1367 Altona Rd, Pickering, Ontario, L1V 1M2, Canada
337 Trafalgar Road, Oakville, Ontario, L6J 3H3, Canada
1367 Altona Rd, Pickering, Ontario, L1V 1M2, Canada
337 Trafalgar Road, Oakville, Ontario, L6J 3H3, Canada
2014
1978
75
250
Nursery/Toddler to 6
JK to 6
Coed
Coed
Day
Day
French
English
Academic
Academic
Montessori
Progressive, International Baccalaureate
5 to 18
15 to 18
Dedicated gifted school
$8,400 to $17,000
$24,515 to $36,608
No
Yes
0%
0%
None
None
$0
$10,000
7
28
0%
0%
0%
0%
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
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 report“MacLachlan prides itself on being at the cutting edge of innovation in teaching and learning theory,” says Michael Piening, head of school. “This generation of learner, and the world they are growing up in, is very engaged, social and interactive. We looked internally at how we could best respond and adapt to enhance student exploration, creativity and knowledge.” That’s quite a mouthful, to be sure, but it’s a good one nevertheless. Schools are challenged to adapt their programs to the needs of students, and there are a lot of red herrings out there, such as an over-emphasis on digital literacy, for example. To be a 21st century learner can mean many things, though at McLachlan it means engagement with ideas, peers, and community. The annual Word Fest is a great example of that, in that case using the language arts program as a starting point for an engagement with issues and topics that require students to think creatively, empathize, and communicate their ideas. Earlier this year the grade one classes took part in a workshop with the Hamilton Children’s museum, roll-playing a shipwreck, stuck on coral in the midst of a storm. That, and indeed many programs at MacLachlan, can rightly turn heads. They provide telling examples of how the school expresses its dedication to engagement, exploration, and social interactivity, all of it as charming as it is impressive. The ideal student is one who can thrive in a diverse, active, and challenging academic environment.
View full report
"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...
View full review
"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...
View full review
"Each teacher stands out for their expertise in the subject they teach."
Tatiana Memos - Parent (May 27, 2021)
Our son started attending MacLachlan in grade 7 and is currently in grade 10. The choice was between...
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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."
"MacLachlan College’s Lower School Campus in Oakville is tailored for Junior Kindergarten to Grade 6. Our co-ed IB Primary Years Programme fosters a vibrant learning adventure with an emphasis on international-mindedness. The IB Primary Years Programme (PYP) is an internationally recognized and rigorous curriculum for Kindergarten to Grade 6 students. It empowers students to become lifelong learners, responsible individuals, and critical thinkers with a global perspective. Our specially trained IB teachers continuously update their knowledge and foster a culture of inquiry in the classroom, promoting higher-order thinking skills and a lasting curiosity about the world. Vibrant classrooms cultivate a love for learning, laying the foundation for academic success. Small class sizes ensure personalized attention, promoting a profound sense of belonging. Students embrace learning, developing confidence, and finding their voice in a supportive, safe, and nurturing environment."
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"MacLachlan's academic program offers a transitional approach of two globally recognized programs beginning with the International Baccaulaureate Primary Years Programme (IB PYP) for students in Pre-Kindergarten to Gr.6 and Gr. 7 to Gr. 12 academic program offering Advanced Placement preparation/enrichment. The overarching goal from Pre-K to Gr. 12 is to develop essential real-world skills, support academic excellence, foster a growth mindset, and cultivate transdisciplinary abilities."
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"Families choose MAC because of our highly respected academic programs and co-educational learning environment. What families quickly appreciate is MacLachlan’s high level of communication between home and school and how our smaller school size allows for their child(ren) to immerse themselves in their learning. Smaller classes afford teachers the opportunity to foster and influence tremendous growth in our students, and we feel privileged to guide them through their learning journey."
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"MacLachlan is an incredibly tight-knit community. It quickly becomes obvious to prospective families that staff have an impressive connection to students, knowing virtually all them by name. Our leadership team is highly engaged with the everyday routines within the school community and are immersed throughout the school year. This level of engagement lends itself to MacLachlan’s commitment to facilitate programs that have a whole child development approach with a focus on student wellness."
