Offering an advanced curriculum with a gifted and talented education (GATE) program, UMS seeks to inspire, guide and challenge students. We incorporate emerging technologies through our STEM lab, 3D printers, laptop program, coding and robotics’ extensions. UMS prepares students to excel as digital learners while fostering talent in the fine arts and athletics — we also offer a wide breadth of enriching extracurriculars. Our highly specialized teachers provide individualized programming for all learning styles.
STEM Technology: We believe in advanced technological resources within all classrooms.
Literacy and Language Development: Literacy is at the core of every subject we teach.
Integrative Learning: Our teachers work together to design meaningful curriculum.
Math: Individual and collaborative work focusses on real-world problem solving.
The Arts: Music, Art, and Drama are taught by specialty teachers for all grades.
Enrichment: A wide variety of after-school enrichments for suit multiple skills/interests.
French: All students from a CASA through to grade 8 are taught by specialty teachers.
Athletics: Multiple sports’ teams compete against other SSAF schools throughout the year.
Parent Association: An active parent council that meets regularly with parents and administration.
Before/After Care: students can be dropped off as early as 7 a.m. and picked up as late as 6 p.m.
Learning at Unionville Montessori Private Schools during COVID-19
What learning looks like now: During the Covid-19 crisis, UMS has continued delivering a full e-learning curriculum, with live classes throughout all the grades and subject areas. We’ve also established a daily check-in time for students, where every teacher is available for tutoring, mentoring or simply answering a question regarding an upcoming assignment. Our administration has made themselves available for one-to-one consultations with parents and students, to manage any ongoing issues or concerns and to help with the emotional impact that the current crisis could be having on individuals in our student population. This has truly been a community effort, from our dedicated staff, to our valued parents and students.
Our school prides itself on 21st century learning and has always been at the forefront of how technology can influence and drive our curriculum. Moving to e-learning has been a rewarding endeavour, as it embedded a lot of the technology we were already using on a regular basis within the school. Students adapted quickly and seamlessly and while everyone misses the human interaction of a live class, through break-out rooms and individual conferencing, our teachers have done a masterful job of ensuring student interaction is kept at the forefront of curriculum delivery.
We anticipate seeing our students again in the fall, but know this experience will be one that helps shape what we can achieve with the online platform. We feel it has helped prepare our students for the future.
Gr. 1 - Gr. 5
Gr. 6 - Gr. 8
Preschool - JK
SK - SK
SK - SK
What Unionville Montessori Private Schools says: Classes are split into cohorts.
SK students; classes are defined as a in-person or online class and operate on a day cycle.
Grades 1-5 students; in-person/online learning will follow the same timetable on a day cycle, with virtual rotary scheduled classes.
Grades 6-8 students; in-person/online learning will follow a block-based timetable, with two subjects at a time, on a day cycle.
Unionville offers everything you would rightly expect from a Montessori education, including casa classrooms and group arts and music instruction, which provide opportunities for hands-on learning and the development of natural peer and mentor relationships. The program also builds from that foundation, including a significant and enthusiastic adoption of in-class technology. That aspect of the school is integrated nicely within with more traditional aspects of the method, becoming a natural extension of the approach that Maria Montessori described a century ago. The school is larger than we might initially expect of a Montessori program, though the benefits of size include a breadth of curricular and extra-curricular programming. Families that enroll here are those that prize the Montessori approach, though are also looking for something more. Indeed, that’s exactly what they find.
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 UMS: Traditional, Montessori
UMS has a Traditional, Montessori approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional, Montessori?]
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Curriculum at schools on OurKids.net
Traditional - 42%   Liberal arts - 17%   Progressive - 28%   Montessori - 10%   Reggio Emilia - 1%   Waldorf - 2%
UMS has a Montessori approach to secondary curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
What UMS says: Unionville Montessori School offers a challenging academic environment coupled with a balanced, whole-child approach to education for students in grades 1 to 8. Students master curricula that is one year ahead their current grade level, with the support of caring and enthusiastic teachers who cater to individual talents and needs. Coursework and extra-curricular learning is informed by a project-based, hands-on approach. Students explore diverse topics, from international relations, financial literacy, robotics, and 3-D printing to the performance of instrumental jazz at an advanced level. Our iPad program and other cutting-edge technologies are hallmarks of our school, provided in our state-of-the art facility which includes a top-rate, professionally equipped theatre for school performances. Personalized attention, committed teachers and administrative accountability inspires students to strive for excellence. Every parent is heard, and every student at Unionville Montessori School is guaranteed a learning experience that is beyond the Ontario curriculum -- a learning experience unlike any other.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics at schools on OurKids.net
Equal balance - 66%   Traditional math - 30%   Discovery math - 4%
What UMS says: For the past 11 years, UMS students have surpassed achievement expectations for every grade in mathematics, as measured by the CAT-4 Canadian Achievement Test and reported by Psychometrics Canada Ltd. In 2015, our grade 7 and 8 students participated in the Gauss Contest, set by the Centre for Education at the University of Waterloo. Nearly one-quarter of our contest participants earned scores of 89% or higher. For the Canadian National Mathematics League, set by the University of Windsor, our grade 6 and 7 students placed second and third, respectively, nationally. Five of our students earned spots in the top twenty students nationwide. Overall, our grade 6 and 7 students earned second place out of more than 200 schools, and our grade 8 students finished 13th out of 164 participating schools.
