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

      [Show: About Ontario curriculum?]

      The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

      Sex and health education at schools on OurKids.net

        Follows provincial curriculum - 55%
        Does not follow prrovincial curriculum - 45%
      

      Approach to sex and health education: Mostly value-neutral

      Aurora Montessori School 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 Aurora Montessori School says: This information is not currently available.

    
    

    Jump to:

    • Mathematics

    • Early Reading

    • Writing

    • Science

    • Literature

    • Social Studies

    • Humanities and Social Sciences

    • Foreign Languages

    • Fine Arts

    • Computers and Technology

    • Physical Education

    • Sex and health education
  • Montessori Approach Moderately non-orthodox
    School Policies

    	Toddler	Primary	Lower Elementary	Upper Elementary	Middle
    Age groupings How children are grouped by age for each class.'	1.5 to 3	2.5 to 6	6 to 9	9 to 12	12 to 14
    Uninterrupted work periods The longest uninterrupted work period for each class.'	2 hours	3 hours	3 hours	3 hours	3 hours
    Tests and assignments How often students are given tests or assignments in each class.'	Never (Orthodox)	Never (Orthodox)	Occasionally (Moderate Orthodox)	Occasionally (Moderate Orthodox)	Semi-regularly (Moderately Non-Orthodox)
    Graded work How often students have their work graded in each class.'	Never (Orthodox)	Never (Orthodox)	Never (Orthodox)	Semi-regularly (Moderately Non-Orthodox)	Regularly (Non-Orthodox)
    Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.'	5%	5%	5%	5%	5%

    Classroom Practices:

    • Whole-class lectures Moderately orthodox
      Orthodox

      Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

      Moderately orthodox

      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.

      Moderately non-orthodox

      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.

      Non-orthodox

      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
      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.

      Moderately orthodox

      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.

      Moderately non-orthodox

      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.

      Non-orthodox

      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
      Orthodox

      We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

      Moderately orthodox

      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.

      Moderately non-orthodox

      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.

      Non-orthodox

      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 non-orthodox
      Orthodox

      Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

      Moderately orthodox

      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.

      Moderately non-orthodox

      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.

      Non-orthodox

      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.

    
    

    Overall approach : Which option best describes your overall curricular approach?

    Orthodox

    34% of schools

    Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

    Moderately Orthodox

    47% of schools

    Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

    Moderately Non-Orthodox

    15% of schools

    Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

    Non-orthodox

    4% of schools

    Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.

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    Teaching Assistants:

    This school uses teaching assistants.
  • Preschool/K Curriculum Montessori
    [Show definition of Preschool/K Curriculum]

    Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

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    Preschool/K Curriculum approach at Aurora Montessori School: Montessori

    Aurora Montessori School has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).

    [Show: About Montessori?]

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

    Preschool/K Curriculum at schools on OurKids.net

      Montessori - 26%
      Play-based - 23%
      Waldorf - 2%
      Reggio emilia - 6%
      Academic - 43%
    

    What Aurora Montessori School says: Montessori programs aimed at Preschool and Kindergarten aged children allow young learners to choose which “tasks” or activities interest them. 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 busy, calm and orderly; children either work alone or in small groups.

  • Curriculum Pace Student-paced
    [Show definition of Curriculum Pace]

    This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

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    Curriculum Pace approach at Aurora Montessori School: Student-paced

    Aurora Montessori School has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).

    [Show: About Student-paced?]

    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.

    Curriculum Pace at schools on OurKids.net

      Student-paced - 25%
      Standard-enriched - 58%
      Accelerated - 17%
    

    What Aurora Montessori School says: The Montessori Prepared Environment provides a classroom setting of "freedom within limits" which is implemented throughout the school; an experience that builds competence and confidence in our students.

    Flexible pacing style

    Flexible pacing style	offered
    Subject-streaming (tracking)
    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
    Differentiated assessment

    What Aurora Montessori School says about flexible pacing: Multi-aged environments allow for classroom communities to build leadership skills, competencies and attain successes through discovery and making attempts without the judgement of failures.

