Holy Name of Mary College School

About School

Holy Name of Mary College School (HNMCS) is an independent Catholic school for girls in grades 5-12. Set on a picturesque 25 acre setting in Mississauga, the school is guided by its founders, the Felician Sisters & the Basilian Fathers, two icons of Catholic education. Holy Name of Mary College School provides a high achieving, university preparatory programme to guide bright, curious and dedicated students by shaping their minds and touching their hearts. With a distinctive balance of support, encouragement, and nurturing relationships HNMCS prepares students to meet the challenges and uncertainties of a changing world with resiliency and a strong moral compass. A unique tapestry of academic excellence, focused on 21st Century competencies, combined with athletics, arts, outdoor education, co-curricular activities and leadership experiences, provides countless engaging opportunities for girls to be inspired & leverage their voices. It is a school distinguished by excellence that invigorates the student experience and celebrates the uniqueness of every girl in a culture of academic achievement that builds self-confidence & empowers girls to become influential leaders of change.

Catholic academic tradition
University preparatory school
Academic Excellence
Entrance exam (SSAT)
Scholarships & Financial Assistance
Private transportation options available
Duke of Edinburgh's Award
Leadership & Outdoor Education Programmes

Our Take: Holy Name of Mary College School

HNMCS began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time the school was publicly funded, and while it operated continually through the years, it was re-established in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, HNMCS is supported by the Felician Sisters, and is also supported by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find both. The values that the school promotes those of the Catholic tradition, with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.

Catholic academic tradition
University preparatory school
Academic Excellence
Entrance exam (SSAT)
Scholarships & Financial Assistance
Private transportation options available
Duke of Edinburgh's Award
Leadership & Outdoor Education Programmes

Reviews

The Our Kids Review

From the review: Holy Name of Mary College School (HNMCS) began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time, the school was publicly funded, and while it operated continually through the years, it reopened in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, Holy Name is supported by the Felician Sisters, as well as by the Basilian Fathers of St.

Read The Our Kids Review of Holy Name of Mary College School

User-submitted reviews (none submitted)

Location and Busing

2241 Mississauga Road, Mississauga, Ontario, L5H 2K8

School Busing:

School offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only.

Gallery

Gallery showcasing school life and general photos of Holy Name of Mary College School.

School Facilities Gallery

Arts facilities

Campus

Classrooms

Science facilities

Gallery showcasing specific locations and facilities found at Holy Name of Mary College School.

Promotional videos for Holy Name of Mary College School.

Academics

Academics Summary: [Hide summary]

Curriculum: Progressive
- Mathematics: Discovery Math
- Writing: Equal balance
- Science: Inquiry
- Literature: Equal Balance
- Social Studies : Core Knowledge
- Humanities and Social Sciences : Equal Balance
- Foreign Languages: Equal Balance
- Fine Arts:
- Computers and Technology: Heavy integration
- Physical Education:
- Religious Education: 11 to 25% of curriculum
- Advanced Placement courses :
- Sex and health education:
Curriculum Pace: Accelerated
Academic Culture: Rigorous
Developmental priorities: Intellectual
Special needs support: No support
Gifted learner support: In-class adaptations
Language: English
Homework Policy:
Report Card Policy:

Curriculum Progressive
[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at School: Progressive
School has a Progressive approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive?]
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.

Curriculum at schools on OurKids.net

Progressive - 26%
Traditional - 42%
Liberal arts - 16%
Montessori - 15%
Reggio Emilia - 0%
Waldorf - 1%

What School says: HNMCS provides an exemplary university preparatory programme that combines traditional curriculum with experiential learning experiences and integrates technology with 21st Century skill development. Driven by a student-centric focus on teaching and learning, we surround bright, curious minds with caring and supportive teachers who inspire a passion for learning.

Approach:

Focus Religious-based

Academic Christian (Roman Catholic)

If you want to learn more about faith-based education, check out our comprehensive guide.
If you want to learn more about Christian education, check out our comprehensive guide.
If you want to learn more about Catholic education, check out our comprehensive guide.
Pedagogies and subject courses:

Mathematics Discovery Math

Mathematics approach at School: Discovery Math
School has a Discovery Math approach to Mathematics (as opposed to Traditional Math , Equal Balance approach).
[Show: About Discovery Math?]
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.

