Westmont Montessori School

Deep-dive and commentary on programming

• Academics

  Academics Summary: [Hide summary]

  • Curriculum: Montessori
    • Mathematics: Discovery Math
    • Early Reading: Phonics-intensive
    • Writing: Process approach
    • Science: Inquiry
    • Literature: Social Justice
    • Social Studies : Thematic
    • Humanities and Social Sciences : Equal Balance
    • Foreign Languages: Communicative
    • Fine Arts: Creative
    • Computers and Technology: Medium integration
    • Physical Education:
    • Advanced Placement courses:
    • Sex and health education: British Columbia curriculum
  • Montessori Approach: Non-orthodox
  • Preschool/K Curriculum: Montessori
  • Curriculum Pace: Student-paced
  • Academic Culture: Supportive
  • Developmental priorities: Intellectual
  • Special needs support: Withdrawal Assistance
  • Gifted learner support: In-class adaptations
  • Language: trilingual
  • Homework Policy:
  • Report Card Policy:

  
  

  • Curriculum Montessori
    [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 Westmont: Montessori

    Westmont has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).

    [Show: About Montessori?]

    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.

    Curriculum at schools on OurKids.net

      Montessori - 17%
      Traditional - 15%
      Liberal arts - 17%
      Progressive - 17%
      Reggio Emilia - 17%
      Waldorf - 17%
    

    What Westmont says: Though Westmont consistently graduates students who excel at getting into and thriving at the post-secondary level, the ultimate aim of Westmont's Montessori education is much, much grander: to unleash the power of each person’s uniquely creative absorbent mind to become the moral change agent that our world desperately needs. Westmont's educational environment designed around: age-specific developmental needs, honouring of each person’s unique absorbent mind, and understanding that students must be active constructors in their own learning.

    Montessori offered:

    Program	offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School

    Approach:

    Focus
    Academic

    Pedagogies and subject courses:

    • Mathematics Discovery Math
      Mathematics approach at Westmont: Discovery Math

      Westmont 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 - 33%
        Traditional math - 34%
        Equal balance - 33%
      

      What Westmont says: Montessori materials

      Textbooks and supplementary materials: This information is not currently available.

      Calculator policy: This information is not currently available.

    • Early Reading Phonics-intensive
      Early Reading approach at Westmont: Phonics-intensive

      Westmont has a Phonics-intensive approach to Early Reading (as opposed to Whole Language , Balanced Literacy approach).

      [Show: About Phonics-intensive?]

      Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.

      Early Reading at schools on OurKids.net

        Phonics-intensive - 34%
        Whole language - 33%
        Balanced literacy - 33%
      

      What Westmont says: This information is not currently available.

      DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

      What Westmont says: This information is not currently available.

    • Writing Process approach
      Writing approach at Westmont: Process approach

      Westmont has a Process approach approach to Writing (as opposed to Systematic approach , Equal balance approach).

      [Show: About Process approach?]

      The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.

      Writing at schools on OurKids.net

        Process approach - 33%
        Systematic approach - 34%
        Equal balance - 33%
      

      What Westmont says: Writing is multifaceted in a Montessori program, and it begins with journaling, story writing, and research-based reports at a young age. Writing is integrated into all subject areas. As students grow older, their writing assignments become more structured and more complex. Students are provided with many opportunities and choices for writing. This element of choice helps foster their passion for and interest in writing. Students carry out all steps of the writing process from planning to first draft, editing, and final draft. Grammar is also integral to the Montessori program and is utilized to help students understand the structure of language and to use this knowledge to enhance their writing.

    • Science Inquiry
      Science approach at Westmont: Inquiry

      Westmont 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 - 33%
        Expository - 34%
        Equal balance - 33%
      

      Teaching approach: This information is not currently available.

      Treatment of evolution:

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

      Topics covered in curriculum:

      Subject	offered
      Biology
      Chemistry
      Ecology
      Geology
      Meteorology
      Physics
      Physiology
      Zoology

    • Literature Social Justice
      Literature approach at Westmont: Social Justice

      Westmont has a Social Justice approach to Literature (as opposed to Traditional , Equal Balance approach).

