The 2026 OUR KIDS Private School Expo is coming to cities near you. Get your family pass
Indirect Support:
Hatch House Montessori School ACADEMICS & Curriculum
Summary
- Curriculum
Montessori - Preschool/K Curriculum
Montessori - Montessori Approach
Moderately non-orthodox - Language
English, bilingual / dual-immersion - Curriculum Pace
Student-paced - Academic Culture
Supportive - Developmental priorities
Balanced - Special needs support
No support - Gifted learner support
In-class adaptations
Page Contents
Curriculum
[Show definition of Curriculum]
Curriculum approach at Hatch House Montessori: Montessori
Hatch House Montessori has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).
[Show: About Montessori?]
What Hatch House Montessori says about their overall curriculum and approach:
The HHMS Montessori Elementary curriculum is based on the Montessori philosophy of ‘Cosmic Education.’ Cosmic education is an ingenious method devised by Dr. Montessori to use as the primary means of education in the period 6-9 years; it is a bold, and exciting method of learning about the origin of our universe, life on Earth, the emergence of humans, and the history of math and writing, designed to awaken and spark the imaginations of the elementary students. These insightful lessons become the springboard of all learning explorations of culture, science, mathematics, language and social rules and morals from grades 1 - 8. Our focus on Performing and Visual Arts provides extraordinary opportunities for self-expression of the developing minds. HHMS offers a unique French-English Bilingual Elementary Program, which exploits the extraordinary capabilities and receptiveness of children to master the intricacies of the languages with ease in a fully bilingual environment. Spanish is also incorporated in the language curriculum. HHMS is Durham Region's 1st and only Montessori School offering multi-lingual programs.
Montessori offered:
| Program | Offered |
|---|---|
| Montessori toddler | |
| Casa | |
| Elementary | |
| Middle School | |
| High School |
Approach
| Focus |
|---|
| Arts: Performing arts • Visual arts • Music |
Pedagogies and subject courses:
-
Mathematics
Mathematics approach at Hatch House Montessori: Discovery Math
Hatch House Montessori has a Discovery Math approach to Mathematics (as opposed to Traditional Math, Equal Balance approach).
[Show: About Discovery Math?]What Hatch House Montessori says:
Children grasp concepts through the manipulation and aid of self-correcting, concrete materials as they move gradually toward increasingly abstract thinking. The Montessori Arithmetic materials engage multiple senses, the lessons are dramatic, and impressionistic to spark the imagination and curiosity of the students.
Textbooks and supplementary materials:
This information is not currently available.
Calculator policy:
Calculators are not used.
-
Early Reading
Early Reading approach at Hatch House Montessori: Phonics-intensive
Hatch House Montessori has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What Hatch House Montessori says:
This information is not currently available.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Hatch House Montessori says:
This information is not currently available.
-
Writing
Writing approach at Hatch House Montessori: Equal balance
Hatch House Montessori has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What Hatch House Montessori says:
This information is not currently available.
-
Science
Science approach at Hatch House Montessori: Inquiry
Hatch House Montessori 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 Hatch House Montessori: Equal Balance
Hatch House Montessori has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What Hatch House 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
What Hatch House Montessori says:
Our elementary social studies program incorporates all three approaches.
Humanities and Social Sciences
What Hatch House Montessori says:
This information is not currently available.
Foreign Languages
Foreign Languages approach at Hatch House Montessori: Communicative
Hatch House Montessori has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]What Hatch House 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 Hatch House Montessori: Equal Balance
Hatch House Montessori 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 Hatch House Montessori says:
This information is not currently available.
Computers and Technology
Computers and Technology approach at Hatch House Montessori: Light integration
Hatch House Montessori has a Light integration approach to Computers and Technology (as opposed to Heavy integration, Medium integration approach).
[Show: About Light integration?]What Hatch House Montessori says:
This information is not currently available.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What Hatch House Montessori says:
This information is not currently available.
Sex and health education
Sex and health education approach at Hatch House Montessori: Not Ontario curriculum
Hatch House 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:
Hatch House Montessori has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What Hatch House Montessori says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at Hatch House Montessori: Montessori
Hatch House Montessori has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What Hatch House Montessori says about their preschool/K curriculum approach:
Our Junior Casa Programme is the natural extension of our Toddler Programme, capitalizing on the acquired skills and achievements of the children. It is delivered based on the harmonious amalgamation of the Montessori philosophy and ELECT. In our Casa classrooms the freedom of movement and the freedom of choice are nurtured. Using coordinated movements to accomplish tasks leads the child toward self-regulation. Children develop observation and problem-solving skills in our prepared environments. Natural limitations instill respect of self, others, and towards their environment. By manipulating, experimenting, and discovering, children begin to move from concrete to abstract.
Montessori Approach
Hatch House Montessori 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.' |
18 ms to 30 ms | 30 ms to 68 ms | 6 yrs to 9 yrs | 9 yrs to 12 yrs | 0 |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
1.5 hours | 3 hours | 3.5 hours | 4 hours | 0 hours |
| Tests and assignments How often students are given tests or assignments in each class.' |
Never (Orthodox) | Never (Orthodox) | Occasionally (Moderate Orthodox) | Regularly (Non-Orthodox) | – |
| Graded work How often students have their work graded in each class.' |
Never (Orthodox) | Never (Orthodox) | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) | – |
| Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
10% | 10% | 5% | 5% | 0% |
Overall approach
Orthodox
29% of schools
Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.
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
This school doesn't use teaching assistants.
Language
Learn about Hatch House Montessori School's languages of instruction and enrolment.
Hatch House Montessori offers English as the primary language of instruction.
Language of enrolment include: English
Hatch House Montessori is a bilingual / dual-immersion school with English, French as the primary language of instruction
| English - 50% | French - 50% | ||||||||
Language of enrolment include: English
Language immersion include: French immersion, Spanish immersion
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at Hatch House Montessori: Student-paced
Hatch House Montessori has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).
[Show: About Student-paced?]
What Hatch House Montessori says about their curriculum pace:
Each child is considered as an individual with unique capabilities. They are motivated by their own successes and therefore learn at their own pace. The curriculum is delivered based on each child's individual needs and learning abilities. Teachers are facilitators, guiding each child through their unique developmental journey.
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 Hatch House Montessori says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at Hatch House Montessori: Supportive
Hatch House Montessori has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
What Hatch House Montessori says about their academic culture:
The HHMS academic culture is driven by the students' inner desire and will to always challenge themselves to achieve more and to surpass their own expectations. Allowing students to develop at their own pace propels them towards exceptional academic performance while maintaining life-long curiosity.
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: Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
What Hatch House Montessori says about their developmental priorities:
At HHMS we aim to inspire and empower our students to develop a life-long love of learning and to become responsible, valuable, confident and contributing members of society.
Special needs support
[Show definition of Special needs support]
Hatch House Montessori offers No support
Hatch House 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.
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 Hatch House 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, Hatch House Montessori students perform an average of No homework of homework per night.
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | |
|---|---|---|---|---|---|---|---|---|---|---|
| Hatch House Montessori | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins |
| Site Average | 0 mins | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins |
What Hatch House 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 | JK to Gr. 6 |
| Prose (narrative)-based feedback | Preschool to Gr. 6 |
| Habits and behaviour reporting | JK to Gr. 6 |
| Parent-teacher meetings | Nursery/Toddler to Gr. 6 |
