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Barrie Montessori & Elementary Private School ACADEMICS & Curriculum
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Curriculum
[Show definition of Curriculum]
Curriculum approach at BMS: Liberal Arts, Montessori
BMS has a Liberal Arts, Montessori approach to Curriculum (as opposed to Traditional, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Liberal Arts, Montessori?]
BMS has a Montessori approach to supplementary curriculum.
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.
Montessori program(s) offered
| Program | Offered |
|---|---|
| Montessori toddler | |
| Casa | |
| Elementary | |
| Middle School | |
| High School |
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at BMS: Traditional Math
BMS has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).
[Show: About Traditional Math?]What BMS 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.
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Early Reading
Early Reading approach at BMS: Phonics-intensive
BMS has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What BMS says:
This information is not currently available.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What BMS says:
This information is not currently available.
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Writing
Writing approach at BMS: Systematic approach
BMS has a Systematic approach approach to Writing (as opposed to Process approach, Equal balance approach).
[Show: About Systematic approach?]What BMS says:
This information is not currently available.
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Science
Science approach at BMS: Inquiry
BMS has an Inquiry approach to Science (as opposed to Expository, Equal Balance approach).
[Show: About Inquiry?]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
Literature approach at BMS: Traditional
BMS has a Traditional approach to Literature (as opposed to Social Justice, Equal Balance approach).
[Show: About Traditional?]What BMS says:
This information is not currently available.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
Social Studies approach at BMS: Expanding Communities
BMS has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge, Thematic approach).
[Show: About Expanding Communities?]What BMS says:
This information is not currently available.
Humanities and Social Sciences
Humanities and Social Sciences approach at BMS: Equal Balance
BMS has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What BMS says:
This information is not currently available.
Foreign Languages
Foreign Languages approach at BMS: Communicative
BMS has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]What BMS says:
This information is not currently available.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at BMS: Equal Balance
BMS has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What BMS says:
This information is not currently available.
Computers and Technology
Computers and Technology approach at BMS: Medium integration
BMS has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What BMS says:
This information is not currently available.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What BMS says:
This information is not currently available.
Sex and health education
What BMS says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at BMS: Montessori
BMS has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What BMS says about their preschool/K curriculum approach:
This information is not currently available.
Montessori Approach
Barrie Montessori & Elementary Private School's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
| Toddler | Primary | Lower Elementary | Upper Elementary | Middle | |
|---|---|---|---|---|---|
| Age groupings How children are grouped by age for each class.' |
1.6 to 2.5 | 4 to 6 | 6 to 8 | 11 to 13 | 9 to 11 |
| 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) | Regularly (Non-Orthodox) | Regularly (Non-Orthodox) | Regularly (Non-Orthodox) | Regularly (Non-Orthodox) |
| Graded work How often students have their work graded in each class.' |
Never (Orthodox) | Never (Orthodox) | Regularly (Non-Orthodox) | Regularly (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.' |
10% | 10% | 10% | 10% | 10% |
Overall approach
Moderately Non-Orthodox
21% of schools
Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.
Classroom practices
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Whole-class lectures
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.
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Special education
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.
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Specialist classes
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.
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Modern-day technology
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.
Teaching assistants
This school uses teaching assistants.
What BMS says about teaching assistants:
Teachers and assistants work closely together to create a collaborative, supportive learning environment across all grade levels. Our team-teaching approach allows multiple educators to share responsibilities within the classroom, providing students with more individualized attention and diverse teaching styles. This collaboration enables staff to pool their expertise and creativity, ensuring lessons are engaging and adapted to varied learning needs. Assistants support both teachers and students by facilitating small group activities, offering one-on-one help, and helping manage classroom dynamics. Outside the classroom, staff regularly communicate and collaborate to share insights, strategies, and resources. This cooperative model strengthens our educational community and ensures each student receives the support they need to thrive academically, socially, and emotionally.
Language
Learn about Barrie Montessori & Elementary Private School's languages of instruction and enrolment.
BMS offers English as the primary language of instruction.
Language of enrolment include: English
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at BMS: Student-paced
BMS has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).
[Show: About Student-paced?]
What BMS says about their curriculum pace:
We offer personalized learning that is tailored to each individual child.
Flexible pacing style
| Type | 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 BMS says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at BMS: Rigorous
BMS has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What BMS says about their academic culture:
At Barrie Montessori & Elementary Private School, we balance high academic standards with a warm, supportive environment. Our rigorous curriculum challenges students to reach their fullest potential, encouraging perseverance, critical thinking, and a passion for excellence. At the same time, our dedicated teachers provide personalized guidance, fostering curiosity, creativity, and confidence. We believe in nurturing the whole child—academically, socially, and emotionally—ensuring each student feels valued and supported. Through a blend of challenging academics and compassionate mentorship, we prepare students for future success while instilling a lifelong love of learning. Our approach inspires ambition without pressure, creating an environment where students thrive, take risks, and develop the skills and mindset to excel in school and beyond.
Developmental priorities
[Show definition of Developmental priorities]
Primary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Secondary Developmental Priority: Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
What BMS says about their developmental priorities:
We shape capable, compassionate leaders grounded in honesty, kindness, and positivity. Our students are curious thinkers, confident communicators, and creative problem-solvers. They are emotionally intelligent, socially engaged, and driven to make a difference. Strong in body, mind, and spirit, they embrace wellness, purpose, and respect for others. We nurture balanced growth—intellectual, emotional, social, and physical—preparing students to thrive in life and lead with integrity.
Special needs support
[Show definition of Special needs support]
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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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.
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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.
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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.
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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
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: This information is not currently available.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
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 BMS says about their gifted learner support:
This information is not currently available.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 8, BMS students perform an average of 1 hour of homework per night.
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| BMS | 0 mins | 0 mins | 15 mins | 15 mins | 30 mins | 30 mins | 45 mins | 60 mins | 60 mins | 60 mins | 60 mins | 60 mins |
| Site Average | 0 mins | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins |
What BMS says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Academic achievement reporting | Gr. 1 to Gr. 8 |
| Habits and behaviour reporting | JK to SK |
| Parent-teacher meetings | JK to Gr. 8 |