      [Show: About Social Justice?]

      In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.

      Literature at schools on OurKids.net

        Social justice - 33%
        Traditional - 34%
        Equal balance - 33%
      

      What Westmont says: This information is not currently available.

    • Social Studies Thematic
      Social Studies approach at Westmont: Thematic

      Westmont has a Thematic approach to Social Studies (as opposed to Core Knowledge , Expanding Communities approach).

      [Show: About Thematic?]

      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.

      Social Studies at schools on OurKids.net

        Thematic - 33%
        Core knowledge - 34%
        Expanding communities - 33%
      

      What Westmont says: In the elementary grades, the Montessori Curriculum integrates social studies with science, language (and even math). Students are taught about history at a young age, beginning with the history of the universe, evolution, and also the history of specific countries and cultures. They also learn a great deal about geography (both physical and political), studying maps of continents at a very young age, and advancing to specific countries, states, and provinces. The Montessori materials help provide them with concrete representations of the concepts and places studied.

    • Humanities and Social Sciences Equal Balance
      Humanities and Social Sciences approach at Westmont: Equal Balance

      Westmont 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 - 33%
        Perennialism - 34%
        Pragmatism - 33%
      

      What Westmont says: This information is not currently available.

    • Foreign Languages Communicative
      Foreign Languages approach at Westmont: Communicative

      Westmont has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual , Equal Balance approach).

      [Show: About Communicative?]

      The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.

      Foreign Languages at schools on OurKids.net

        Communicative - 33%
        Audio-lingual - 34%
        Equal balance - 33%
      

      What Westmont says: This information is not currently available.

    • Fine Arts Creative
      Fine Arts approach at Westmont: Creative

      Westmont has a Creative approach to Fine Arts (as opposed to Receptive , Equal Balance approach).

      [Show: About Creative?]

      Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.

      Fine Arts at schools on OurKids.net

        Creative - 33%
        Receptive - 34%
        Equal balance - 33%
      

      Program offers:

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

      Visual studio philosophy:

      Expressive
      Disciplined

      What Westmont says: This information is not currently available.

    • Computers and Technology Medium integration
      Computers and Technology approach at Westmont: Medium integration

      Westmont has a Medium integration approach to Computers and Technology (as opposed to Light integration , Heavy integration approach).

      [Show: About Medium integration?]

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

      Computers and Technology at schools on OurKids.net

        Medium integration - 33%
        Light integration - 34%
        Heavy integration - 33%
      

      What Westmont says: Our view is that computers and technology have educational value insofar as they are integrated with Montessori philosophy. Computers are therefore used a practical life material in the Montessori classroom. In grades 1 to 3, they are used minimally, but are available in the classroom as a shared tool for research and/or word-processing. In grades four and up, computers and technology are increasingly used to help students develop the technologically relevant skills they will need to operate in the world such as making online presentations, researching, utilizing email, and word processing. Students are also exposed to age-appropriate coding programs throughout their time at the school.

      Program covers:

      Subject	offered
      Computer science
      Robotics
      Web design

    • Physical Education

      What Westmont says: Outdoor programming from early years to Grade 12 required daily.

    • Advanced Placement courses
      This information is not currently available.
    • Sex and health education British Columbia curriculum
      Sex and health education approach at Westmont: British Columbia curriculum

      Westmont has a British Columbia curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

      [Show: About British Columbia curriculum?]

      The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

      Sex and health education at schools on OurKids.net

        Follows provincial curriculum - 50%
        Does not follow prrovincial curriculum - 50%
      

      Approach to sex and health education: Mostly value-neutral

      Westmont has a approach Mostly value-neutral (as opposed to Fairly value-based approach).

      [Show: About Mostly value-neutral?]

      By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

      What Westmont says: This information is not currently available.