Textbooks and supplementary materials: Grade 1 to 7 use My Math/Glencoe Math, an innovative, research-based numeracy program. Our Grade 8's use Nelson Principles of Mathematics, which is an academic Grade 9 textbook in line with our year-ahead program.
Calculator policy: Students are encouraged to use mental math until intermediate levels where graphing is necessary.
What UMS says: The Unionville Montessori School Elementary program continues the intensive early reading program in which students are immersed in the Casa program. Using dynamic classroom resources and learning tools, our teachers create benchmark reading levels and monitor individual progress. Printable books, or projected interactive books on the Smartboard, are supplemented with worksheets and activity-based lessons, along with a host of interactive resources and develop key reading skills. These resources include Headsprout, Learning A - Z and Raz Kids. Levelled books ensure success in the classroom with developmentally appropriate books at 27 different reading levels. Students as early as grade 1 are encouraged to use iPad apps to supplement the text-based reading programs, and improve learning with the addition of colour, images, graphics and games. The balanced literacy program emphasizes the instruction of grammar and vocabulary in the context of a narrative or text, as well as a phonetic approach.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
What UMS says: UMS students write the CAT-4, the Ontario Writing Assessment and Comprehension Attitude Strategies Interests.
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.
What UMS says: The balanced literacy program further extends the Montessori methods so that phonics, vocabulary and constructing meaning is integrated into the creation of writing skills. Our advanced academic program for the early grades is founded upon a personalized approach to learning. Programs are individually placed, and a resource teacher is available to support children who are developing writing skills. Students grade 3 and up study novels and write answers to comprehension questions based on the text. Students in the higher grades study grammar and vocabulary using interactive, online software and workbooks. They are also are instructed in essay writing and speech writing to prepare for our annual Speech Festival. Many students in grade 8 are reading and writing at a level that is suited for an advanced academic course in a high-school setting. All students in need of resource support receive individualized instruction as needed.
Teaching approach: Science is a vital curriculum area at Unionville Montessori School, where students from grades 1 to 8 have access to a fully-equipped, top-tier science lab. In the lab, and in classes, students in primary, junior and intermediate levels experience science through inquiry-based learning, where they can understand the scientific facts, theories and concepts through hands-on experiments and activities. Students at UMS receive more instruction in math and science than the norm, as part of the school-wide focus on an integrated, cross-curricular STEM (science, technology, engineering and math) focus. Students who excel in science develop a strong ability to think critically, and a talent for creative thought and excellent communication and collaborative skills.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Literature at schools on OurKids.net
Equal balance - 77%   Traditional - 19%   Social justice - 4%
What UMS says: UMS pupils work at a grade-ahead level in Language Arts. Students in the primary grades work with concepts such as the elements of narratives, the features of various literary genres such as the "legend," or "fable," and grasp abstract concepts such as the main character or hero. Beginning in grade 3, students complete a novel study, wherein they are encouraged to make inferences and to prove their argument in traditional literary critique form. Senior students work with complex texts from various cultures and time periods, and are encouraged to explore fundamental themes and to apply literary terms. In grades 1 to 8, literary study is founded upon our character education program whereby students are encouraged to reflect upon honesty, self-discipline, integrity and personal responsibility, and to explore their own values and the values and the customs of diverse cultures.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
What UMS says: Social Studies for grades 1 to 6 takes a thematic approach and encourages depth and breadth through independent study projects on various topics and themes. Our UMS curriculum highlights Canadian geography and history for grades 1 to 6, but also extends and enriches those topics with a global view and context. Teachers plan tangential learning activities and challenges, and also incorporate the use of SMART Boards, media-based resources and iPads to teach both process and content. Social Studies often leads to research projects and learning that emphasizes higher-order thinking. In addition, students in grades 5 to 8 participate in annual class trips to destinations that reinforce classroom learning, including Niagara Falls, Ottawa and Quebec. UMS also frequently sponsors school trips to destinations in the United States, such as New York City, and in Europe, with a bi-annual trip to Paris, France.