  • Academic Culture Supportive
    [Show definition of Academic Culture]

    Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

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    Academic Culture approach at Aurora Montessori School: Supportive

    Aurora Montessori School has a Supportive approach to Academic Culture (as opposed to Rigorous approach).

    [Show: About Supportive?]

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

    Academic Culture at schools on OurKids.net

      Supportive - 50%
      Rigorous - 50%
    

    What Aurora Montessori School says: Students are expected to work to the best of their ability so that they may develop to their highest academic and personal potential. Montessori instructional methods will be used to encourage student learning. The needs of the students and the recognition that good teaching should build strong personal values and positive attitudes, both towards content and learning. High achievement is the goal for all students in all areas of development. Teachers and parents are expected to work together to help students meet the expectations of the grade level including continued internal and external supports when necessary.

  • Developmental priorities Balanced
    [Show definition of Developmental priorities]

    Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

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    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 Aurora Montessori School says: AMS supports the Montessori philosophy of educating the whole child. This includes opportunities to guide students in their educational journey in all aspects of life such as the intellectual, social, emotional, physical and spiritual development in practical and abstract ways through all the Montessori curriculum while attaining the highest standards possible.

  • Special needs support Partial Integration
    [Show definition of Special needs support]

    Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

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    Aurora Montessori School offers Partial Integration

    Students are placed in a separate special education class, but are strategically integrated into a regular classroom for certain periods.

    Academic Support:

    Subject Type	offered
    Learning strategy and study counselling; habit formation
    Extra support and minor accommodations for children experiencing subclinical difficulties

    Mild but clinically diagnosed ADHD:

    Subject Type	offered
    Accommodations
    Modifications
    Extra support

    ---

    A - Forms of Support

    Accommodation:

    Modification:

    Remediation:

    B - Environments

    Indirect Support:

    Resource Assistance:

    Withdrawal Assistance:

    Partial Integration:

    Full-Time Class:

    
    

    Special NeedNeed

    Forms of SupportA

    EnvironmentsB

    ADHD

    • Learning disabilities
      Dyslexia (Language-Based Learning Disability)

      This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.

      Auditory Processing Disorder (APD)

      This is a sound differentiation disorder involving problems with reading, comprehension, and language.

      Dyscalculia

      This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.

      Dysgraphia

      This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.

      Language Processing Disorder

      This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.

      Nonverbal Learning Disorders (NLD)

      These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.

      Visual Perceptual/Visual Motor Deficit

      A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
    • Developmental
      Autism

      Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).

      Asperger's Syndrome

      On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.

      Down syndrome

      his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.

      Intellectual disability

      This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).

      Williams syndrome

      This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.

      Fetal Alcohol Spectrum Disorder (FASD)

      Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
    • Behavioral and Emotional
      Troubled behaviour / troubled teens

      roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.

      Clinical Depression

      This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.

      Clinical anxiety

      This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.

      Suicidal thoughts

      This involves persistent thoughts about ending one's life.

      Drug and alcohol abuse

      This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.

      Oppositional Defiant Disorder (ODD)

      This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
    • Physical
      Multiple sclerosis

      This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.

      Cerebral palsy

      his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.

      Muscular dystrophy

      Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.

      Spina Bifida

      This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.

      Dyspraxia (Developmental Coordination Disorder)

      This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.

      Blindness

      Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."

      Deafness

      Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).

      Cystic Fibrosis

      Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.

      Multiple physical

      Accommodating a wide range of physical conditions and disabilities.

    Read our guide to special needs schools and special education

  • Gifted learner support Dedicated gifted school
    [Show definition of Gifted learner support]

    Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

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    Dedicated gifted programs:

    Program	offered
    Full-time gifted program (parallel to rest of school)
    Part-time gifted program (pull-out; parallel to rest of class)

    Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)

    In-class adaptations:

    Program	offered
    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 Aurora Montessori School says: AMS follows the needs of each child. Students progress at their own pace and are encouraged to make great strides in all subjects and in all areas of development. Teacher/student/parent conferences and guided help help students aim to strive for their best potential.

  • Language English
    Aurora Montessori School offers English as the primary language of instruction.