    
    

    Jump to:

    • Mathematics

    • Early Reading

    • Writing

    • Science

    • Literature

    • Social Studies

    • Humanities and Social Sciences

    • Foreign Languages

    • Fine Arts

    • Computers and Technology

    • Physical Education

    • Advanced Placement courses

    • Sex and health education
  • Montessori Approach Non-orthodox
    School Policies

    	Primary	Lower Elementary	Upper Elementary	Middle	High
    Age groupings How children are grouped by age for each class.'	3 to 6	6 to 9	9 to 12	12 to 14	14 to 18
    Uninterrupted work periods The longest uninterrupted work period for each class.'	3 hours	3 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)	Regularly (Non-Orthodox)	Regularly (Non-Orthodox)	Regularly (Non-Orthodox)
    Graded work How often students have their work graded in each class.'	Never (Orthodox)	Never (Orthodox)	Occasionally (Moderate Orthodox)	Regularly (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.'	10%	10%	10%	10%	10%

    Classroom Practices:

    • Whole-class lectures Moderately orthodox
      Orthodox

      Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

      Moderately orthodox

      Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

      Moderately non-orthodox

      Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

      Non-orthodox

      Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.

    • Special education Moderately non-orthodox
      Orthodox

      External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

      Moderately orthodox

      External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

      Moderately non-orthodox

      External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

      Non-orthodox

      External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.

    • Specialist classes Moderately non-orthodox
      Orthodox

      We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

      Moderately orthodox

      We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

      Moderately non-orthodox

      We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

      Non-orthodox

      We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

    • Modern-day technology Non-orthodox
      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.

    
    

    Overall approach : Which option best describes your overall curricular approach?

    Orthodox

    33% of schools

    Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

    Moderately Orthodox

    42% of schools

    Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

    Moderately Non-Orthodox

    19% of schools

    Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

    Non-orthodox

    6% of schools

    Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.

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    Teaching Assistants:

    This school uses teaching assistants.

    What Westmont says: In our Elementary and Middle school programs, we deploy educational assistants (EAs) to provide direct support to students in need. Our highly trained EAs support adaptations and modifications to implement specialized programming fully and consistently as outlined by an Individual Education Plan. Working alongside teachers, they ensure students with special needs have a genuinely inclusive learning experience. EAs within Westmont’s High School program provide these educational services. They also work to support the classroom teacher as they deliver highly individualized and dynamic instruction.

  • Preschool/K Curriculum Montessori
    [Show definition of Preschool/K Curriculum]

    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)

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    Preschool/K Curriculum approach at Westmont: Montessori

    Westmont 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.
    
    If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.

    Preschool/K Curriculum at schools on OurKids.net

      Montessori - 20%
      Play-based - 20%
      Waldorf - 20%
      Reggio emilia - 20%
      Academic - 20%
    

    What Westmont says: The Montessori philosophy at Westmont gives students the freedom to make their own choices within an environment which is thoughtfully and intentionally structured. Any barrier to learning is removed. The 3-year age groupings allow students to initially look up to others and be inspired and then provide the opportunity to share knowledge and be leaders. Pre-school and kindergarten programs are designed to prepare students for later lessons. The programs focus on developing the whole child who has a love of learning and can then develop academically.

  • Curriculum Pace Student-paced
    [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.

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    Curriculum Pace approach at Westmont: Student-paced

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

    [Show: About Student-paced?]

    The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

    Curriculum Pace at schools on OurKids.net

      Student-paced - 33%
      Standard-enriched - 34%
      Accelerated - 33%
    

    What Westmont says: Student inspired curriculum.

    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 Westmont says about flexible pacing: This information is not currently available.

  • Academic Culture Supportive
    [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 Westmont: Supportive

    Westmont has a Supportive approach to Academic Culture (as opposed to Rigorous approach).

    [Show: About Supportive?]

    A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

    Academic Culture at schools on OurKids.net

      Supportive - 50%
      Rigorous - 50%
    

    What Westmont says: Westmont has reimagined school based on the world its students will live in and has created an experiential, dispersed and partnered learning model of education. Using the BC Curriculum and Montessori philosophy as our foundation we use projects and problem-solving to allow us to continually evolve our curriculum by monitoring and adapting to new trends, world events, environments, and listening to the interests of our students. We use a partnership model that allows us to continually expand our environments and our access to expertise. We focus on the self-paced mastery of concepts prior to moving on to new areas of study.

