Programs

PEEL MONTESSORI SCHOOL

Toddler Program
18 months to 3.7 years

SENSORY IMPRESSIONS

Learn through touching, tasting, feeling, smelling, hearing

LANGUAGE

Vocabulary development, expressing ones needs and wants

SENSE OF ORDER AND ORGANIZATION

Routine, predictability, consistency important to feel safe and secure

MOVEMENT

Developing coordination, balance, mobility

DETAIL ORIENTED

Intrigued with small objects and the process of doinG

PROCESS ORIENTED

Discovery and exploration of the environment

MEMORIZATION

Repetition and mimicking

REFINEMENT OF SENSES

Multi-sensory concrete materials

Quality Head Start and Enjoyment of Learning

We are excited and delighted to provide you with support in your exploration of Montessori education for your family. As a family-like school, we look forward to celebrating the accomplishments made by the youngest members of our community. We are one of a few Montessori schools in Mississauga operating from a school facility, situated in a residential area safely, and located away from public view and traffic.

18 to 24 Months

Moving at a pace conducive to the children in the class, toddlers interact with joy and excitement. Gentle guidance is provided to help your child develop a routine and positive social interactions and behaviours. Individually or in small groups, stimulating activities are introduced to enhance spoken language, cognitive, and fine and gross motor skills development. Your child’s needs are met with care and passion.

Child sorting colorful shapes into bowls.

Child engaging with educational activity at table.

Child playing with colorful sorting tools.

Child sorting colorful toys in blue container.

Children playing with blocks in classroom.

Child playing with colorful plastic utensils.

Young child playing with colorful blocks indoors.

24 Months 3.7 Years

Toddlers are naturally curious, love to observe and imitate, eager to explore, try new things, and to master new skills. Our Toddler programme is not a daycare, but rather an entry point to a quality, enriched, and stimulating learning environment designed to meet your child’s innate developmental and learning needs.

Child operating a educational tool in class.

Child threading beads in a classroom setting.

Children playing and exploring nature outdoors.

Child organizing colorful learning materials on rug.

Child arranging colorful paper shapes on table.

Child engaging with Montessori learning materials.

Boy holding butterfly art piece proudly.

Children crafting with colorful butterfly cutouts.

Child arranging colorful educational materials at table.

Children playing with colorful counting blocks.

Child learning with a blue educational card.

Child threading beads in a classroom activity.

Toddler playing with an orange bubble wand.

Child playing with colorful letter shapes.

Child playing with colorful building blocks.

Smiling child holding a chalkboard in class.

Child threading colorful beads on a string.

Child threading colorful shapes with a string.

Significant emphasis is placed on the development of life skills such as eating, dressing, cleaning up, language development using sensory learning activities, which refine your child’s awareness of their surroundings. Our beautifully prepared classroom is filled with specially designed activities, which stimulate cognitive learning, hand-eye coordination, concentration, and inspire the pleasure of learning through exploration. Focus is placed on the development of gross motor skills, spoken language, order, concentration, behaviour, and social-emotional requirements for a ‘whole child’ approach. Our teachers demonstrate warmth, patience, and in order to learn, respond to your child’s need to develop their emotional sense. Our caring directresses accomplish this by providing hugs, a pat on the back, or support, so that each child gains a sense that they are cared for and builds trust.

With gentle support and a joyous atmosphere, your child’s natural curiosity to discover, and their need for independence begins to blossom within an environment that provides a sense of safety and security. Our classrooms are spacious, bright with lots of natural light entering, and provide just the right amount of stimulation to attract your child’s interest. Our facilities include a large outdoor play area indoor gymnasium for cold or rainy days, and a library. Children love connecting with nature during outdoor playtime or from their classrooms as they see animals and plants in their natural surroundings such as squirrels, bunnies, birds, butterflies and a variety of plants. We enroll Toddlers 18 months to 3 years old who are independently walking. Toddlers depend on predictability, consistency, and routine; therefore, offer a five-day fulltime programme and when space permits part-time morning enrollment. Children can enroll anytime throughout the year provided spaces are available.