    Language of enrollment include: English
  • Homework Policy
    [Show definition of Homework Policy]

    Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

    ---

    In grade Gr. 8, Aurora Montessori School students perform an average of 1 hour of homework per night.

    Nightly Homework

    	NS	PS	JK	SK	1	2	3	4	5	6	7	8
    Aurora Montessori School	0 mins	0 mins	15 mins	15 mins	15 mins	15 mins	45 mins	45 mins	45 mins	45 mins	60 mins	60 mins
    Site Average	0 mins	2 mins	6 mins	7 mins	15 mins	17 mins	23 mins	29 mins	35 mins	40 mins	52 mins	57 mins

    What Aurora Montessori School says about their flipped classroom policy: This information is not currently available.

  • Report Card Policy
    [Show definition of Report Card Policy]

    While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

    ---

    How assessments are delivered across the grades:

    Prose (narrative)-based feedback	Preschool to Gr. 8
    Academic achievement reporting	Preschool to Gr. 8
    Habits and behaviour reporting	JK to SK
    Parent-teacher meetings	Nursery/Toddler to Gr. 8

• Extracurriculars
  [Show definition of Extracurriculars]

  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.

  ---

  Sports offered

  Competitive sports: 12
  Recreational sports: 3

  Legend:     Competitive offered           Recreational offered

  all sports]

  • Archery
  • Curling
  • Badminton
  • Baseball
  • Basketball
  • Canoeing/Kayaking
  • Cricket
  • Cross-country skiing
  • Cycling
  • Downhill skiing
  • Equestrian
  • Fencing
  • Field Hockey
  • Figure Skating
  • Football
  • Golf
  • Gymnastics
  • Ice Hockey
  • Ice Skating
  • Lacrosse
  • Martial Arts
  • Mountain biking
  • Racquet Ball
  • Rowing
  • Rugby
  • Running
  • Sailing
  • Skateboarding
  • Snowboarding
  • Soccer
  • Softball
  • Squash
  • Swimming
  • Tennis
  • Track & Field
  • Volleyball
  • Weightlifting
  • Wrestling

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  Clubs offered

  Aurora Montessori School offers 20 clubs and extracurricular programs.

  Legend:     Clubs offered           Clubs not offered

  all clubs and programs]

    Foreign Language Club

    Habitat for Humanity

    Jazz Ensemble

    Math Club

    Musical theatre/Opera

    Ballet and Classical Ballet

    Online Magazine

    Outdoor Club

    Outdoor Education

    Paintball

    Photography

    Poetry/Literature club

    Radio club

    Robotics club

    Round Square

    School newspaper

    Science Club

    Scouting

    Student Council

    Yearbook

    Yoga

    Animation

    Art Club

    Astronomy Club

    Audiovisual Club

    Band

    Chess Club

    Choir

    Community Service

    Computer Club

    Dance Club

    Debate Club

    Drama Club

    Environmental Club

  
  
• Tuition & Financial Aid
  [Show definition of Tuition & Financial Aid]

  This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

  ---

  What Aurora Montessori School says about their tuition: This information is not currently available.

  ---

  Discounts

  Discount Type	Enrolment Type	Amount
  2nd child (sibling)	all students	$600
  3rd child (sibling)	all students	$1,200
  4th child (sibling)	all students	$1,750

  ---

  Need-based financial aid

  Grade range that need-based aid is offered:	PS to 8
  Percentage of grade-eligible students receiving financial aid	5%
  Average aid package size	$1,000
  Percentage of total enrolment on financial aid	7%
  Total aid available	$18,350

  Application Deadline:

  April 15, 2020  (Repeats annually)

  More information:

  www.applefinancialservices.ca

  Application Details:

  This school works with Apple Financial Inc. for processing financial applications
  Letter of Request for financial assistance Application to Apple Financial Final recommendation from AF

  ---

  Merit based Scholarships

  • The J.R. Middle School ScholarshipOther
    Amount: $1,000,000

    Deadline: 05/15/2020

    ---

    Eligibility Details: Students grade 6 to 8 For more details, visit:https://auroramontessori.com
    

  • The Sharon Kashani ScholarshipAcademic
    Amount: 22%

    Deadline: 04/15/2020

    ---

    Eligibility Details: Students grade PS to 8 For more details, visit:https://www.auroramontessori.com
    
• Enrolment
  [Show definition of enrolment]

  Private schools come in all shapes and sizes. Some larger schools have enrolment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrolment. For instance, here you can learn about a school’s enrolment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrolment per grade.