What UMS says: The UMS approach to grade 7 and 8 history and geography extends and enriches the commonly studied Ontario curriculum with a global view and international context. Teachers plan tangential learning activities and challenges, and also incorporate the use of SMART Boards, media-based resources and iPads to teach both process and content. Social studies often leads to research-based projects and learning that emphasizes higher-order thinking. UMS also frequently sponsors school trips to destinations in the United States, such as New York City, and in Europe, with a bi-annual trip to Paris, France.
What UMS says: Students are UMS are progressively introduced to French vocabulary beginning as early as age 2, in our Pre-Casa and Casa program. Formal instruction in French begins in grade 1, giving elementary students several years of head start in French. During French lessons, students learn vocabulary and develop conversational skills, using a fun and interactive approach involving stories, props, music, games and activities. The main resource for French instruction is AIM -- Accelerative Integrated Method -- a system which uses hand gestures to represent and mimic sounds and words. This is a popular movement-based approach to learning that is especially helpful for active, high-energy students that enjoy expressing themselves through large-muscle movement (kinaesthetic learning).
What UMS says: Inspired by the value of the arts, it is our goal to not only enhance the artistic abilities of our students but also to develop an awareness and appreciation of various art forms. Visual arts allows students to unleash a wave of talent through different media including drawing, painting, printmaking, and mixed media in both two-dimensional and three-dimensional formats.
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 - 33%   Light integration - 19%   Medium integration - 48%
What UMS says: One of the emerging trends has been the introduction of advanced technological resources within the classroom. UMS has embraced this idea and is proactively taking a measured approach towards incorporating innovative methods of learning, changing the face of the classroom environment. Our mandate, “Excellence in Education,” is the driving force behind this initiative. Education must be forward-leaning, recognizing that the “real world” for which students are being prepared is dynamic, with exponential changes especially in technology. Innovation is at the forefront of our priorities, in order to give your child the necessary skills to grow as a lifelong learner.
What UMS says: Regular exercise is essential to children’s overall health and positive development. Students participate in formal Physical Education classes with trained teachers, as well as in a wide variety of intramural and competitive sports teams. Our competitive teams compete against other local schools. Physical Education classes follow the Ontario Health and Physical Education Association curriculum. In these classes, not only do the students have the opportunity to be physically active while learning important skills, but they also work on developing their self-esteem, learn about good sportsmanship, and develop positive exercise habits while having a great deal of fun. Our Elementary programme also offers students many sports teams, such as basketball, volleyball, golf, swimming, soccer, cross country, floor hockey, and many more.
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
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.
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.
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.
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
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.
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.
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.
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
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.
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.
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.
Overall approach : Which option best describes your overall curricular approach?
33% of schools
Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.
46% of schools
Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.
15% of schools
Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.
6% of schools
Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.
This school uses teaching assistants.
What UMS says: TAs are found in every class and are an essential and integral part of the classroom teaching team. They support the lead Montessori Teacher and students, help with programming, teaching, supervision and communication with families.
Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)
Preschool/K Curriculum approach at UMS: Montessori
UMS has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
What UMS says: The Montessori approach is a student-centered and student-directed teaching method that is offered within a prepared environment, which fosters exploration, experimentation, creativity, and respect. Our Casa programme builds on the foundation of the Montessori Method with extremely popular enhancements and additional learning opportunities for our students in music, science, visual and dramatic arts, and more.
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 UMS: Accelerated
UMS 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).
What UMS says: Our Elementary programme implements the Ontario Curriculum at an advanced level with low student/teacher ratios, small class sizes and highly-trained educators. The advanced curriculum means that students are learning a grade ahead in the subject areas of language, math, science and social studies.
Flexible pacing style
Flexible pacing style
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
What UMS says about flexible pacing: In our Montessori classrooms students are encouraged to work independently, as well as in small groups. As each child is an individual, they are encouraged to learn at their own pace, following their own personalized programming while being guided and monitored by our specially trained and nurturing teachers.
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 UMS: Rigorous
UMS 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 - 49%   Supportive - 51%
What UMS says: Our belief is that children are very capable and given the right opportunity and environment can excel academically at a very young age. Our Montessori classrooms provide students with the perfect environment to encourage development of essential skills as they develop a strong academic foundation. Students are challenged and encouraged as they progress through the enriched Montessori curriculum, with an emphasis on language and math skills development, before entering our elementary program, which follows the Ontario curriculum at a year-ahead.
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: Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
What UMS says: Character Education is an important cornerstone of our curriculum. While we encourage our students to develop independent thinking and creativity, we also encourage respect and integrity and place emphasis on the value of teamwork, kindness and compassion. All of our students are encouraged to be good citizens, in school, and out in the world.
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.
UMS offers Withdrawal Assistance
Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.
