The 2026 OUR KIDS Private School Expo is coming to cities near you. Get your family pass
Indirect Support:
École Montessori ACADEMICS & Curriculum
Page Contents
Curriculum
[Show definition of Curriculum]
Curriculum approach at F4T École Montessori: Montessori
F4T École Montessori has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).
[Show: About Montessori?]
What F4T École Montessori says about their overall curriculum and approach:
The fundamental principle of Maria Montessori’s method is to value a child’s naturally inquisitive and developing mind to foster learning in an intuitive and natural way. In our school, children learn and socialize with older children, while the older students help solidify concepts and ideas by teaching them to younger students. This way, no child is limited by his or her age group, and every student has opportunities to learn. Gifted children are curious and ask a lot of questions, they take their own approach to assignments, they have a large vocabulary and enjoy interacting with older students, they have original ideas, they are cognitively advanced and are able to self-teach new skills and they are sensitive to their environment. Montessori education is tailored to create critical thinkers
Montessori offered:
| Program | Offered |
|---|---|
| Montessori toddler | |
| Casa | |
| Elementary | |
| Middle School | |
| High School |
Approach
| Focus | Special needs |
|---|---|
| Academic | Gifted |
Pedagogies and subject courses:
-
Mathematics
Mathematics approach at F4T École Montessori: Equal Balance
F4T École Montessori has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What F4T École Montessori 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
Early Reading approach at F4T École Montessori: Phonics-intensive
F4T École Montessori has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What F4T École Montessori says:
This information is not currently available.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What F4T École Montessori says:
This information is not currently available.
-
Writing
Writing approach at F4T École Montessori: Equal balance
F4T École Montessori has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What F4T École Montessori says:
This information is not currently available.
-
Science
Science approach at F4T École Montessori: Equal Balance
F4T École Montessori 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 F4T École Montessori: Equal Balance
F4T École Montessori has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What F4T École Montessori 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 F4T École Montessori: Expanding Communities
F4T École Montessori has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge, Thematic approach).
[Show: About Expanding Communities?]What F4T École Montessori says:
This information is not currently available.
Foreign Languages
Foreign Languages approach at F4T École Montessori: Communicative
F4T École Montessori has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]What F4T École Montessori 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 F4T École Montessori: Creative
F4T École Montessori 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 F4T École Montessori says:
This information is not currently available.
Computers and Technology
Computers and Technology approach at F4T École Montessori: Light integration
F4T École Montessori has a Light integration approach to Computers and Technology (as opposed to Heavy integration, Medium integration approach).
[Show: About Light integration?]What F4T École Montessori says:
This information is not currently available.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What F4T École Montessori says:
This information is not currently available.
Sex and health education
Sex and health education approach at F4T École Montessori: Not Ontario curriculum
F4T École Montessori has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]Approach to sex and health education:
F4T École Montessori has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What F4T École Montessori says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at F4T École Montessori: Montessori
F4T École Montessori has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What F4T École Montessori says about their preschool/K curriculum approach:
At F4T École Montessori we offer an education that is based on self-directed activity, hands-on learning and collaborative play. In our classrooms, children make creative choices in their learning. Our teachers offer age-appropriate activities to guide each student in their learning. Children work in groups and individually in order to discover and explore the world around them.
Montessori Approach
École Montessori's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
This information is not currently available.
Overall approach
Classroom practices
-
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.
-
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.
-
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.
-
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
Language
Learn about École Montessori's languages of instruction and enrolment.
F4T École Montessori offers French as the primary language of instruction.
Language of enrolment include: English, French
Language immersion include: French immersion
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at F4T École Montessori: Standard-enriched
F4T École Montessori has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
What F4T École Montessori says about their curriculum pace:
This information is not currently available.
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 F4T École Montessori says about their flexible pacing:
Each classroom is different and depends on its students. Depending on the activities, students are paired according to their strengths and weaknesses.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at F4T École Montessori: Rigorous
F4T École Montessori has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What F4T École Montessori says about their academic culture:
We have benchmarks that we have set for our students; however, as a classroom is made of up a of many different types of learners and we understand that not all students will reach the same benchmarks at the same time. In the early years of education, the learning process is most important. The love of learning is what will ensure future success. Informal activities are given during the year to see where students are in their comprehension. Observations are shared with parents.
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: Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
What F4T École Montessori says about their developmental priorities:
Students who have social awareness can empathize with others and will become great citizens of the world and agents of change.
Special needs support
[Show definition of Special needs support]
F4T École Montessori offers No support
F4T École Montessori offers no/limited support for students with learning difficulties or special needs.
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
-
Learning disabilitiesDyslexia (Language-Based Learning Disability)This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.Auditory Processing Disorder (APD)This is a sound differentiation disorder involving problems with reading, comprehension, and language.DyscalculiaThis is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.Nonverbal Learning Disorders (NLD)These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.Visual Perceptual/Visual Motor DeficitA characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
-
DevelopmentalAutismRefers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).Asperger's SyndromeOn the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.Down syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).Williams syndromeThis is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.Fetal Alcohol Spectrum Disorder (FASD)Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
-
Behavioral and EmotionalTroubled behaviour / troubled teensroubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.Clinical DepressionThis is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.Clinical anxietyThis is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.Suicidal thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis involves the excessive use of drug and/or alcohol, which interferes with daily functioning.Oppositional Defiant Disorder (ODD)This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
-
PhysicalMultiple sclerosisThis is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.Cerebral palsyhis refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.Muscular dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.Dyspraxia (Developmental Coordination Disorder)This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.BlindnessVisual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."DeafnessHearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).Cystic FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
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: 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 F4T École Montessori says about their gifted learner support:
This information is not currently available.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 6, F4T École Montessori students perform an average of 30 mins of homework per night.
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | |
|---|---|---|---|---|---|---|---|---|---|---|
| F4T École Montessori | 0 mins | 0 mins | 0 mins | 0 mins | 15 mins | 30 mins | 30 mins | 30 mins | 30 mins | 30 mins |
| Site Average | 0 mins | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins |
What F4T École Montessori 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 |
| Prose (narrative)-based feedback | Nursery/Toddler to Gr. 6 |
| Academic achievement reporting | Gr. 1 to Gr. 6 |
| Parent-teacher meetings | JK to Gr. 6 |