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"MacLachlan is committed to creating successful and innovative approaches to learning by promoting and developing skills that transcend the classroom environment. MacLachlan is a small but mighty school. Our students score top achievements in cross-collegial local, national and international competitions in the areas of math, debate and public speaking. These opportunities provide enriching experiences for students outside the classroom where they can further explore their passions."
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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.
MacLachlan College lives its mission statement by cultivating intellectual curiosity in its students and inspiring them to be active contributors to our ever changing world. Our small class sizes, averaging 15 in the lower school and 18 in upper school, ensure that every student is known on a personal level. This is a key feature of our school. MacLachlan College is committed to providing a superior, world class education.
Accredited as an IB World School, MacLachlan offers the International Baccalaureate Primary Years Programme, making us the only private school in Oakville with this prestigious designation. The IB PYP programme is an internationally recognized curriculum designed for students from pre-school to grade 6. The IB is one of the world’s most highly esteemed education programs. In an increasingly globalized world, the IB challenges students to think critically, research deeply and develop internationally minded perspectives on a broad range of issues. Students become lifelong learners and conscientious critical thinkers.
In grades 7 to 12 we offer a rigourous academic program with an option to work toward Advanced Placement courses of study. We believe in the traditional approach to education. However, true to our motto "Where tradition and vision meet", our methodology and approach to the use of communication technology is progressive. Our teachers and students engage in dynamic and interactive educational opportunities. Our approach leads to inquiry based learning and the development of higher order critical thinking skills. At MacLachlan College we believe in the personal touch. We take the time to listen. I would like to hear about your child and I invite you to call for a visit.
Progressive
International Baccalaureate
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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
MacLachlan College is a dynamic and inclusive community where teachers guide and facilitate learning by creating real world connections and a growth mindset is nurtured in every student. The rigorous academic program is supported by our active and collaborative learning environment, resulting in successful and resilient students who are well prepared for future success in today’s ever-changing world. MacLachlan’s ongoing commitment to innovative and challenging educational experiences allows for the rapid integration of new technologies and emerging active learning resources to enhance student exploration, creativity, and knowledge. By combining traditional methods of instruction with a living systems approach, classrooms have been transformed into creative hubs where students fully participate and engage not only in their coursework but with their peers, deepening their intellectual inquiry and critical thinking abilities. These adaptive and dynamic learning environments enable students and teachers to collaborate, innovate and connect existing knowledge to new thinking.
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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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.
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.
Our teachers use best practices based on individual student need.
Equal balance
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.
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.
Equal Balance
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.
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.
Information not available
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
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
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.
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.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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
Information not available
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Technology is seamlessly integrated throughout our curriculum.
Web design
Robotics
Computer science
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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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
Our educational philosophy of international mindedness is cultivated and supported through the International Baccalaureate Primary Years Programme. MacLachlan is proud to be the only school in Oakville designated with the prestigious IB PYP designation. Small class sizes provide personalized attention where students develop a sense of belonging and purpose through strong bonds with their teachers and fellow classmates. It is of paramount importance that we provide an atmosphere where students do not just learn, but are eager and engaged. Our students embrace learning, develop a spirit of confidence and find their own voice in a supportive, safe and nurturing environment.
Standard-enriched
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.
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.
Each classroom is different and depends on its students. Depending on the activities, students are paired according to their strengths and weaknesses.
Information not available
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."
Not applicable
Not applicable
Students who have social awareness can empathize with others and will become great citizens of the world and agents of change.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Cross-country skiing |
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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
0%
0%
$0
$10,000
0%
0%
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
No
No
No
No
No
Yes
No
No
No
No
Students entering the second year of the elementary program must have prior French knowledge.
Applications are welcome throughout the year, however, beginning the process early increases the likelihood of securing a space for your child. MacLachlan accepts applications from Pre-Kindergarten to Grade 12. Please note, admission procedures are more informal for children at the PK to SK levels. Rolling admission is available for Pre-Kindergarten to Grade 8.