  ---

  Enrolment Details:

  	Grades	Gender	Living Arrangement	Enrolment
  Group 1	Nursery/Toddler to Gr. 8	Coed	Day	375

  Additional Statistics:

  Total enrolment	375
  Average class size	15 to 24
  % of international students (total enrolment)	0.76%
  Number of different nationalities within student population	17

  Student Distribution:

  	NS	PS	JK	SK	1	2	3	4	5	6	7	8
  Day Enrollment	45	60	56	56	32	41	36	24	17	16	11	8
  Class Size	15	20	12	12	18	18	18	18	18	18	12	12

• Admission
  [Show definition of Admission]

  Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

  ---

  Application

  Admissions Assessments:

  Assessment	Required	Grades
  Interview		NS - 8
  SSAT
  SSAT (out of province)
  Entrance Exam(s)
  Entrance Essay

  Application Deadlines:

  Day students: Rolling
  Offer mid-year entry: Yes

  ---

  Fees:

  Application fee: $0
  Registration fee: $1,000
  Deposit: $2,000

  What Aurora Montessori School says:

  1) Book a tour.

  2) Interview with Linda Jazzar

  3) Day visit in an AMS classroom with potential grade level teacher.

  4) Teacher, Registrar and VP determine suitability of applicant.

  ---

  Acceptance

  Acceptance Rate: 80%

  This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.

  
  

  Day
  

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  Student Entry Points

  This shows approximately how many openings there are likely to be in each grade in a typical year, as well as the estimated acceptance rate for each grade level.

  
  

  Student Type	NS	PS	JK	SK	1	2	3	4	5	6	7	8
  Day Acceptance (Acceptance rate)	30 - 40 (50%)	10 - 15 (50%)	10 - 15 (40%)	10 - 15 (40%)	0	0	0	0	0	0	0	0

  Type of student Aurora Montessori School is looking for:
  This information is not currently available.
• Notable Alumni
  [Show definition of Notable Alumni]

  Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.