Mathematics at schools on OurKids.net

Discovery math - 7%
Traditional math - 26%
Equal balance - 67%

What School 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.

Writing Equal balance

Writing approach at School: Equal balance
School has an Equal balance approach to Writing (as opposed to Systematic approach , Process approach approach).
[Show: About Equal balance?]
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.

Writing at schools on OurKids.net

Equal balance - 78%
Systematic approach - 10%
Process approach - 12%

What School says: Our program aims to develop a strong writing foundation that focuses on the improvement of grammatical and spelling skills, while allowing students to explore the writing process in a real world context; connecting literature, personal interest and current events into both formal and creative writing.

Science Inquiry

Science approach at School: Inquiry
School has an Inquiry approach to Science (as opposed to Expository , Equal Balance approach).
[Show: About Inquiry?]
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.

Science at schools on OurKids.net

Inquiry - 28%
Expository - 6%
Equal balance - 66%

Teaching approach: This information is not currently available.

Topics covered in curriculum:

Subject offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Treatment of evolution:

Subject offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Literature Equal Balance

Literature approach at School: Equal Balance
School has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).
[Show: About Equal Balance?]
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

Literature at schools on OurKids.net

Equal balance - 73%
Traditional - 23%
Social justice - 4%

What School says: Students have the opportunity to be immersed in traditional literature and the importance of structure and literary devices in significant texts. HNMCS' Core Values are at the root of learning in the school and texts are selected that reflect larger social justice themes and allow students to make deeper connections and ask critical questions about the world while being engaged in meaningful texts and resources.

Social Studies Core Knowledge

Social Studies approach at School: Core Knowledge
School has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities , Thematic approach).
[Show: About Core Knowledge?]
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).

Social Studies at schools on OurKids.net

Core knowledge - 43%
Expanding communities - 26%
Thematic - 31%

What School says: Our integrated programme allows historical and geographical information to come alive in a variety of ways, using an interdisciplinary approach to learning. Through the use of technology, the arts and language arts, students participate in meaningful learning opportunities that bring content to life in a relatable way.

Humanities and Social Sciences Equal Balance

Humanities and Social Sciences approach at School: Equal Balance
School has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).
[Show: About Equal Balance?]
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

Humanities and Social Sciences at schools on OurKids.net

Equal balance - 80%
Perennialism - 11%
Pragmatism - 9%

What School says: By integrating the significance of big ideas and present day experience, students are engaged in meaningful lessons that bring the content in social science classes to life. Experiential lessons, simulations, field trips and wide range of apps and online programs, help to make these courses educational and engaging.

Foreign Languages Equal Balance

Foreign Languages approach at School: Equal Balance
School has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual , Communicative approach).
[Show: About Equal Balance?]
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

Foreign Languages at schools on OurKids.net

Equal balance - 61%
Audio-lingual - 2%
Communicative - 37%

What School says: These courses balance the importance of language development and the need for a deeper understanding of language structures. Teachers work with students to develop a solid foundation of language acquisition skills and develop engaging lessons where students work alongside their peers in meaningful collaborative projects that develop a deeper understanding of the language being explored.

Fine Arts

Program offers:

Subject offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Visual studio philosophy:

Expressive
Disciplined

What School says: This information is not currently available.

Computers and Technology Heavy integration

Computers and Technology approach at School: Heavy integration
School has a Heavy integration approach to Computers and Technology (as opposed to Light integration , Medium integration approach).
[Show: About Heavy integration?]
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.

