1367 Altona Rd, Pickering, Ontario, L1V 1M2, Canada
275 Duncan Mill Road, Toronto, Ontario, M3B 3H9, Canada
2014
1962
75
1124
Nursery/Toddler to 6
Preschool to 12
Coed
Coed
Day
Day
French
English
Academic
Academic
Montessori
Traditional
5 to 18
20 to 22
Dedicated gifted school
Accelerated curriculum
$8,400 to $17,000
$20,950 to $31,050
No
Yes
0%
0%
None
6 to 12
$0
$5,000
7
70
0%
0%
0%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 2 - 6
Yes: grades Preschool - 12
No
No
information not available
information not available
The French immersion programs that Canadians are most familiar with were born out of the multicultural movement of the 1970s, and to some extent, they continue to reflect their age. The public school immersion programs begin, most typically, with Grade 1. Which is strange, given what we know about language acquisition, including uptake as well as the overall academic benefits of leering a second language. Ecole Montessori offers a rich program that addresses precisely that, providing an early and authentically immersive French-language program. Given what we know about what learning languages can do for cognition, confidence, and just general academic engagement, the question isn’t “should we enroll in immersion?” but “why not?” The Ecole Montessori program has a lot to offer, including a strong basis for children to advance to immersion programs in the primary years. Class sizes are small, allow for a high level of student-teacher engagement. The summer camp programs offer a nice opportunity for students to continue in a familiar environment outside the standard academic year.
View full reportIt's a big world out there, with lots of big ideas in it, and Bayview Glen prides itself on offering students an introduction to all its breadth and complexity. The school is part of the Round Square network of schools, which reflects that ambition; the program includes cross-curricular links to concepts of community, self-reliance, and entrepreneurialism. For some students, it can be a lot, perhaps especially for those within the younger grades—the school admits students from preschool through to grade 12. A broad range of curricular and co-curricular activities back up the school's promise to deliver the world: Mandarin classes, a model United Nations program, as well as a range of arts and athletics. While learner support is provided, the ideal student is one who is able to thrive in an intellectually diverse, academically challenging environment.
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"The other students were also very helpful towards her and helped her to speak and read French."
Sutha Ananthakumar - Parent (Sep 15, 2021)
My child’s experience at Ecole Montessori is great. She entered the school with no knowledge in Fr...
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"...the teacher took our feedback to work with our daughter to develop her leadership skills."
Dianne Tamburro - Parent (Sep 21, 2021)
Our daughter loved her first year at Ecole Montessori. She loved everything from the curriculum to t...
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"My daughter likes the smaller class sizes and the attention she receives from the teachers."
Tina Cox - Parent (Aug 05, 2022)
My daughter started attending École Montessori in grade 2 during the Fall of 2020 and has now compl...
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"F4T École Montessori is Durham Region's premier French Montessori and private school for students aged 2.5 to 12. École Montessori students master French while balancing an academically enriched environment. Our students are given freedom and support to question, probe deeply, and make connections in all the academic avenues in the classroom. Our students are confident, enthusiastic, and self-directed learners who seek knowledge and understanding of the world around them."
"Bayview Glen is an academically invigorating, co-education independent school for students from age 2 to Grade 12. Situated on two closely connected campuses in North York, our vibrantly diverse community is inspired by expert teachers and fuelled by a forward thinking curriculum. Bayview Glen welcomes all students into a nurturing community that allows inquisitive minds to flourish. Our broad offering of curricular and co-curricular activities ranges from Drama to Design Thinking, Robotics to Round Square, Music to Model United Nations, Athletics to Advanced Placement. We value collaboration, problem solving and academic risk-taking to foster the entrepreneurial mindset and respect for diverse viewpoints that are essential for success in the 21st century. Bayview Glen students graduate as compassionate cosmopolitans, fully prepared for top ranked universities at home and abroad. Equally important, they step forth with the skills and attitudes needed to embrace and influence a world of accelerating change."
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"Our close-knit and vibrantly diverse community, inspired by expert teachers and fuelled by a forward-looking curriculum, shapes independent thinkers and energetic citizens. We are members of Round Square, an international association for compassionate leaders, Advanced Placement and the Youth and Philanthropy Initiative for empowering social change."
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"Families choose Bayview Glen for our balanced academic programme, which has a strong music and arts programme, languages, physical education, Outdoor Adventure, Duke of Edinburgh Programme. Our co-curricular activities include an art festival, drama productions, choirs, bands, and extensive team sports. Students can also join clubs and activities including DECA and Robotics."