  ---

  Alumni Highlights

  • Being recognized as an AMS Mentor is a great honor that carries with it great responsibly. Most forms of awards or prizes are zero-sum in nature. Meaning that the award recipients ‘win’ implies that another competing student has failed to win. Such is not the case in a mentor/mentee relationship. Mentors actively benefit those around them; they embody selfless values and make time and effort towards helping their peers succeed. Another important distinction between an AMS Mentor and a typical/idealized award recipient, lay in the fact that no formal competition exists between Mentors and mentees. The relationship between a Mentor and her peers is one of mutual cooperation and encouragement. This is aided by the fact that the subjects of interest of each child varies greatly and has no bearing on being recognized by the school as an AMS Mentor. That is to say that a mentor need not share a passion for the same area of interest of her peers in order to inspire, motivate or assist them. An aspiring athlete’s discipline and confidence can inspire a peer with different interest to approach their work with renewed discipline and confidence. A person’s virtues are just as contagious as their failings and a mentor must always take care to impart qualities that would be beneficial to those seeking their advice or counsel. The moral character and ethical behaviors exhibited by the student are thus important factors in them being considered for recognition. AMS Students Grades 7-8 Should Have The Following 10 Qualities Prior To Being Considered For Recognition As An AMS Mentor. Mentors are an important part of who we are. They allow us to go and see beyond ourselves so that we can become a mentor for others ourselves. However, to become a mentor, there are 10 qualities that one must have. Exudes Confidence A mentor will exhibit confidence, but in such a manner that does not compromise the trust and respect that others place in him. This confidence allows the mentor to take risks – something that would otherwise not be possible if others had not help the mentor build confidence by not betraying the mentors trust and vulnerabilities. The environment must offer a safe space for the mentor to attain his goals; goals that may have initially been seen as difficult or overwhelming. The mentor’s confidence and trust in others are keys to ensuring that he experiences everything that he needs to experience in order to continue feeling confident and secure. Shared Respect A mentor and learner need to have a profound respect for one another along with a common goal and underlying values. This mutual respect will establish and lay the groundwork for what a mentor and learner will come to accomplish together. Offers Encouragement & Support to Peers A mentor gives others a way to learn and growth, laying the groundwork for peers to explore and create a setting that fosters encouragement and support. Creates Listening and Learning Opportunities A mentor will come up with ways of engaging others in the subject of their own passions, by finding and respectfully maintaining common ground. The rule here is find ways of bridging the gap between a mentor’s passions and that of the mentee – to help the mentee incorporate lessons learned by the mentor in their own life. The mentor, by upholding the highest of moral and ethical standards, may become an inner voice for others – what would our mentor do – and allow peers to search for their own voice; express themselves Trust It’s imperative to have trust in our mentor; to have unconditional acceptance and feel like we belong. It allows us to be ourselves and accept others for who they are without an explanation. It’s a key part of being a mentor. When one feels accepted, they feel trusted and will take on risks. A person who has trust can feel like they can do anything without fear of being judged or ridiculed. The consequence to failure should always be a lesson learned; failing does not come to define anyone unless one decides to let it. Vision Mentors hold ideas and envision a future with endless possibilities. They strive to make their vision a reality and lead us to believe that we can make our vision a reality as well. Both the learner and mentor have a lot of faith in that vision to ensure it comes to fruition. Mutual Experiences Mentor relationships are strong when the learner and mentor have mutual respect for one another, on a level that is not merely academic. Interactions that are deep, meaningful and impactful come from a place of mutual values and friendship. Challenges Others A mentor will challenge the learner, offering them inspiration to challenge themselves – to pursue things they may not have done so before. A mentor will help their peers reach new heights. Becomes The Inspiration Learners often look up to people – have respect for people – who walk-the-talk. Mentors garner respect and become an inspiration to others by proving that the impossible can be made possible if they put their mind to it. They allow us to see in them what we want for ourselves. Offers Wise Advice Mentors give us sound advice, showing us the way things are done. They invest their energy and time to ensure we grow as a person. And, the more open we are to this learning and advice, the more things we can discover.
• Principal's Message
  Kane Burg, Principal

  I can recollect the countless opportunities when I have been asked about “the Montessori Method” and what puts our educational merits apart from any other. It’s a dangerous thing to ask such open-ended questions with a subject so close to my heart. It allows me to speak at length about the wonders and beauties of the Montessori philosophy that I have loved all my life.

  All genial classrooms share at least five characteristics that guide their instruction regardless of the content or grade level. These characteristics are freedom of choice, open-ended exploration, freedom from judgement, honouring every student’s experience and belief in every student’s genius.

  At AMS, our bright “genial” classrooms, our prepared environments, our beautifully organized and displayed Montessori materials are combined with highly skilled teaching teams that lovingly nurture and guide our students to be geniuses in their own right. Genius is not solely measured by the IQ (a high score on an intelligence test, the virtuosity of an attained skill or the expertise of specific theories or practices), but also through curiosity, playfulness, imagination, wisdom, inventiveness, vitality, respectfulness, flexibility and joy, just to name a few.

  We inspire genius and lifelong learners by endeavouring always to keep burning within them that light which is called intelligence, never to be extinguished. There are no limitations in the quality and quantity of knowledge in all aspects that each of our children can learn. Our geniuses thrive in every, and any, way imaginable.

  What you see here is only a snippet of AMS. We encourage you to continue to peruse our website and contact the school, regardless of your interest in enrolment. We will answer any questions you may have about our school or the Montessori Method. If you’d like a guided tour of our facilities and classrooms please call and arrange an appointment. We would be delighted to provide you with a glimpse into the dynamic, safe, and loving environment that is Aurora Montessori School.

  We look forward to meeting your family and working together to awaken your child’s genius to its fullest potential.

   

  With warmest regards,

  Kane Burg

  Principal
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