Computers and Technology at schools on OurKids.net

Heavy integration - 31%
Light integration - 24%
Medium integration - 45%

What School says: Students are best served when the use of technology enhances the learning that takes place in the classroom. HNMCS embraces the use of technology throughout the curriculum, and our broad use of Smart Boards and interactive projectors in all classrooms recognizes the importance of technology in education. Our school is fully accessible through wireless connectivity, leverages on site servers and cloud based technologies, utilizes educational software and communities, promotes the safe use of social media, and offers a green room multimedia environment for study and exploration. All students are encouraged to bring their own device to school and engage in learning with their tablets, laptops or phones in a stimulating way. This results in the development of their expertise and competency and their development as self-directed users. Students have full access to our comprehensive technology lab and all teachers incorporate the use of technology in their teaching and assignments.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What School says: The Holy Name of Mary College School Athletic Department provides opportunities for girls to pursue athletic excellence in a variety of sports while upholding Catholic core values and developing determination, resilience, balance, a sense of fair play, and pride in self and community. The athletic program at HNMCS is an integral part of the total growth experience. Student-athletes will mature physically, emotionally, socially and spiritually. They will learn to take responsibility for personal growth by developing commitment, balance, and resilience as part of a strong and caring community. Pride in self and school, integrity and commitment are continually strengthened through participation on our teams. We believe that the life lessons learned through sport help to strengthen the Catholic values that will guide our students well into the future.

Religious Education 11 to 25% of curriculum

What School says: HNMCS provides young women with the highest quality of education and a moral grounding in the Catholic faith, its traditions and worldview in order to enable them to realize their full potential as influential leaders of faith and community. The Religious Education programme enables girls to discover the truth, nurture the attitudes and develop the skills necessary to grow as young Catholics in a constantly changing society. The curriculum is designed to promote a Catholic identity that assists students in becoming life-long learners in relation to their faith within a multi-faceted global world. This plays an integral role in the learning experiences of students and complements the various faith-related outreach, social justice and peer ministry activities that take place within the instructional setting of the school community.

Advanced Placement courses

AP Calculus AB

Sex and health education

Approach to sex and health education:
School has a approach Fairly value-based (as opposed to Mostly value-neutral approach).
[Show: About Fairly value-based?]
Sex is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues .

School's approach to sex-ed: This information is not currently available.
Jump to:

Mathematics

Writing

Science

Literature

Social Studies

Humanities and Social Sciences

Foreign Languages

Fine Arts

Computers and Technology

Physical Education

Religious Education

Advanced Placement courses

Sex and health education

Focus	Religious-based
Academic	Christian (Roman Catholic)

Subject	offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Subject	offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Subject	offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Subject	offered
Computer science
Robotics
Web design

Curriculum Pace Accelerated

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at School: Accelerated

School has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).

[Show: About Accelerated?]

The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).

Curriculum Pace at schools on OurKids.net

Accelerated - 16%
Standard-enriched - 57%
Student-paced - 27%

What School says: Our main curriculum pace is differentiated, with varied learning platforms, and integrates technology to tailor learning.

Flexible pacing style

Flexible pacing style	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 School says about flexible pacing: Our environment is student-centred and tailored to girls' learning

Academic Culture Rigorous

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at School: Rigorous
School has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

Academic Culture at schools on OurKids.net

Rigorous - 46%
Supportive - 54%

What School says: Our main goal at HNMCS is to develop the whole person. Building a strong academic foundation allows our girls to become innovative thinkers who can draw on their wealth of knowledge and experience to tackle real world problems.
Developmental priorities Intellectual

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

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: Spiritual

The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."

What School says: HNMCS promotes the importance of a balanced lifestyle that integrates a strong academic foundation based on our core values and key developmental priorities

Special needs support No support

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

School offers No support

School offers no/limited support for students with learning difficulties or special needs.

Academic Support:

Subject Type	offered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed ADHD:

Subject Type	offered
Accommodations
Modifications
Extra support

A - Forms of Support

Accommodation:

Modification:

Remediation:

B - Environments

Indirect Support:

Resource Assistance:

Withdrawal Assistance:

Partial Integration:

Full-Time Class:

Special NeedNeed

Forms of SupportA

EnvironmentsB

ADHD

Learning disabilities

Dyslexia (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.
Dyscalculia
This 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.
Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
Language Processing Disorder
This 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 Deficit
A 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.
Developmental

Autism
Refers 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 Syndrome
On 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 syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
Intellectual disability
This 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 syndrome
This 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 Emotional

Troubled behaviour / troubled teens
roubled 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 Depression
This 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 anxiety
This 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 thoughts
This involves persistent thoughts about ending one's life.
Drug and alcohol abuse
This 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.
Physical

Multiple sclerosis
This 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 palsy
his 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 dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
Spina Bifida
This 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.
Blindness
Visual 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."
Deafness
Hearing 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 Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Multiple physical
Accommodating a wide range of physical conditions and disabilities.

