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Cornerstone Montessori Prep School ACADEMICS & Curriculum
Summary
- Curriculum
Liberal Arts, Montessori - Preschool/K Curriculum
Montessori - Montessori Approach
Moderately non-orthodox - Language
trilingual - Curriculum Pace
Accelerated - Academic Culture
Rigorous - Developmental priorities
Balanced - Special needs support
Resource Assistance - Gifted learner support
Dedicated class; in-class adaptations
Page Contents
Curriculum
[Show definition of Curriculum]
Curriculum approach at CMPS: Liberal Arts, Montessori
CMPS has a Liberal Arts, Montessori approach to Curriculum (as opposed to Traditional, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Liberal Arts, Montessori?]
CMPS 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.
International curriculum & programs at CMPS: British National Curriculum
What CMPS says about their overall curriculum and approach:
Cornerstone uses a unique curriculum that blends the structure of traditional education with the independence and curiosity nurtured by Montessori methods. Drawing from both philosophies, the program creates a learning experience that is balanced, challenging, and engaging at every stage. From preschool through Grade 12, students begin with hands-on, exploratory learning and gradually move into a more structured academic program that emphasizes critical thinking, creativity, and academic discipline. The goal is to foster a love of learning while preparing students for higher education and lifelong success. Core subjects include language arts, mathematics, science, and social studies, enriched by Mandarin and French language instruction, music, Bible studies, and leadership development. For students seeking additional challenge, the school offers AP and Honours courses, a gifted program, and enhanced learning sessions tailored to advanced learners. This approach supports academic achievement while also encouraging personal growth, confidence, and character; helping students discover their potential and be inspired by the possibilities ahead.
Montessori program(s) offered
| Program | Offered |
|---|---|
| Montessori toddler | |
| Casa | |
| Elementary | |
| Middle School | |
| High School |
Approach
| Focus | Religious-based |
|---|---|
| Academic | Christian (Non-denominational) |
If you want to learn more about faith-based education, check out our comprehensive guide.
Read our detailed guide to learn all about Christian education.
Pedagogies and subject courses:
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Mathematics
Mathematics approach at CMPS: Traditional Math
CMPS has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).
[Show: About Traditional Math?]What CMPS 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 CMPS: Phonics-intensive
CMPS has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What CMPS says:
This information is not currently available.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What CMPS says:
This information is not currently available.
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Writing
Writing approach at CMPS: Systematic approach
CMPS has a Systematic approach approach to Writing (as opposed to Process approach, Equal balance approach).
[Show: About Systematic approach?]What CMPS says:
At Cornerstone, we take a systematic approach to teaching writing, beginning with strong foundations in phonics, fine motor skills, and proper letter formation. In the early years, students follow a clear progression starting with tracing and printing, then moving into sentence structure, grammar, and idea development. Writing instruction is explicit, structured, and integrated across subjects to help students gain confidence and consistency. A unique feature of our program is that cursive writing is introduced as early as Junior Kindergarten. This early exposure not only strengthens fine motor control but also supports reading and spelling development. Throughout the younger grades, students are guided to express themselves clearly, organize their thoughts, and develop a love for writing. Our structured methods ensure that each child builds essential skills step by step, preparing them for more complex writing tasks in the years ahead.
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Science
Science approach at CMPS: Equal Balance
CMPS has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]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 CMPS: Traditional
CMPS has a Traditional approach to Literature (as opposed to Social Justice, Equal Balance approach).
[Show: About Traditional?]What CMPS 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 CMPS: Thematic
CMPS has a Thematic approach to Social Studies (as opposed to Core Knowledge, Expanding Communities approach).
[Show: About Thematic?]What CMPS says:
This information is not currently available.
Humanities and Social Sciences
Humanities and Social Sciences approach at CMPS: Pragmatism
CMPS has a Pragmatism approach to Humanities and Social Sciences (as opposed to Perennialism, Equal Balance approach).
[Show: About Pragmatism?]What CMPS says:
This information is not currently available.
Foreign Languages
Foreign Languages approach at CMPS: Equal Balance
CMPS has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]What CMPS 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 CMPS: Equal Balance
CMPS 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 CMPS says:
This information is not currently available.
Computers and Technology
Computers and Technology approach at CMPS: Medium integration
CMPS has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What CMPS says:
This information is not currently available.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What CMPS says:
This information is not currently available.
Religious Education
What CMPS says:
This information is not currently available.
Advanced Placement courses
- AP Physics 1
- AP Biology
- AP Calculus AB
- AP Chemistry
- AP English Literature and Composition
Sex and health education
Sex and health education approach at CMPS: Ontario curriculum
CMPS 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:
CMPS has a approach Fairly value-based (as opposed to Mostly value-neutral approach).[Show: About Fairly value-based?]CMPS has a approach Traditional (as opposed to Progressive approach).[Show: About Traditional?]What CMPS says:
We do not teach sex education at the school but rather work with the parents to provide support for them while they educate their children on this topic at home.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at CMPS: Montessori
CMPS has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What CMPS says about their preschool/K curriculum approach:
Cornerstone’s Casa program uses a unique curriculum that blends Montessori and traditional methods to support early development in a warm, faith-based environment. Children are encouraged to explore, ask questions, and develop independence through hands-on, play-based learning. Foundational skills in literacy, numeracy, science, and social studies are introduced in engaging, age-appropriate ways. Montessori-inspired materials allow for individual pacing, while group activities build social skills, cooperation, and routine. Christian values are integrated daily through Bible stories and prayer, helping children grow spiritually as well as academically. Our early years program nurtures curiosity, creativity, and confidence; laying a strong foundation for joyful, purpose-driven learning in the years ahead.