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"We are proud to highlight our educational continuum from Preschool (age 2) through Grade 12 which fosters values, abilities and friendships to last a lifetime. This philosophy embraces the real world beyond our walls in that we are co-educational, multicultural and multi-denominational; and it focusses on the whole child, nurturing each child’s full potential and confidence to succeed. Our families come together to support our school in building a strong and nurturing community for all."
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"Founded in 1962 by Lois Doreen Hopkins, Bayview Glen began originally as a nursery school and day camp. Beginning with the mission of creating “a nurturing environment in which each and every child is precious”, our teachers are accessible and committed to providing excellence in teaching and learning demands of all students and families. Our goal continues to be to nurture relationships, craft the experiences, and provide the supports that empower our students."
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At École Montessori, our highest dream is that every single child who passes through our school doors will be inspired and become so courageous to follow the highest calling in their lives. We desire that every student will dream impossible dreams and be so audacious as to know that they can achieve them.
As a dedicated community of learners and leaders, Bayview Glen is a world class, co-educational institution that provides a wealth of opportunities for aspiring young minds to explore, experience and discover their passions through a rigorous, academic and supportive learning environment guided by our talented faculty and staff. Our mission is Whole Child: Whole Life: Whole World.
As a vibrant school community, it is paramount at its core that each individual feels welcomed, understood and valued. Our teachers place a high priority on engagement, mentorship and character development through our core values of Respect, Responsibility, Compassion, Integrity, Equity and Balance. The fundamental building block of feeling a sense of belonging allows for greater opportunities and pathways for students to learn, explore, discover and experience the enrichment through our academic and extensive co-curricular programmes.
In today’s world and tomorrow’s pathway for students, one of the important goals of educational institutions is to teach our generation, not only to strive to be the best of who they are and get to a good place, but do it in a good way, with purpose and passion.
I invite you to contact our Admissions Department and visit our campus to experience firsthand our unique place of learning where students are provided a wealth of opportunities to discover their passions and purpose.
Traditional
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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.
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.
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The fundamental principle of Maria Montessori’s method is to value a child’s naturally inquisitive and developing mind to foster learning in an intuitive and natural way. In our school, children learn and socialize with older children, while the older students help solidify concepts and ideas by teaching them to younger students. This way, no child is limited by his or her age group, and every student has opportunities to learn. Gifted children are curious and ask a lot of questions, they take their own approach to assignments, they have a large vocabulary and enjoy interacting with older students, they have original ideas, they are cognitively advanced and are able to self-teach new skills and they are sensitive to their environment. Montessori education is tailored to create critical thinkers
Educating the whole child requires we provide a wide range of opportunities for students to explore. Developing an entrepreneurial mindset and establishing excellent communication skills are also top priorities.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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No
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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.
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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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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.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
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Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
At F4T École Montessori we offer an education that is based on self-directed activity, hands-on learning and collaborative play. In our classrooms, children make creative choices in their learning. Our teachers offer age-appropriate activities to guide each student in their learning. Children work in groups and individually in order to discover and explore the world around them.
Bayview Glen offers a balanced programme starting at age two years.
Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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).
Each classroom is different and depends on its students. Depending on the activities, students are paired according to their strengths and weaknesses.
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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”.
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”.
We have benchmarks that we have set for our students; however, as a classroom is made of up a of many different types of learners and we understand that not all students will reach the same benchmarks at the same time. In the early years of education, the learning process is most important. The love of learning is what will ensure future success. Informal activities are given during the year to see where students are in their comprehension. Observations are shared with parents.
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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Students who have social awareness can empathize with others and will become great citizens of the world and agents of change.
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CompetitiveComp. |
RecreationalRec. |
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RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
6 - 12
0%
0%
$0
$5,000
0%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 2 - 6
Yes: grades Preschool - 12
No
No
No
No
No
Yes: grades 1 - 8
No
Yes: grades 9 - 12
No
No
Students wishing to study at Bayview Glen are asked to submit a completed application form, along with a copy of their birth certificate, immunization records, a recent school report, a photo and an application fee of $100. Admission to the school is based upon a review of past school reports, an interview or class visit, entrance testing and space availability. The Admissions Office is available to answer your questions, provide you with more information, and arrange for you to visit the school. For more information, please contact Judy Maxwell, Director of Admissions, at 416.443.1030 or [email protected].
Students entering the second year of the elementary program must have prior French knowledge.
Our admission process helps applicants and their parents become more familiar with Bayview Glen, its programmes and our educational philosophy. You begin by submitting a detailed application form. Then, students will visit the school to experience life in class, and will complete an entrance assessment. Once the admissions process is complete, students are notified in writing each March regarding their application status. Please visit the Admissions section of the Bayview Glen school website (www.bayviewglen.ca/admissions) for further details.