  • 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: Balanced

    "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

    What Westmont says: This information is not currently available.

  • Special needs support Withdrawal Assistance
    [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.

    ---

    Westmont 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.

    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.

    ---

    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 Westmont says: This information is not currently available.

  • Language trilingual
    Westmont is a trilingual school with English, French, Spanish as the primary language of instruction:

    English - 80%								French - 10%	Spanish - 10%

    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, Westmont students perform an average of 1 hour of homework per night.

    Nightly Homework

    	PS	K	1	2	3	4	5	6	7	8	9	10	11	12
    Westmont	0 mins	0 mins	0 mins	0 mins	0 mins	15 mins	30 mins	30 mins	45 mins	45 mins	60 mins	60 mins	60 mins	60 mins
    Site Average	2 mins	6 mins	15 mins	17 mins	23 mins	29 mins	34 mins	40 mins	51 mins	56 mins	69 mins	80 mins	98 mins	107 mins

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

  • 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. 9 to Gr. 12
    Prose (narrative)-based feedback	Preschool to Gr. 12
    Academic achievement reporting	K to Gr. 12
    Habits and behaviour reporting	K to Gr. 12
    Parent-teacher meetings	Preschool 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 Westmont says:

  • Table tennis, Mandarin Club, Mime Club, English Second Language (for adults), STEM, Camp Thunder Bird.

  Sports offered

  Competitive sports: 1
  Recreational sports: 3

  Legend:     Competitive offered           Recreational offered

  all sports]

  • Archery
  • Curling
  • Badminton
  • Baseball
  • Basketball
  • Canoeing/Kayaking
  • Cricket
  • Cross-country skiing
  • Cycling
  • Downhill skiing
  • Equestrian
  • Fencing
  • Field Hockey
  • Figure Skating
  • Football
  • Golf
  • Gymnastics
  • Ice Hockey
  • Ice Skating
  • Lacrosse
  • Martial Arts
  • Mountain biking
  • Racquet Ball
  • Rowing
  • Rugby
  • Running
  • Sailing
  • Skateboarding
  • Snowboarding
  • Soccer
  • Softball
  • Squash
  • Swimming
  • Tennis
  • Track & Field
  • Volleyball
  • Weightlifting
  • Wrestling

  ---

  Clubs offered

  Westmont Montessori School offers 10 clubs and extracurricular programs.

  Legend:     Clubs offered           Clubs not offered

  all clubs and programs]

    Foreign Language Club

    Habitat for Humanity

    Jazz Ensemble

    Math Club

    Musical theatre/Opera

    Ballet and Classical Ballet

    Online Magazine

    Outdoor Club

    Outdoor Education

    Paintball

    Photography

    Poetry/Literature club

    Radio club

    Robotics club

    Round Square

    School newspaper

    Science Club

    Scouting

    Student Council

    Yearbook

    Yoga

    Animation

    Art Club

    Astronomy Club

    Audiovisual Club

    Band

    Chess Club

    Choir

    Community Service

    Computer Club

    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”).

  ---

  Day (Domestic) Day (Half day)

   

  	PS	K	1	2	3	4	5	6	7	8	9	10	11	12
  Day (Domestic)	$12,385	$10,269	$9,815						$11,126		$14,000
  Day (Half day)	$9,286

  
  

  What Westmont says about their tuition: Westmont strives for complete clarity in our fee structure. We keep our fees competitive & affordable, & we offer the best sibling discounts in Victoria. Westmont does offer a scholarship program & a bursary program for new families. Other Annual fees and variable charges applied.