Read our guide to special needs schools and special education

Gifted learner support In-class adaptations

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Dedicated gifted programs:

Program	offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

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 School says: This information is not currently available.

Language English

School offers English as the primary language of instruction.

Language of enrollment include: English
Homework Policy

[Show definition of Homework Policy]
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

In grade Gr. 12, School students perform an average of 1 hour of homework per night.

Nightly Homework

5 6 7 8 9 10 11 12
School 45 mins 45 mins 60 mins 60 mins 60 mins 60 mins 60 mins 60 mins
Site Average 34 mins 40 mins 51 mins 56 mins 68 mins 80 mins 95 mins 108 mins

This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).

What School says about their flipped classroom policy: This information is not currently available.

	5	6	7	8	9	10	11	12
School	45 mins	45 mins	60 mins	60 mins	60 mins	60 mins	60 mins	60 mins
Site Average	34 mins	40 mins	51 mins	56 mins	68 mins	80 mins	95 mins	108 mins

Report Card Policy

[Show definition of Report Card Policy]

While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades:

Lettered or numbered grades	Gr. 5 to Gr. 12
Prose (narrative)-based feedback	Gr. 5 to Gr. 12
Academic achievement reporting	Gr. 5 to Gr. 12
Habits and behaviour reporting	Gr. 5 to Gr. 12
Parent-teacher meetings	Gr. 5 to Gr. 12

Extracurriculars

[Show definition of Extracurriculars]

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

What School says:

Mini-Medical Programme: HNMCS has established an innovative program to help develop a passion for science in our students. The overarching mission of the Mini Medical Program is to promote the understanding and appreciation of the sciences and the vital role they play in human advancement: to inform, educate, and inspire - humbly. The program is structured with active participation from the students and in partnership with key medical and science professionals in the community.

Sports Offered	CompetitiveComp	RecreationalRec
Baseball
Basketball
Football
Ice Hockey
Lacrosse
Rowing
Rugby
Running
Soccer
Softball
Swimming
Tennis
Track & Field
Volleyball

Clubs Offered
Foreign Language Club
Math Club
Outdoor Education
Photography
Robotics club
School newspaper
Science Club
Student Council
Yearbook
Yoga
Art Club
Choir
Community Service
Dance Club
Debate Club
Drama Club
Environmental Club

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

	5	6	7	8	9	10	11	12
Day	$17,250

What School says about their tuition: The annual tuition fees for Holy Name of Mary College School are set by the school’s management team in conjunction with its Board of Directors. Tuition and fees include all academic fees only. Textbooks, school supplies, transportation, field trips, meals, private music instruction and school uniforms are not included in fees.

Discounts

Discount Type	Enrollment Type	Amount
2nd child (sibling)	Day	$1,200

Need-based financial aid

Grade range that need-based aid is offered:	5 to 12
Percentage of grade-eligible students receiving financial aid	10%
Average aid package size	$0
Percentage of total enrollment on financial aid	10%
Total aid available	$0

Application Deadline:

December 31, 2018 Repeats annually

More information:

https://www.ismfast.com/FastPage.php?id=c82cc97085ae548a189d7fa04f88ae05

Application Details:

This school works with FAST. for processing financial applications
Holy Name of Mary College School is committed to enrolling exceptional and talented girls regardless of their family’s financial circumstances. To this end, financial assistance is available in the form of bursaries based on demonstrated financial need. The school awards bursaries and financial assistance (BFA) based on the recommendations of a third party organization which confidentially assesses the applicants’ financial need and the volunteer contributions of both the parents and student to the school. We have partnered with Financial Aid for School Tuition (FAST) and in order to apply for a bursary a FAST application form must be completed annually and submitted directly to them. FAST will review the application and provide a report on eligibility to the School’s Bursary Committee. The cost to the family for this assessment is US$43.00 and should be paid directly to FAST.

