Indirect Support:
Kawartha Montessori School ACADEMICS & EXTRACURRICULARS
Summary
- Curriculum
Montessori - Preschool/K Curriculum
Montessori - Montessori Approach
Moderately non-orthodox - Language
English - Curriculum Pace
Student-paced - Academic Culture
Rigorous - Developmental priorities
Balanced - Special needs support
Indirect Support - Gifted learner support
In-class adaptations - Extracurriculars
Available
Curriculum
[Show definition of Curriculum]
Curriculum approach at KMS: Montessori
KMS has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).
[Show: About Montessori?]
What KMS says about their overall curriculum and approach:
KMS prides itself on providing an authentic, CCMA-accredited, Montessori education. This includes lessons and experiences that teach to the whole child, putting equal emphasis on academic, social, emotional, and physical development. Every child moves through the curriculum at their own pace, receiving 1-on-1 and small group lessons. Teachers assess and evaluate through consistent observation and provide frequent anecdotal feedback to families. In addition to our curriculum areas of math, language, culture (science, history, and geography), practical life, and sensorial, we also offer french and music from specialist teachers. Students learn in a specially prepared environment that promotes movement, exploration, independence, and collaboration.
Montessori offered:
| Program | offered |
|---|---|
| Montessori toddler | |
| Casa | |
| Elementary | |
| Middle School | |
| High School |
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at KMS: Equal Balance
KMS has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What KMS says:
Dr. Maria Montessori believed that people are naturally inclined to create order, to organize, to observe relationships and quantify patterns. With the proper guidance and nurturing, everyone can develop the ability to reason and to calculate. Montessori mathematics at the Casa and Lower Elementary level is material-based and experiential. With teachers as their guides, students explore hand-on materials to learn concepts. Equal emphasis is put on learning the quantity and symbols of numbers, providing a strong foundation of number sense from a very young age. With this strong foundation, students in Upper Elementary and Middle School move away from the use of concrete materials and learn more abstract math concepts. Hands-on materials are available to support learning and students begin to use a textbook for their follow-up practice. Middle School students experience real life application of math concepts through their kitchen and micro-economies programs.
Textbooks and supplementary materials:
In addition to the Montessori materials, Upper Elementary and Middle School students use the Saxon textbooks. This is a spiral math program that allows for continuous practice of previous concepts and introduction to new concepts.
Calculator policy:
Students in Middle School learn to use a scientific calculator. At other levels, specific accommodations (including the use of calculators) are made for students with mathematical learning challenges.
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Early Reading
Early Reading approach at KMS: Phonics-intensive
KMS has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What KMS says:
The Montessori method of learning to read begins with learning the phonetic sound that each letter makes. When all sounds are mastered, students learn to blend these sounds together to read 3-letter phonetic words. They then progress to longer phonetic words, and eventually learn the sounds that phonograms (multi-letter blends such as th, sh, ee, etc.) make. Students memorize sight words (such as 'the', 'of', etc.) in order to read more complex sentences. Students use hands-on, tactile materials to practice and support their early reading. Casa students learn to read beginner series' of books, such as Bob Books and Mac and Tab.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What KMS says:
This information is not currently available.
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Writing
Writing approach at KMS: Equal balance
KMS has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What KMS says:
The earliest Montessori materials in the Casa classroom are used to strengthen the child's hand and develop a accurate pincer grip in preparation for writing. Students learn the sounds that each letter makes, using the Sandpaper Letters and then use a moveable alphabet to build words, using the sounds they hear in the words. After much repetition building words and sentences with the classroom materials, young students transition to writing these words and sentences on paper. Casa students at KMS learn to write in cursive. The benefits of this include more natural hand movements, letter recognition, and brain development. Beginning at the Casa level, students are introduced to grammar concepts, spelling programs, and lessons in writing conventions such as punctuation and sentence structure.
