2241 Mississauga Road, Mississauga, Ontario, L5H 2K8, Canada
901 Lawrence Avenue West, Toronto, Ontario, M6A 1C3, Canada
2241 Mississauga Road, Mississauga, Ontario, L5H 2K8, Canada
901 Lawrence Avenue West, Toronto, Ontario, M6A 1C3, Canada
2008
1983
180
60
5 to 12
Preschool to 8
Girls
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional, Montessori
Varies
Varies
In-class adaptations
$23,695 to $24,495
$10,500 to $18,300
Yes
Yes
15%
15%
5 to 12
1 to 8
$1
$5,000
23
5
0%
0%
90%
0%
5, 6, 7, 8, 9, 10, 11, 12
Nov 30, 2022
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 8
No
No
Holy Name of Mary College School (HNMCS) began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time, the school was publicly funded, and while it operated continually through the years, it reopened in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, Holy Name is supported by the Felician Sisters, as well as by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though it was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find both. The values that the school promotes are those of the Catholic tradition, with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.
Read The Our Kids Review of Holy Name of Mary College School
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HNMCS began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time the school was publicly funded, and while it operated continually through the years, it was re-established in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, HNMCS is supported by the Felician Sisters, and is also supported by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find both. The values that the school promotes those of the Catholic tradition, with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.
View full reportInspired by Leonardo da Vinci's and Maria Montessori's philosophies, Leonardo Da Vinci Academy of Arts & Sciences (LDVA) integrates Montessori and traditional education methodologies. This involves the Italian immersion Scuola Materna preschool and the authentic Casa Montessori for younger students. From Grades 4 to 8, the academy transitions to an enriched traditional curriculum, emphasizing whole-brain thinking and independence. Specialist classes in French, Italian, and Music, from preschool to Grade 8, complement this holistic educational approach. Inspired by the "Seven Da Vincian Principles," the curriculum cultivates creativity, problem-solving, and balanced mind-body development. The school's renovated facilities, as well as small class sizes, further enhance this innovative learning environment of LDVA. In its four decades, LDVA has consistently delivered exceptional education, guided by a mission to develop well-rounded individuals who possess a lifelong love for learning.
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"Academics, friends and great teachers contributed overall to my happiness and well-being at the school."
Rosamaria Pagani - Alumnus (Nov 27, 2023)
My time at Leonardo Da Vinci Academy was truly memorable. From the moment I began in the Scuola Mate...
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"The quality of the teachers at LDVA is one of the strongest assets of the school."
Ian Parrott - Parent (Feb 20, 2024)
Our daughter received a wonderful education at LDVA and is currently thriving in a demanding high sc...
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"Holy Name of Mary College School is a vibrant & progressive independent Catholic school that provides girls with rich educational opportunities to ignite interests and broaden horizons. We offer a strong academic program, co-curriculars in arts, athletics & outdoor education - all designed to develop individuals who are compassionate, confident & creative, who will be positive role models for others. We believe in significant change, & are the catalyst for that change—helping our students be the best they can be."
"Leonardo Da Vinci Academy is an independent school that has been serving children of discerning parents since 1984. LDVA provides exceptional schooling from preschool to Grade 8 and promotes whole brain thinking, independence, and self-esteem. Inspired by Leonardo da Vinci and Maria Montessori, LDVA's approach to education is to enable students to achieve their full potential and encourage a love for lifelong learning."
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"Our unique curriculum combines Montessori and traditional education with a Da Vincian approach to learning. From our Casa Montessori and Scuola Materna Preschools, students progress to our Lower Elementary Montessori program for Grades 1 to 3. Our Upper Elementary program begins in Grade 4 and transitions students into a traditional classroom setting where they follow an enriched curriculum up to Grade 8. Across all levels, we foster a 'Thinking Like Leonardo' approach for lifelong learning."
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"From preschool to Grade 8 teachers of the Leonardo Da Vinci Academy employ “Seven Da Vincian Principles” to help students explore and cultivate their own creativity and thinking skills. By using strategies inspired by Leonardo Da Vinci children are encouraged to develop their full potential. Along with a heightened appreciation of the world, areas of development that are promoted include: problem solving, creative thinking, self-awareness, and the balancing of mind and body."