Merit based Scholarships

This information is not currently available.

Enrollment

[Show definition of Enrollment]

Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	Gr. 5 to Gr. 12	All girls	Day	235

Additional Statistics:

Total enrollment	235
Average enrollment per grade	29
Average class size	15 to 20
Gender (grades)	Gr. 5 to Gr. 12 (All girls)
Boarding offered	No

International Students:

Percentage of students are international students
Number of different nationalities within student population	0
Five-day boarding programs offfered

Student distribution:

This information is not currently available.

Admission

[Show definition of Admission]

Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		N/A
SSAT
SSAT (out of province)
Entrance Exam(s)		5 - 12
Entrance Essay
Application Fee

Application Deadlines:

Day students: November 30, 2018

What School says:

The admissions process to Holy Name of Mary Catholic School is a straightforward once you've decided that this is the school for your daughter:

Obtain an application package from the school or download it from the link below.
Complete and submit the application form. Deadline for the early applications (to ensure a mid-February notification) is November 30. We will continue to accept applications after this date and notifications will be done after the March break.
Submit the following:

The completed application form and a non-refundable application fee of $125 by cheque made out to HNMCS.
A recent photograph of the applicant
The final report card from the student’s previous two years of school and the most recent report card for the current academic year.
The Confidential Student Profile Report completed by the student's current principal and sent directly to Holy Name of Mary College School.
Copies of supporting documents like psycho/educational assessments, IEPs, etc.

Students applying to grades 5-12 are required to take our in-house written test which evaluates the candidate’s general mathematical, reading comprehension and English skills. There is no preparation for the test. Our Admissions test will take place on December 8th. To register for the test please click here or email us at [email protected] for more information.

Acceptance

Acceptance Rate: 90%

Type of student School is looking for:
Holy Name of Mary College School welcomes applications from candidates eager to be a part of the school's enriched academic environment. At Holy Name of Mary College School, we offer you the opportunity to develop your academic interests, as well as a wide range of sporting options, visual and performing arts and other clubs and activities to engage in. HNMCS is fortified by a strong liberal arts education, a sound understanding of the role of technology in the world, and a belief that in our community we acknowledge and celebrate the many and varied gifts and talents of our classmates and teammates. We offer applicants the chance to demonstrate that they can be successful here. Each application is considered and assessed individually. We look for demonstrated academic achievement and the ability, and desire, to reach your true potential. There are no hidden social criteria; we simply want the best students to apply, regardless of their background. So whoever you are, and wherever you come from, if you have the ability, the enthusiasm and the motivation to study here, then we want to hear from you.

Student Entry Points

Student Type	5	6	7	8	9	10	11	12
Day Acceptance (Acceptance rate)	10 (90%)	6 (90%)	15 (90%)	5 (90%)	20 (90%)	5 (90%)	2 (90%)	2 (90%)

University Placement

[Show definition of University Placement]

Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.

Services	Offered
Career planning
Internships
Mentorship Program
University counseling

Key Numbers
Average graduating class size	21
*Canadian "Big 6" placements	14
**Ivy+ placements	N/A

*Number of students in the past year who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

**Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

Schools our students attend (last 4 years): Canada Acadia University Brock University Concordia University Dalhousie University Laurentian University McGill University McMaster University Queen’s University Ryerson University York University University of British Columbia University of Guelph University of Ottawa University of Toronto University of Waterloo University of Western Ontario Wilfrid Laurier University USA Boston University Graceland University Northeastern U, Boston Pennsylvania State University Savannah State University University of Central Florida University of Michigan UK Bader International Study Centre

Stories & Testimonials

Below, find stories and testimonials about Holy Name of Mary College School.

HNMCS Creates Space for Innovation

The 2016-2017 year may very well be known as “The Year of Innovation” at Holy Name of Mary College School, an independent Catholic school for girls in grades 5-12, as this academic community has embarked on several new initiatives, enabling young women to improve on past inventions and customize the design of the future for themselves.