  ---

  Discounts

  Discount Type	Enrolment Type	Amount
  2nd child (sibling)	Day (Domestic)	20%
  3rd child (sibling)	Day (Domestic)	30%

  ---

  Need-based financial aid

  Grade range that need-based aid is offered:	PS to 12
  Percentage of grade-eligible students receiving financial aid	1%
  Average aid package size	$5,000
  Percentage of total enrolment on financial aid	1%
  Total aid available	$30,000

  Application Deadline:

  January 31, 2023  (Repeats annually)

  More information:

  https://westmontschool.ca/about-us/faq/admissions/

  Application Details:

  This school works with Apple Financial Inc. for processing financial applications
  Families are required to demonstrate a financial need, which is temporary in nature. Accordingly, bursaries will be awarded to families for a maximum of 2 years. Under exceptional circumstances a family may be awarded a bursary beyond the 2-year maximum. Application process: - Cover letter: In the case of a returning family, due January 31st, or in the case of a new family, at the time of applying for the bursary (once the minimum 90-day attendance period has been met), the bursary applicant family is required to provide the Westmont Montessori School Bursary Committee (the bursary committee) with a cover letter explaining why they have a need for a bursary and why they believe they qualify. The cover letter should also include a plan outlining how the family will pay tuition fees once the bursary period expires. This letter must demonstrate the applicant family’s commitment and proposed contribution to Westmont Montessori School. - In addition to providing the cover letter mentioned above, all bursary applicants are required to complete the bursary application, via the Apple Financial Services website. The online bursary application deadline is also January 31st.

  ---

  Merit based Scholarships

  • Westmont Prize Academic
    Amount: $2,500

    Deadline: N/A

    ---

    Eligibility Details: Students grade 7 to 12—

    • Annual 1 day design competition open to all students grade 7-12 in Westshore 

    • Teams of 4 sign up online, $100 entry fee, multi-age teams encouraged, pre-work required 

    • Focus is on quality of teamwork, process, ideation, and presentation.  Less so on final idea. 

    • Panel of local experts/notables judge presentations 

    • Theme changes each year

    • Partner for visibility/credibily.  Eg. Suzuki Foundation, Sierra Club, UVic 

    • Prize to winning team of $10,000 scholarships ($40k total) to university/school of choice

    For more details, visit:https://westmontschool.ca/westmont-prize/
    

  • UVIC / Westmont Montessori AwardAcademic
    Amount: $500

    Deadline: 04/08/2022

    ---

    Eligibility Details: Students grade 12—

    Conditions:

    1. High and well-rounded academic achievement.

    2. Enrollment in UVic or Camosun College.

    3. Student has consistently demonstrated commendable citizenship within the WMS community

    4. A student record embodying the Montessori philosophy of independence, compassion for others, problem-solving, a sense of community, and global awareness.

    ---

    Application Details:

    Candidates must, by April 8, 2022, submit an application and supplementary materials to the Westmont Montessori School Guidance Counsellor who will then in turn submit all applications to the WMS Scholarship Committee:

    1. A completed application form

    2. Separate references from a WMS educator and from a community member; and

    3. Written essay response

    For more details, visit:https://westmontschool.ca/
    

• Enrollment

  [Show definition of enrolment]

  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.

  ---

  Enrolment Details:

  	Grades	Gender	Living Arrangement	Enrolment
  Group 1	Preschool to Gr. 12	Coed	Day	300

  Additional Statistics:

  Total enrolment	300
  Average class size	Varies
  % of international students (total enrolment)	3%
  Number of different nationalities within student population	4

  Student Distribution:

  	PS	K	1	2	3	4	5	6	7	8	9	10	11	12
  Day Enrollment	42	22	30	30	30	30	30	30	15	15	12	12	12	5
  Class Size	16	16	30	30	30	30	30	30	15	15	12	12	12	5

• 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.

  ---

  Admissions Requirements

  Assessment	Required	Grades
  Interview		PS - 12
  SSAT
  SSAT (out of province)
  Entrance Exam(s)
  Entrance Essay

  Day students: Rolling
  Offer mid-year entry: Yes

  Fees:

  Application fee: $150
  Registration fee: $1,000
  Deposit: $4,000

  What Westmont says:

  We are accepting applications for all Early Years to Grade 12 programs on a rolling basis. Space is limited and some programs are waitlisted.

  Step 1 – Tour
  Interested families are encouraged to visit our campus. Westmont has tours available every Thursday morning, during the school year, to see our programs in action. No tours are available July and August.

  Step 2 – Apply
  Please complete an Application form.
  This can be dropped of at the school with the Application Fee. Please submit any supporting documents as required, i.e. report cards, diagnostic testing, occupational therapy reports, etc.