Montessori Approach
Cornerstone Montessori Prep School's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
| Primary | Lower Elementary | Upper Elementary | Middle | High | |
|---|---|---|---|---|---|
| Age groupings How children are grouped by age for each class.' |
5 to 7 | 6 to 8 | 7 to 9 | 8 to 13 | 14 to 18 |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
.75 hours | .75 hours | 1 hours | 1 hours | 1.5 hours |
| Tests and assignments How often students are given tests or assignments in each class.' |
Regularly (Non-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.' |
Regularly (Non-Orthodox) | Regularly (Non-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.' |
20% | 20% | 10% | 10% | 5% |
Overall approach
Moderately Orthodox
45% of schools
Schools that adhere to the original Montessori program and principles. On occasion, though, they 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 doesn't use teaching assistants.
Language
Learn about Cornerstone Montessori Prep School's languages of instruction and enrolment.
CMPS is a trilingual school with English, French, Mandarin as the primary language of instruction
| English - 80% | French - 10% | Mandarin - 10% | |||||||
Language of enrolment include: English
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at CMPS: Accelerated
CMPS has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
[Show: About Accelerated?]
What CMPS says about their curriculum pace:
Our overall curriculum is ahead one year of the public school system which is in collaboration with our standards set for our students. We do provide some degree of mainstream curriculum standards for those students who require this level as part of their learning experience.
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 CMPS says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at CMPS: Rigorous
CMPS has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What CMPS says about their academic culture:
Cornerstone’s academic culture is rigorous, disciplined, and growth-focused. Students are expected to approach their learning with curiosity, perseverance, and personal responsibility. High standards are the norm; whether in daily work, long-term projects, or classroom conduct. We value consistent attendance, punctuality, academic integrity, and active participation. Teachers guide students with support and structure, fostering habits of critical thinking, attention to detail, and self-motivation. Our curriculum challenges students to engage deeply, push their limits, and take pride in their work. Grounded in Christian values, our learning environment encourages excellence with humility, purpose, and a servant heart. At Cornerstone, success is measured not only by achievement, but by the character developed along the way.
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 CMPS says about their developmental priorities:
Cornerstone’s developmental priorities center on nurturing well-rounded individuals who embody strong Christian values and a commitment to lifelong growth. We strive to shape students into confident, compassionate leaders who demonstrate integrity, humility, and service to others. Through character development, spiritual growth, and community engagement, students learn to embrace responsibility and empathy. Our focus includes cultivating resilience, curiosity, and social skills that empower students to navigate challenges with grace and wisdom. We aim to prepare students not only for academic success but also for meaningful lives marked by purpose and positive impact. Ultimately, Cornerstone seeks to develop individuals who are grounded in faith, equipped with knowledge, and motivated to contribute thoughtfully and compassionately to their communities and the wider world.
Special needs support
[Show definition of Special needs support]
CMPS offers Resource Assistance
Students remain in a regular classroom for the whole day, and periodically receive break-out support (individually or in small groups) within the classroom from a qualified special education teacher.
What CMPS says about their special need support:
We assess each need individually to see we can do to provide the support they need to be successful students. If we are unable to do so, then we do our best to help them locate the best school for their child.
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 |
What CMPS says:
If we discover that a student develops learning difficulties while enrolled at Cornerstone, we will do our best to provide whatever support we can to help that student manage his/her learning challenge. We would also work with the parent so explore possible formal assessments to determine the next step and to also determine if we can continue to support the student in an effective and productive manner.
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: Acceleration
The main focus is on acceleration. This means that all students work at a much quicker pace than public school peers (usually working at least one grade-level ahead).
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 CMPS says about their gifted learner support:
We assess the learning situation on an individual basis and if requested, can provide some degree of accelerated program for a select group of students.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 12, CMPS students perform an average of >2 hours of homework per night.
| PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CMPS | 15 mins | 30 mins | 45 mins | 60 mins | 60 mins | 60 mins | 60 mins | 120 mins | 120 mins | 120 mins | 120 mins | 120 mins | 120 mins | 160 mins | 160 mins |
| Site Average | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins | 75 mins | 84 mins | 100 mins | 107 mins |
What CMPS 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 | Preschool to Gr. 12 |
| Prose (narrative)-based feedback | Preschool to Gr. 12 |
| Academic achievement reporting | Preschool to Gr. 12 |
| Habits and behaviour reporting | Preschool to Gr. 12 |
| Parent-teacher meetings | Preschool to Gr. 12 |