This exciting new journey of technological and academic discovery was launched recently with a special event called the “Hack-a-thon”! Logics Academy hosted this fun event where the entire gymnasium was transformed into a huge “maker-space” lab of invention. The Hack-a-thon gave HNMCS students the opportunity to exercise important team-building and strategic thinking skills.

Provided with simple materials including a motor, wires, switch, circuit board, tape, string and cardboard, each group was challenged to create an electronic machine capable of scaling up the distance of a table top. An extra, more difficult challenge was to design this robotic elevator to reverse direction once it arrived at the top of the table and descend back to the ground gently.

The students’ efforts were impressive as they all demonstrated great determination, creativity and excellent problem-solving skills in producing unique electronic elevators. Since this task activated so many of the prerequisite 21st century skills, the Hack-a-thon was a great introductory stage in the new “maker movement” sweeping across HNMCS and other leading educational environments.

Another initiative is Innovation Time, a programme that builds on the momentum of the maker movement. This collaborative period enables students to work together with teacher facilitators to explore some of the world’s most challenging questions. Understanding the cross-curricular nature of problem solving and thinking critically about the intricate nature of the world are just the tip of the iceberg in the skill sets students will develop in producing new deliverables they have the opportunity to invent, design, prototype, and refine.

Each task in the programme is designed to strengthen a growth mindset, where students are encouraged to produce relevant content in response to contemporary needs and research specific knowledge to prepare them for future study. They are invited to take risks in formulating new solutions and encouraged to see the value in being open to new experiences, offer fresh insights and receive constructive feedback.

Educators are more aware now than ever before that they must enable young women to prepare for careers and paths not yet established and the course is ever-shifting. From completing a process of discovery, students will gain insights, ready to be renewed at each phase on their future academic and professional journey. They will be well-prepared to navigate the exciting opportunities awaiting them.
...
Former PM John Turner Captivates HNMCS Students

On January 18th, Holy Name of Mary College School students were captivated by former Prime Minister John Turner, who visited the school at the request of Mr. Will Brereton, father of student Sara Brereton, whose grade 5 class is currently studying Canadian prime ministers. The grade 5 students were extremely well prepared in their knowledge of Mr. Turner and showed great confidence and poise asking their questions. Mr. Turnerâs replies were candid and his wit, razor sharp. When asked âWhat was it like to follow Pierre Trudeau as prime minister?â he joking replied âIf he had retired 10 years earlier, I would have had an easier time.â Turner credited his faith, his Catholic education, his mother, and good luck for the incredible life he's led. He told the students the most important things in life are faith, family and health. He told students to be loyal to their school, because they'd make friends here who would be with them for life. In the larger assembly with the full school, he encouraged the girls to go into politics, saying the country needs more young people and women in public life. âIf you get involved, you can get things done.â Toronto Star: http://www.thestar.com/news/article/1117895--former-prime-minister-john-turner-turns-on-the-charm-at-mississauga-school Mississauga News: http://www.mississauga.com/community/article/1282107--better-than-bieber ...
HNMCS Day of Hope

This year, the Holy Name of Mary College Senior Outreach students pioneered a new project entitled âA Day of Hopeâ which took place on Thursday, November 3. Every high school student ventured out into various communities to be a living sign of hope by their contribution of time and work. Students were bussed out in smaller groups for the day to 14 agencies throughout the Toronto, Mississauga, Brampton, Thornhill and Hamilton. Among the agencies were Good Shepherd Shelter, Supportive Housing Peel, Knight's Table, Mississauga Community Living and Scott Mission. They did everything from serve food in shelters, paint hallways, work in a fair trade coffee shop operated by the clients of Supportive Housing, and sort toys and clothes. They returned to the school for a meal, a discussion on the day's events and a variety of activities. The day provided them with an opportunity for tangible help, making a difference through small gestures, and a sense of providing hope. Outreach is a committed group of students dedicated to effecting change and hope in the local and global community. ...
Holy Name of Mary College School Lends Support to Help Conquer Cancer