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The true spirit of the HNMCS experience is the relationship between caring, inspiring educators and the brilliant, curious minds of our engaged and talented students. We hold high expectations for our girls and their learning achievements, and our community accomplishments continue to make us proud.
We strive to shape the Catholic women leaders of tomorrow to “Be the Change” - knowledgeable, hopeful, confident and resilient for their future.
It is through a rich learning landscape focused on girl’s learning that we not only foster quality standards for teaching and learning, but empower leadership, cooperation and teamwork with every girl. We are a school committed to preparing young women to meet the challenges and uncertainties of a constantly changing global future with a good moral compass.
Catholicity, being the cornerstone of our work, promotes core values focused on the spirit and teachings of Jesus Christ that nurture faith development and cultivate global awareness, community outreach and service leadership. We are supported by the Felician Sisters, and the Basilian Fathers of St. Michael’s College School who bring a rich history of faithful service. Our school culture not only shapes the minds of our girls, but touches their hearts while preparing them to become compassionate women leaders of integrity.
Leonardo Da Vinci was an extraordinary example of the human mind and its capabilities. An intellect of universal proportions, Leonardo was master artist, scientist, inventor, engineer, and life-long learner. His relentless quest for knowledge, truth, and beauty, and his approach to these pursuits are an inspiration to many individuals. When we founded the Leonardo Da Vinci Academy in 1983 we could not imagine a more suitable name for the school we envisioned.
LDVA's unique “Thinking Like Leonardo” approach to living and learning encompasses both traditional and contemporary philosophies of education. Our Preschools and Primary grades are based on the teachings of Maria Montessori which are in perfect harmony with our school’s educational philosophy and the Da Vincian principles.
Now in its 40th year, LDVA continues to live up to its mission providing exceptional schooling for the formative years. Students at all levels are well served by a solid, continuous educational framework and an empowering approach to learning. We are most grateful to the hard working administrators for their commitment to the school's mission and purpose in the manner inspired by both Leonardo and Maria Montessori.
Anyone witnessing our children engaged in “Thinking Like Leonardo” will observe students leaning from their mistakes, children experiencing with all their senses, youngsters joyfully discovering their physical nature, individuals balancing their creative and logical sides, and young minds making meaningful connections with their world.
We wish to express our appreciation to all the parents and staff who have helped to keep the dream of our school alive.
Traditional
Montessori
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.
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.
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.
HNMCS provides an exemplary university preparatory programme that combines traditional curriculum with experiential learning experiences and integrates technology with 21st Century skill development. Driven by a student-centric focus on teaching and learning, we surround bright, curious minds with caring and supportive teachers who inspire a passion for learning.
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Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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.
Not applicable
Our program aims to develop a strong writing foundation that focuses on the improvement of grammatical and spelling skills, while allowing students to explore the writing process in a real world context; connecting literature, personal interest and current events into both formal and creative writing.
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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.
Not applicable
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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
Not applicable
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
Students have the opportunity to be immersed in traditional literature and the importance of structure and literary devices in significant texts. HNMCS' Core Values are at the root of learning in the school and texts are selected that reflect larger social justice themes and allow students to make deeper connections and ask critical questions about the world while being engaged in meaningful texts and resources.
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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
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Our integrated programme allows historical and geographical information to come alive in a variety of ways, using an interdisciplinary approach to learning. Through the use of technology, the arts and language arts, students participate in meaningful learning opportunities that bring content to life in a relatable way.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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By integrating the significance of big ideas and present day experience, students are engaged in meaningful lessons that bring the content in social science classes to life. Experiential lessons, simulations, field trips and wide range of apps and online programs, help to make these courses educational and engaging.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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These courses balance the importance of language development and the need for a deeper understanding of language structures. Teachers work with students to develop a solid foundation of language acquisition skills and develop engaging lessons where students work alongside their peers in meaningful collaborative projects that develop a deeper understanding of the language being explored.
