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Central Montessori Schools ACADEMICS & Curriculum
Summary
- Curriculum
Montessori - Preschool/K Curriculum
Montessori - Montessori Approach
Moderately non-orthodox - Language
English - Curriculum Pace
Accelerated - Academic Culture
Supportive - Developmental priorities
Balanced - Special needs support
Withdrawal Assistance - Gifted learner support
Dedicated class; in-class adaptations
Page Contents
Insider community voices
Hear directly from Central Montessori Schools community as they share insights into the Academics.
Curriculum
[Show definition of Curriculum]
Curriculum approach at CMS: Montessori
CMS has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).
[Show: About Montessori?]
International curriculum & programs at CMS: French National Curriculum
What CMS says about their overall curriculum and approach:
Our schools’ aim is to prepare children to reach their full potential and to play a responsible role in protecting the global environment and fostering peace and harmony with natural processes and community interests. CMS endeavors to provide quality education in a safe, diverse, nurturing and creative environment that helps the development of the whole child. Our mission ensures that the child is academically motivated, artistically creative, physically active and emotionally supported.
Montessori offered:
| Program | Offered |
|---|---|
| Montessori toddler | |
| Casa | |
| Elementary | |
| Middle School | |
| High School |
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
-
Mathematics
Mathematics approach at CMS: Discovery Math
CMS has a Discovery Math approach to Mathematics (as opposed to Traditional Math, Equal Balance approach).
[Show: About Discovery Math?]What CMS says:
Montessori based use of materials to enable each of the learners to kinesthetically access the curriculum. Whilst the provincial curriculum is also followed students are able to surpass their grade level expectations with the multi age support available in the class. Students participate in Kangaroo Math, Mathematica, and write the CAT 4 Test
Textbooks and supplementary materials:
Jump Math Prism Math Spectrum Math
Calculator policy:
No calculators
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Early Reading
Early Reading approach at CMS: Phonics-intensive
CMS has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What CMS says:
Montessori Resources Spectrum Language/Grammar Spectrum Spelling Wordly Wise
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What CMS says:
This information is not currently available.
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Writing
Writing approach at CMS: Equal balance
CMS has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What CMS says:
Montessori Resources Spectrum Language/Grammar Spectrum Spelling Wordly Wise
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Science
Science approach at CMS: Inquiry
CMS has an Inquiry approach to Science (as opposed to Expository, Equal Balance approach).
[Show: About Inquiry?]Teaching approach:
Hands on experiments Robotics kits in class 3D printers in class
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 CMS: Equal Balance
CMS has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What CMS says:
Novel Studies
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 CMS: Expanding Communities
CMS has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge, Thematic approach).
[Show: About Expanding Communities?]What CMS says:
Montessori Resources
Humanities and Social Sciences
Humanities and Social Sciences approach at CMS: Equal Balance
CMS has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What CMS says:
Geography & History books Theory of Knowledge Model United Nations events
Foreign Languages
What CMS 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 CMS: Creative
CMS has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).
[Show: About Creative?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What CMS says:
Creative as well as interpretive work
Computers and Technology
Computers and Technology approach at CMS: Medium integration
CMS has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What CMS says:
Coding Research Presentations: slides, canva, typing
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What CMS says:
compete in SSAF competitions
Sex and health education
Sex and health education approach at CMS: Ontario curriculum
CMS has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]Approach to sex and health education:
CMS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What CMS says:
Inclusive and cooperative Accepting
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at CMS: Montessori
CMS has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What CMS says about their preschool/K curriculum approach:
We follow a Montessori Educational Philosophy based on the belief that a child learns best within a social environment that supports and nurtures each individual's unique developmental pattern. We follow the child's natural curiosity and desire to learn and provide an environment, materials and experiences to help each child reach their full potential. Children are free to challenge themselves at their own pace allowing them to build confidence and independence. All our classrooms are equipped with Montessori resources and our staff are Montessori trained. the casa program is also supplemented with additional specialist lessons of French, Art, Music and Physical education.
Montessori Approach
Central Montessori Schools'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 | 2.6 to 6 | 6 to 8 | 8 to 12 | 12 to 14 |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
8 hours | 8 hours | 8 hours | 8 hours | 8 hours |
| Tests and assignments How often students are given tests or assignments in each class.' |
Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) |
| Graded work How often students have their work graded in each class.' |
Semi-regularly (Moderately Non-Orthodox) | Semi-regularly (Moderately Non-Orthodox) | Semi-regularly (Moderately Non-Orthodox) | Semi-regularly (Moderately Non-Orthodox) | Semi-regularly (Moderately 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 CMS says about teaching assistants:
Assistants are in all of the Casa classes and in our lower elementary classes (Grades 1-3)
Language
Learn about Central Montessori Schools's languages of instruction and enrolment.
CMS offers English as the primary language of instruction.
Language of enrolment include: English
Language immersion include: French immersion
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at CMS: Accelerated
CMS has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
[Show: About Accelerated?]
What CMS says about their curriculum pace:
Using the Montessori resources, most students perform 2 grade levels above the public school standard. This is seen in the work that is done in class and how students perform on the standardized CAT4 testing.
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 CMS says about their flexible pacing:
Our students work at their own pace and level allowing them to excel in many areas of the Ontario Curriculum. We use the Montessori's hands-on, inquiry based methodology for teaching, therefore our students tend to cover
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at CMS: Supportive
CMS has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
What CMS says about their academic culture:
Student success is our priority Extra help is always provided
Developmental priorities
[Show definition of Developmental priorities]
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 CMS says about their developmental priorities:
We empower our students to become well rounded individuals who have the skills and confidence to excel in all areas life. We strive to provide a nurturing environment where children are intellectually motivated, artistically creative and academically challenged. We value confidence and leadership skills and endeavour to develop these skills from a young age by allowing students to collaborate and communicate their ideas as valuable members of their classroom community .
Special needs support
[Show definition of Special needs support]
CMS offers Withdrawal Assistance
Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.
What CMS says about their special need support:
We only have students with mild learning disabilities, which we can accommodate at school.
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: Enrichment
The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.
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 CMS says about their gifted learner support:
We always provide more challenging work for students who are working above their grade level. We also recommend a formal diagnosis.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 8, CMS students perform an average of >2 hours of homework per night.
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CMS | 0 mins | 15 mins | 30 mins | 30 mins | 60 mins | 90 mins | 90 mins | 90 mins | 90 mins | 120 mins | 160 mins | 160 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 CMS 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 |
|---|---|
| Lettered or numbered grades | Gr. 1 to Gr. 6 |
| Academic achievement reporting | Nursery/Toddler to SK |
| Habits and behaviour reporting | Nursery/Toddler to Gr. 8 |
| Parent-teacher meetings | Nursery/Toddler to Gr. 8 |