Mississauga, ON - On Saturday, June 12, 2010, thousands of men and women will rally together and embark on an epic two-day cycling event, journeying over 200 km from Toronto to Niagara Falls, Ontario, in an effort to raise funds for the 2010 Ride to Conquer Cancer, benefiting the Campbell Family Institute at the Princess Margaret Hospital. Over the course of the two days, riders will be supported by hundreds of volunteers and crewmembers. Holy Name of Mary College School, which is situated on a beautiful seven-acre parcel of property on Mississauga Road, will be the first and only pit stop in Mississauga along the 200 km route. At the stop, which is approximately 20 km from the start line, riders will be able to re-hydrate, eat, rest, stretch and receive medical or technical support. Holy Name of Mary College School student and parent volunteers, overseen by event crew, will help manage the pit stop, motivate riders and create an energetic and supportive atmosphere. Ã¢ÂÂWe are very pleased and honoured to volunteer our facilities, encouragement and support to this yearÃ¢ÂÂs Ride to Conquer Cancer,Ã¢ÂÂ says Margaret DeCourcy, President of Holy Name of Mary College School. Ã¢ÂÂSupporting this great cause will allow our students the opportunity to inspire and motivate others and also to help make a difference in the fight to conquer cancer.Ã¢ÂÂ The pit stop at Holy Name of Mary College School will be open from 8:30 am to 11 am on Saturday, June 12, 2010, at 2241 Mississauga Road in Mississauga, Ontario. ...
Holy Name of Mary College School, walk away with honours at Peel Music Festival

Mississauga, ON â April 29, 2010 - As the 83rd season of the Peel Music Festival draws to an end, the students of Holy Name of Mary College School in Mississauga walk away with their heads held high and a first place ribbon in their hands. Today, at the esteemed Peel Music Festival, the choir from Holy Name of Mary College School (HNMCS) wowed the audience and the adjudicators with their accomplished performance of Guilo Cacciniâs Ave Maria and Oh Shenandoa, an early American folksong arranged by Ruth Elaine Schram, for a first place finish, in the Secondary School Choir category, under the expert direction of pianist Natalie McDunnough and professional opera singer, Charlene Santoni, both accomplished music teachers at HNMCS. This was a major accomplishment for the girls given that the choir was just formed in December 2009. They were new to this competition and they were up against some well established and very experienced competitors. âWhat sets these girls apart from other singers is their thirst and subsequent employ of technical instruction. It is the innocence in their sentiment and the fervent passion they bring to every performance that truly sets them apartâ says Charlene Santoni. Over the years, the Peel Music Festival has established itself as one of Canadaâs largest and most respected independent music festivals. This yearâs festival featured over 3,100 entries in Music and Speech Arts and, with over $19,000 being awarded to scholarship winners, the Peel Music Festival is making a significant contribution to the lives of young performers. Awarding the first place standing to Holy Name of Mary College School of Mississauga, adjudicator Jean Ashworth Bartle, founder of the internationally acclaimed Toronto Childrenâs Chorus, praised the students describing their performance as a very beautiful, moving performance with a lovely body of tone, with very good intonation. Along with the choir, a number of HNMCS students entered the festival competing in various solo classes. Students who won awards at this yearâs festival were Veronica Rinomato, Meredith Webb, Andrea Giampuzzi and Melanie Pavao. HNMCS President, Margaret DeCourcy, who was in attendance at the competition said, âWe are absolutely thrilled with these outstanding results. We are very proud of our students and this success is a testament to their enthusiasm, passion and commitment to their singing. This recognition goes not only to the choir members; it is an accolade for the school as a whole.â ...
Marc Kielberger to present Duke of Edinburgh's Awards at Special Ceremony in Mississauga