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Science
Science approach at KMS: Equal Balance
KMS has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
The Montessori science curriculum allows children to learn about the world around them while simultaneously engaging their sense of wonder. Science lessons in the Montessori Casa and Elementary classes are known for introducing children to advanced topics in the early years, preparing them for a lifetime of discovery. Topics include botany, zoology, chemistry, physics, and astronomy. When students reach Middle School, they investigate science topics and how they relate to the needs of the community, its environment, and the adult world. The aim is to provide students with hands on experience of science exploration and study. The curriculum is guided by the Ontario Science and Technology curriculum. Project work in grades 1 through 8 gives students an opportunity to explore their own interests and choose their own topic of study within the overall theme of the unit.
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 KMS: Equal Balance
KMS has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What KMS says:
This information is not currently available.
Social Studies
What KMS says:
This information is not currently available.
Humanities and Social Sciences
Humanities and Social Sciences approach at KMS: Equal Balance
KMS has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What KMS says:
Our Humanities curriculum
Foreign Languages
Foreign Languages approach at KMS: Equal Balance
KMS has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]What KMS says:
French instruction is offered to students at KMS beginning at age 2.5 and continues through to the end of grade 8. Small, ability-based groups meet several times a week with the French specialist teacher. The primary focus is to develop the knowledge and skills of conversation, grammar, and reading in French. Lessons are using the AIM (Accelerative Integrated Methodology) program. Learning is achieved through scaffolding techniques which use story-telling, gestures, active collaboration and repetition.
Fine Arts
Fine Arts approach at KMS: Equal Balance
KMS 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 KMS says:
From a very young age, students at KMS are given the tools and guidance to draw, paint, and create works of art. Professional artists from the community are invited into classrooms. Creativity is simply a part of a student's life at KMS.
Computers and Technology
Computers and Technology approach at KMS: Medium integration
KMS has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What KMS says:
In our Casa and Lower Elementary program, the use of technology is very limited. Our students are highly engaged in the use of all the hands-on and beautiful materials to enhance and enrich their learning. In Upper Elementary students are introduced to computers that are used for research and multi-media presentation purposes. In Middle School, students begin to type out assignments and submit work online. They are introduced to coding and digital art projects. Children that have accommodations that specify the use of assistive technology are accepted and supported in the classroom.
Program covers:
Subject offered Computer science Robotics Web design Physical Education
What KMS says:
In every child, there is a need to move, and the Montessori curriculum is specifically designed to provide children with freedom of movement. Physical education opportunities are given every day on our 10-acre property and in the adjacent provincial park. Children at KMS spend a lot of time outdoors where unique opportunities for collaborative games and sports (such as soccer, baseball, basketball, cross-country running, ultimate frisbee, and disc golf) are given. At times, some classes will spend time skating at the local arena, nordic skiing at a ski club, or snowshoeing in the forest. Students in grades 1-8 go downhill skiing twice a year.
Sex and health education
Sex and health education approach at KMS: Ontario curriculum
KMS has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]Approach to sex and health education:
KMS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What KMS says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at KMS: Montessori
KMS has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What KMS says about their preschool/K curriculum approach:
Our two Casa classrooms are full of engaging opportunities for children. The curriculum promotes and develops confidence, a love of work and learning, and a strong academic foundation. Children learn grace and courtesy and skills that help shape the whole child. Independence is fostered through the prepared environment. Everything is child-sized and teachers are there to guide children in a variety of skills such as using zippers, sweeping, cleaning up spills, and managing their own work.
Montessori Approach
Kawartha Montessori School's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
| Primary | Lower Elementary | Upper Elementary | Middle | |
|---|---|---|---|---|
| Age groupings How children are grouped by age for each class.' |
2.5 to 6 | 6 to 9 | 9 to 12 | 13 to 14 |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
2.5 hours | 3 hours | 3 hours | 3 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) | Semi-regularly (Moderately Non-Orthodox) | Regularly (Non-Orthodox) |
| Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
– | – | – | – |
Overall approach
Non-orthodox
7% of schools
Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.
Classroom practices
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Whole-class lectures
Orthodox
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
Moderately orthodox
Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.
Moderately non-orthodox
Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.
Non-orthodox
Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.
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Special education
Orthodox
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
Moderately orthodox
External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.
Moderately non-orthodox
External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.
Non-orthodox
External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.
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Specialist classes
Orthodox
We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.
Moderately orthodox
We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.
Moderately non-orthodox
We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.