What UMS says about their special need support: Students in a Montessori classroom learn at their own pace following an individualized programme. This type of environment naturally provides accommodation for students who may have difficulties with some areas of learning as students are able to move at their own pace through the curriculum with the support and guidance of our specially trained teachers. Activities and materials that students can manipulate hands-on before moving to more abstract learning, encourage children to develop a more thorough understanding of what they are learning, encouraging greater success.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
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.
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.
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.
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).
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.
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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).
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.
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.
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.
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.
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.
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.
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 is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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.
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."
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 (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Accommodating a wide range of physical conditions and disabilities.
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:
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.)
What UMS says: With a specialist teaching staff, our Gifted and Talented (G.A.T.E.) students are supported with in-depth learning, a greater emphasis on independent study, sophisticated discussion and cross-curricular integration. Our G.A.T.E. students will be immersed in higher level creative thinking, problem solving and research skills. Multiple teaching strategies are employed, including learning centres, blended programs, acceleration and independent study. The instructional planning makes content more abstract, complex and interrelated.
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. 8, UMS students perform an average of 1.5 hours of homework per night.
This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).
What UMS says about their flipped classroom policy: This information is not currently available.
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.
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 UMS says:
Our athletic program is one of the top in the region, our teams are always placing top 3 in tournaments and competitions that they attend.
Competitive sports: 14 Recreational sports: N/A
Legend: Competitive offered Recreational offered
Track & Field
Unionville Montessori Private Schools offers 13 clubs and extracurricular programs.
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”).
DayDay (Half day)
Day (Half day)
What UMS says about their tuition: This information is not currently available.
3rd child (sibling)
Need-based financial aid
Unionville Montessori Private Schools does not offer need-based financial aid.
Merit based Scholarships
Unionville Montessori Private Schools does not offer merit-based financial awards.
Private schools come in all shapes and sizes. Some larger schools have enrolment 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 enrolment. For instance, here you can learn about a school’s enrolment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrolment per grade.
Preschool to Gr. 9
Average class size
18 to 24
% of international students (total enrolment)
Number of different nationalities within student population
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.
Our $65 fee is an assessment fee for all children applying to our Grade 1-8 elementary program. This assessment is not applicable for children applying to our Casa program (2-5 year olds).
Acceptance Rate: 90%
This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.
Student Entry Points
This shows approximately how many openings there are likely to be in each grade in a typical year, as well as the estimated acceptance rate for each grade level.
Day Acceptance (Acceptance rate)
Type of student UMS is looking for:
We are looking for students who place a priority on their education and also understand and demonstrate the value of being a caring, compassionate and kind individual. While competition can be healthy, we want our students to be collaborative and celebrate strengths in their fellow peers. A UMS student should care about their own academic achievement, but also be striving to support others.
Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.
In grade 9, Aidan started a non-profit organization, Developing Innovations, which is dedicated to inspiring, celebrating and promoting STEM education. Aidan is recognized for his achievement in science nationally.
Sarah was offered a unique 2-year undergraduate educational opportunities that prepare students for direct entry into Queen’s School of Medicine. Ten students are accepted annually Canada-wide.
Mikaela was offered admission into the University of Pennsylvania's highly competitive prestigious Vagelos Integrated Program in Energy Research (VIPER).
At Unionville Montessori School (UMS), we believe in providing a full and rich learning experience for all of our students.
Our Montessori roots are evident in our "Pre-Casa" and "Casa" programmes for students aged two to six years. These younger children are provided with the best of traditional Montessori education, which is proven to foster early academic development. They also experience more modern programmes in technology, such as coding, and other specialist disciplines which complement and support the Montessori base, providing our students with a truly outstanding early educational experience.
Our Elementary school programme further nurtures each child's potential by providing students with rigorous academics at a full grade level ahead in core academic subjects. Technology plays a key role in the facilitation of this – SmartBoard technology is available in every classroom. UMS students also participate in a fully supported iPad program, in which applications or apps are used to enhance learning. Students in grades 1 to 5 have access to iPads, and every student in grade 6 to 8 has an individual school-issued iPad that is pre-loaded with educational applications. Extra-curricular activities are also integral to the UMS experience. Students access our state-of-the-art auditorium for enriched and comprehensive arts education including vocal and instrumental music, visual art and drama. We also support a full athletics program and multiple opportunities for community service. However, the best part of UMS is still undoubtedly our community: a talented and dedicated faculty, supportive and committed parents and, of course, a very enthusiastic student body!
We thank you for your interest in UMS and invite you to contact us to arrange a tour and to meet some of the members of our very unique and special family.
Get better perspective on Unionville Montessori Private Schools
Join the Our Kids roundtable discussion about Unionville Montessori Private Schools. Alumni and current parents are answering questions and sharing their insights—about the school’s culture, strengths, and weaknesses.