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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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In Visual Art courses students are taught how to 'see'. They learn technical words and techniques to produce works which may be included for presentation in their senior years in a portfolio while applying to post-secondary programs. Assignments cover drawing, perspective, painting, printmaking, design, art history and Visual arts exams which are studio based. Each grade explores different mediums in the different disciplines.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Students are best served when the use of technology enhances the learning that takes place in the classroom. HNMCS embraces the use of technology throughout the curriculum, and our broad use of Smart Boards and interactive projectors in all classrooms recognizes the importance of technology in education. Our school is fully accessible through wireless connectivity, leverages on site servers and cloud based technologies, utilizes educational software and communities, promotes the safe use of social media, and offers a green room multimedia environment for study and exploration. All students are encouraged to bring their own device to school and engage in learning with their tablets, laptops or phones in a stimulating way. This results in the development of their expertise and competency and their development as self-directed users. Students have full access to our comprehensive technology lab and all teachers incorporate the use of technology in their teaching and assignments.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Holy Name of Mary College School Athletic Department provides opportunities for girls to pursue athletic excellence in a variety of sports while upholding Catholic core values and developing determination, resilience, balance, a sense of fair play, and pride in self and community. The athletic program at HNMCS is an integral part of the total growth experience. Student-athletes will mature physically, emotionally, socially and spiritually. They will learn to take responsibility for personal growth by developing commitment, balance, and resilience as part of a strong and caring community. Pride in self and school, integrity and commitment are continually strengthened through participation on our teams. We believe that the life lessons learned through sport help to strengthen the Catholic values that will guide our students well into the future.
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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.
Casa Montessori and Scuola Materna are licensed preschools for children aged 2.5 to 6. Both are nurturing Montessori based learning environments that include French and Music programs. Our Casa Montessori is accredited by the Canadian Council of Montessori Administrators (CCMA) as an authentic Montessori preschool. Scuola Materna is our Italian Immersion preschool. It is the only program in Canada with official status and recognition from the Italian Government.
Standard-enriched
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).
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.
Our environment is student-centred and tailored to girls' learning
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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”.
Our main goal at HNMCS is to develop the whole person. Building a strong academic foundation allows our girls to become innovative thinkers who can draw on their wealth of knowledge and experience to tackle real world problems.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
HNMCS promotes the importance of a balanced lifestyle that integrates a strong academic foundation based on our core values and key developmental priorities
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Rugby |
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Running |
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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
5 - 12
1 - 8
15%
15%
$1
$5,000
90%
0%
5, 6, 7, 8, 9, 10, 11, 12
Nov 30, 2022
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 8
No
No
No
No
Yes: grades 5 - 12
No
No
No
No
No
Holy Name of Mary College School welcomes applications from candidates eager to be a part of the school's enriched academic environment. At Holy Name of Mary College School, we offer you the opportunity to develop your academic interests, as well as a wide range of sporting options, visual and performing arts and other clubs and activities to engage in. HNMCS is fortified by a strong liberal arts education, a sound understanding of the role of technology in the world, and a belief that in our community we acknowledge and celebrate the many and varied gifts and talents of our classmates and teammates. We offer applicants the chance to demonstrate that they can be successful here. Each application is considered and assessed individually. We look for demonstrated academic achievement and the ability, and desire, to reach your true potential. There are no hidden social criteria; we simply want the best students to apply, regardless of their background. So whoever you are, and wherever you come from, if you have the ability, the enthusiasm and the motivation to study here, then we want to hear from you.
The admissions process to Holy Name of Mary Catholic School is a straightforward once you've decided that this is the school for your daughter:
1. Complete application online: apply.hnmcs.ca
2. Attach a recent student photograph.
3. Scan and upload to the Application portal, copies of the applicant’s Academic Documents (final report cards from the previous two years and the most recent report card for the current year and, if applicable, a current Ontario Student Transcript copy).
4. Complete the Confidential Student Profile and ensure that it is sent directly from the applicant’s current principal, guidance counsellor or teacher to HNMCS ([email protected]).
5. Submit a non-refundable Application Fee of $125. Application fee for international students is $250.
6. Please submit all the above application information by November 30. Applications received after this date will be accepted and reviewed based on available space.
7. Register for the Admissions Test, which will be written in early December. To register for the test, go to: holynameofmarycollegeschool.com/admissions.
8. Once all requirements have been completed, the Office of Admissions will contact the family to schedule a one-on-one meeting with the candidate.
9. Offers of Admission will be sent by email in late February.
While Holy Name of Mary College School is an independent school, the tuition is not intended to exclude students on a financial basis. An income-based bursary programme is available for those in need and we encourage families to seek financial assistance when it is required. Applications for financial assistance must be submitted by November 30.
For more information, contact [email protected]