Mississauga, ON - On Saturday, November 27, 2010, 78 participants from across the GTA and Ontario will be presented with their Duke of Edinburgh Silver Award by Marc Kielberger, co-founder of Free the Children, at a ceremony to be held at Holy Name of Mary College School (HNMCS) in Mississauga. Among those participants are Kamila Swiderski and Meredith Webb from HNMCS who last year achieved the Bronze level of the Awards. Meredith, who is a competitive synchronized swimmer, undertook an 8- day canoe trip at Lake Temagami as her adventurous journey while Kamila, who plays tennis at the provincial level, completed a 6-day kayaking trip in Poland. "The Duke of Edinburgh's Award challenged me to become more organised and to strive for my best," said Kamila. Meredith is already making plans to enrol in an Environmental Studies program and to achieve her Gold Award. Margaret DeCourcy, President of Holy Name of Mary College School is very familiar with the success and value of The Duke of EdinburghÃÂÃÂ¢ÃÂÃÂÃÂÃÂs Award. As a current member of D o E Board of Directors and an experienced group leader as well as award assessment volunteer, she believes that achieving this Award is an asset to a student's personal development and is very valuable on applications for scholarship, university entrance, employment resumes. "The Duke of Edinburgh's Award has become an important pillar in the education of young women at Holy Name of Mary College School as it is designed to encourage the qualities of self-reliance, initiative, self-improvement and personal responsibility. Students who achieve this Award become active, healthy and involved in their community, which is essential for their future and the future of our communities," said DeCourcy. Jill Hermant, Executive Director of The Duke of Edinburgh's Award said, "We are appreciative of all the support HNMCS is providing the Award on this occasion, over and above the stellar programme they run themselves. With over 37,000 young people across Canada already involved, the Duke of Ed is challenging and different, but more important it's about having fun, trying something new, learning and improving skills and spending time with old friends and making some new friends along the way." ...
GOALS AND OBJECTIVES

To present a university preparatory curriculum; To prepare young women to meet the challenges of lifelong learning--personally, spiritually and professionally; To help our students strive for and achieve academic excellence; To integrate Christian values and Catholic social teachings into the curriculum; To create a sense of belonging within a supportive and caring environment; To celebrate the Catholic faith in a vibrant liturgical life; To provide rich learning experiences that contribute to the development of character and Catholic leadership in each of our students; To work in partnership with each family. ...
OUR HISTORY

Holy Name of Mary was founded by the Felician Sisters in 1964 as a private school for young women. The school established a reputation for academic excellence and commitment to social action and service. In 1972, students from the Dufferin Peel Roman Catholic Separate School Board began attending the school for grades 9 and 10, and in 1987 Holy Name of Mary became a fully funded public Catholic secondary school. In September 2008, Holy Name of Mary reopened as Holy Name of Mary College School, an independent, Catholic all-girls school. Holy Name of Mary College School is a not-for-profit school under the continued spiritual guidance of the Felician Sisters and supported in its establishment by St. Michael's College School. ...
A NEW CATHOLIC SCHOOL FOR GIRLS

In 2008, St. Michael's College School of Toronto and the Felician Sisters of Mississauga, two icons in education with long traditions of academic excellence, came together to establish Holy Name of Mary College School as a private all-girls school. The mission of the school is to educate young women to their full potential within the teachings and traditions of the Catholic faith. The program includes an enriched academic curriculum and diverse co-curricular program. All-girls schools recognize and focus on the particular ways girls learn and research indicates they produce graduates who achieve greater academic success, are more self-confident and develop stronger leadership skills. Holy Name of Mary College School, a university preparatory school for girls in grades 5-12, uses an enriched and balanced approach to education that focuses on faith, academics, community and athletics. ...

Principal's Message

Marilena Tesoro, Head of School

The true spirit of the HNMCS experience is the relationship between caring, inspiring educators and the brilliant, curious minds of our engaged and talented students. We hold high expectations for our girls and their learning achievements, and our community accomplishments continue to make us proud.

We strive to shape the Catholic women leaders of tomorrow to “Be the Change” - knowledgeable, hopeful, confident and resilient for their future.

It is through a rich learning landscape focused on girl’s learning that we not only foster quality standards for teaching and learning, but empower leadership, cooperation and teamwork with every girl. We are a school committed to preparing young women to meet the challenges and uncertainties of a constantly changing global future with a good moral compass.

Catholicity, being the cornerstone of our work, promotes core values focused on the spirit and teachings of Jesus Christ that nurture faith development and cultivate global awareness, community outreach and service leadership. We are supported by the Felician Sisters, and the Basilian Fathers of St. Michael’s College School who bring a rich history of faithful service. Our school culture not only shapes the minds of our girls, but touches their hearts while preparing them to become compassionate women leaders of integrity.

In the News