  Step 3 – Student Visit
  Westmont does require that all students have a mandatory visit so that teachers can get to know your child. This visit is a half day for Early Primary and two days for Elementary/Middle School.

  Step 4 – Enrolment
  Enrolment may happen after the student visit. Successful enrolment depends upon available spaces, suitability for the program, and the ability to meet any special learning needs a student may have.

  ---

  Acceptance

  Acceptance Rate: 80%

  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%.

  
  

  Day
  

  ---

  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.

  
  

  Student Type	PS	K	1	2	3	4	5	6	7	8	9	10	11	12
  Day Acceptance (Acceptance rate)	16 - 24 (50%)	4 - 8 (50%)	3 - 5 (80%)	3 - 5 (80%)	3 - 5 (80%)	2 - 5 (80%)	2 - 5 (80%)	2 - 5 (80%)	4 - 8 (90%)	4 - 8 (90%)	10 - 20 (90%)	10 - 20 (90%)	5 - 10 (90%)	5 - 10 (90%)

  Type of student Westmont is looking for:
  Our students are interested in learning and inspired to improve. They are asking questions and self-motivated. They are looking for a sense of community and school they are excited to come. Our families embrace new experiences, value collaboration, and looking for a higher teacher to students ratio. Our students are eager to learn about themselves, how to advocate for themselves, build their confidence and learn skills that are needed for their future success.

• 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.

  ---

  Key Numbers

  Average graduating class size	10
  Students accepted into post-secondary studies upon graduation	100%

  Percentage of students who attend post-secondary institutions outside of Canada	1%
  Students who attended a Ivy+ school 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)	N/A

  Post-Secondary Schools Attended

  University of Victoria																																																																	70%
  Camosun College											10%
  University of British Columbia											10%
  McGill University						5%
  Western University						5%

  % of Graduates

  
  

  • Canada 5 universities
    • Camosun College
    • McGill University
    • University of British Columbia
    • University of Victoria
    • Western University

  
  

  Areas of Study

  • Westmont Montessori School
  • OurKids.net Site Average

  Westmont Montessori School Graduates’ Post-Secondary Studies:

  This information is not currently available.

  Aggregate of All Schools’ Post-Secondary Studies:

    25% - Liberal Arts and Sciences
    25% - Engineering and Applied Sciences
    24% - Business/Commerce
    4% - Fine and Performing Arts
    14% - Applied Health Sciences
    2% - Applied Professional Studies (Post-grad certificate / diploma)
    6% - Other
  

  
  

  Services Offered to Students

  Career planning
  Internships	N/A

  Mentorship Program
  University counseling

• Principal's Message

  Magnus Hanton, Head of School

  The moment I arrived at Westmont as a parent in the Fall of 2008, I was taken aback by the amazing campus, the incredibly warm welcome, and the instant feel of community. Little did I know that I would be celebrating my 10th year as head of school in 2021-22. It is an absolute privilege to be a part of a school that is solely focused on the well-being and growth of our youth.

  There have been many changes as we expanded our programs up into Middle School and High School. Yet all the changes have been done with the single-minded focus that a more fulfilling experience for students exists, one that honors their unique spirits and passions.

  The 2021-22 school year is a truly landmark year for Westmont with our very first High School graduate from Grade 12. We couldn’t be prouder of this student’s accomplishments. With the further expansion of High School for 2022-23, we are dedicated to making this unique High School experience available to students who want to make their learning more meaningful and relevant.

  Whether you are a parent looking to start their child on their educational path, or are a student looking for a better learning experience, I want to thank you for taking the time to visit our website. I hope that this will be the first step in a long journey together. I look forward to getting to know you.

  

• In the News

  

  March 7, 2022
  Get your questions answered!

  Our Ambassadors are here to help.
  Read full article

  

  February 7, 2022
  The Greater Victoria Teenhood Summit – A Virtual Event for Parents

  We are excited to invite all of you to a virtual event for parents that will take place on Saturday, February 26, 9 am.
  Read full article

  
  

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