Non-orthodox
We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.
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Modern-day technology
Orthodox
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
Moderately orthodox
Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.
Moderately non-orthodox
Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.
Non-orthodox
Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.
Teaching assistants
This school doesn't use teaching assistants.
Language
Learn about Kawartha Montessori School's languages of instruction and enrolment.
KMS offers English as the primary language of instruction.
Language of enrolment include: English
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at KMS: Student-paced
KMS has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).
[Show: About Student-paced?]
What KMS says about their curriculum pace:
Through one-on-one and small group lessons, every child moves through the Montessori curriculum at their own pace. The teachers follow each child's strengths and abilities and observes for readiness before moving on to the next lesson.
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 KMS says about their flexible pacing:
As part of the Montessori pedagogy, we offer multi-age classrooms. This allows students to move through the curriculum at their own pace, having access to several levels of materials and curriculum content.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at KMS: Rigorous
KMS has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What KMS says about their academic culture:
Our program provides a strong academic approach to learning, where students' executive functions are developed from a very young age. Students learn how to think critically, behave ethically, explore and push traditional academic and creative boundaries, and assume the responsibilities of citizenship in the world.
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.
What KMS says about their developmental priorities:
Write about the whole child.
Special needs support
[Show definition of Special needs support]
KMS offers Indirect Support
Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (Language-Based Learning Disability)This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.Auditory Processing Disorder (APD)This is a sound differentiation disorder involving problems with reading, comprehension, and language.DyscalculiaThis is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.Nonverbal Learning Disorders (NLD)These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.Visual Perceptual/Visual Motor DeficitA characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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DevelopmentalAutismRefers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).Asperger's SyndromeOn the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.Down syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).Williams syndromeThis is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.Fetal Alcohol Spectrum Disorder (FASD)Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.Clinical DepressionThis is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.Clinical anxietyThis is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.Suicidal thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis involves the excessive use of drug and/or alcohol, which interferes with daily functioning.Oppositional Defiant Disorder (ODD)This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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PhysicalMultiple sclerosisThis is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.Cerebral palsyhis refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.Muscular dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.Dyspraxia (Developmental Coordination Disorder)This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.BlindnessVisual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."DeafnessHearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).Cystic FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
What KMS says:
If we observe a child not meeting academic and/or social milestones we share our observations with parents and our school's Learning Strategist. If necessary, we recommend a private psychoeducational assessment. This allows teachers and parents to have a great understanding of the child's learning needs. Our classrooms allow for ability-based learning opportunities with a focus on strengthening executive functioning skills. Teachers, parents, and the Learning Strategist work together to develop a Growth Plan for students with additional needs based on teachers' observations, in-class assessments, and recommendations from specialists.
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 KMS says about their gifted learner support:
The Montessori method naturally allows children to follow their own interests and pursue learning so that it meets their specific needs and engagement. As a result our gifted learners often excel in this environment. Opportunities to learn and collaborate with members of our greater community can be proposed as a way to meet some enrichment needs.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 8, KMS students perform an average of 45 mins of homework per night.
| PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| KMS | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 30 mins | 45 mins |
| Site Average | 2 mins | 6 mins | 7 mins | 15 mins | 17 mins | 24 mins | 30 mins | 35 mins | 41 mins | 53 mins | 58 mins |
What KMS 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 |
|---|---|
| Academic achievement reporting | Preschool to Gr. 8 |
| Habits and behaviour reporting | Preschool to Gr. 8 |
Extracurricular Activities
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.
Sports offered
Kawartha Montessori School offers 2 competitive sports and 5 recreational sports.
Competitive offered Recreational offered
all sports]
- Baseball
- Basketball
- Downhill skiing
- Running
- Track & Field
Clubs offered
Kawartha Montessori School offers 1 clubs and extracurricular programs.
Clubs offered Clubs not offered
all clubs and programs]
Choir
What KMS says about their extracurricular activities:
- Many clubs are student-led based on the particular interests each year. Some examples of clubs that have occurred in the past are Dungeons and Dragons Club, Chess Club, Climate Change Club, Sign Language Club to name a few.
THE OUR KIDS REPORT: Kawartha Montessori School
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