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Westmont Montessori School ACADEMICS & Curriculum
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Insider community voices
Hear directly from Westmont Montessori School community as they share insights into the Academics.
Curriculum
[Show definition of Curriculum]
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?]
What Westmont says about their overall curriculum and approach:
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:
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Mathematics
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?]What Westmont says:
Montessori materials
Textbooks and supplementary materials:
This information is not currently available.
Calculator policy:
This information is not currently available.
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Early Reading
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?]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.
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Writing
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?]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.
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Science
Science approach at Westmont: Inquiry
Westmont has an Inquiry approach to Science (as opposed to Expository, Equal Balance approach).
[Show: About Inquiry?]Teaching approach:
This information is not currently available.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at Westmont: Social Justice
Westmont has a Social Justice approach to Literature (as opposed to Traditional, Equal Balance approach).
[Show: About Social Justice?]What Westmont says:
This information is not currently available.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
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?]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
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?]What Westmont says:
This information is not currently available.
Foreign Languages
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?]What Westmont says:
This information is not currently available.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at Westmont: Creative
Westmont has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).
[Show: About Creative?]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
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?]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
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?]Approach to sex and health education:
Westmont has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What Westmont says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
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?]
What Westmont says about their preschool/K curriculum approach:
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.
Montessori Approach
Westmont Montessori School's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
| Primary | Lower Elementary | Upper Elementary | Middle | 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% |
Overall approach
Orthodox
29% of schools
Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.
Classroom practices
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Whole-class lectures
Orthodox
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
Moderately orthodox
Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.
Moderately non-orthodox
Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.
Non-orthodox
Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.
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Special education
Orthodox
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
Moderately orthodox
External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.
Moderately non-orthodox
External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.
Non-orthodox
External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.
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Specialist classes
Orthodox
We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.
Moderately orthodox
We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.
Moderately non-orthodox
We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.
Non-orthodox
We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.
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Modern-day technology
Orthodox
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
Moderately orthodox
Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.
Moderately non-orthodox
Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.
Non-orthodox
Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.
Teaching assistants
This school uses teaching assistants.
What Westmont says about teaching assistants:
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.
Language
Learn about Westmont Montessori School's languages of instruction and enrolment.
Westmont is a trilingual school with English, French, Spanish as the primary language of instruction
| English - 80% | French - 10% | Spanish - 10% | |||||||
Language of enrolment include: English
Curriculum Pace
[Show definition of Curriculum Pace]
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?]
What Westmont says about their curriculum pace:
Student inspired curriculum.
Flexible pacing style
| Type | Offered |
|---|---|
| Subject-streaming (tracking) | |
| Multi-age classrooms as standard | |
| Ability-grouping (in-class) as common | |
| Frequent use of cyber-learning (at-their-own-pace) | |
| Regular guided independent study opportunities | |
| Differentiated assessment |
What Westmont says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at Westmont: Supportive
Westmont has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
What Westmont says about their academic culture:
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
[Show definition of Developmental priorities]
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 about their developmental priorities:
This information is not currently available.
Special needs support
[Show definition of Special needs support]
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.
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (Language-Based Learning Disability)This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.Auditory Processing Disorder (APD)This is a sound differentiation disorder involving problems with reading, comprehension, and language.DyscalculiaThis is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.Nonverbal Learning Disorders (NLD)These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.Visual Perceptual/Visual Motor DeficitA characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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DevelopmentalAutismRefers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).Asperger's SyndromeOn the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.Down syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).Williams syndromeThis is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.Fetal Alcohol Spectrum Disorder (FASD)Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.Clinical DepressionThis is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.Clinical anxietyThis is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.Suicidal thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis involves the excessive use of drug and/or alcohol, which interferes with daily functioning.Oppositional Defiant Disorder (ODD)This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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PhysicalMultiple sclerosisThis is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.Cerebral palsyhis refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.Muscular dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.Dyspraxia (Developmental Coordination Disorder)This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.BlindnessVisual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."DeafnessHearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).Cystic FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: Acceleration and enrichment
There is an equal emphasis on acceleration and enrichment.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
In-class adaptations
| Program | Offered |
|---|---|
| Custom subject enrichment (special arrangement) | |
| Custom curriculum compacting (special arrangement) | |
| Guided independent study (custom gifted arrangement) | |
| Cyber-learning opportunities (custom gifted arrangement) | |
| Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
| Custom subject acceleration (special arrangement) | |
| Career exploration (custom gifted arrangement) | |
| Project-based learning (custom gifted arrangement) | |
| Mentorships (custom gifted arrangement) |
What Westmont says about their gifted learner support:
This information is not currently available.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 12, Westmont students perform an average of 1 hour of homework per night.
| 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 | 1 mins | 6 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins | 75 mins | 84 mins | 100 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]
How assessments are delivered across the grades
| Type | 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 |