Our teachers are Ontario Certified (OCT), ECE, and/or Montessori certified, provide annual Police Reference Checks, and hold First Aid Certification. Our unconditional passion and quality schooling experience strives to encourage your child to do their personal best and develop an “I can do it’ attitude.

We look forward to having your child and family become part of our school community.

Your child will love coming to school!

CARRINGTON COLLEGE

Children attending the Casa programme possess what Maria Montessori called ‘the absorbent mind’. She believed that a child was born with the ability to absorb all aspects of its surroundings without effort or fatigue, if given the freedom within that environment to explore at will. The teacher’s role is to aid the child during this period of self-construction. The following areas of activity cultivate the children’s adaptation and ability to express and think with clarity by allowing “hands-on” experiences to take place:

Practical Life

The Practical Life area helps to develop the powers of control, coordination, self-confidence, self-discipline, concentration skills, the ability to make small distinctions, as well as life skills. Exercises instill care for self, others, and for the environment. Many exercises may be familiar to the child as part of the daily routine at home, such as dusting, cleaning tables, washing cloths, sewing, shoe polishing, along with exercises of grace and courtesy. These exercises develop children’s muscular coordination, enabling movement and the exploration of their surroundings and concentration. Children learn to work from beginning to end, at their own pace, in a non-competitive environment, and at their own level. This area is most important as it builds an “I can do it all by myself” attitude.

Sensorial

The Montessori program embraces the thought that from birth the child is a “sensorial explorer.” Sensorial exercises refine the senses. (Auditory, Olfactory, Gustatory, Visual, Tactile, and Stereognostic) as a means of helping the child make sense of his environment. In strengthening the senses, a child is given keys to classifying, organizing, and making sense of things in the environment. As a result a child begins to organize his or her intelligence and ability to adapt to his or her environment.

The sensorial area helps the child learn through his or her own experiences rather than verbal instruction, leading the child to make abstractions and distinctions in his or her environment.

Language

The vital development of language is strengthened by enabling ample opportunities for oral expression. The Montessori classroom allows the child to experience conversations with peers and teachers, and allows for opportunities to read and listen to stories and poetry. Acquisition of reading skills begin by learning the phonetic sounds of the letters of the alphabet using the sandpaper material. This exercise has multiple functions allowing children the ability to link sound, symbol, and formation of letters effortlessly, as well as encourage the development of written expression and reading skills. Children learn to build a repertoire of sight words, how to compose sentences, and the purpose of words by introducing the parts of speech. Writing is introduced at an early age. With guidance, children learn to hold a writing instrument properly, how to place letters properly on the guidelines, the proper formation of letters, and how to compose a sentence using proper punctuation.

Mathematics

Exercises in this area help children learn and understand math concepts by manipulating concrete materials. Practise provides a solid understanding and foundation of basic mathematical principles, as well as prepares the child for later abstract reasoning and problem-solving capabilities. Much time is spent associating symbols and quantities for the first four hierarchical categories. Learning to linear count up to 9,999, and completing operational calculations using materials assist children in the process of memorizing their facts. A child works at their own pace and through repetition moves from concrete manipulation to abstract thinking.

Cultural (Geography, Biology, Botany, Zoology, Art, and Music)

These areas are presented as extensions of the sensorial and language exercises. Children learn about different cultures and people in other countries with an attitude of respect and admiration. Over the three year period, children become familiar with the lessons, thus, feel connected to the global human family. Presentations and first hand experiences with nature inspire a reverence for all life. Art and music lessons are comprehensive and provide every opportunity to enjoy a variety of creative activities as well as gain knowledge of the great masters from the past and present.

The casa program is challenging, but administered in a safe, fun environment.

Lower Elementary Grades 1 - 3; Ages 6 - 9

Plane of Development

Relatively stable period
Period of ‘why?’
Age of creative imagination
Passage from concrete world to abstract world
Imagination world opened
Physically – noticeable changes taking place;
losing baby teeth, baby facial features diminishing

Reasoning skills beginning to develop
Becoming boastful
Beginning to enjoy peer interaction
Not conscientious of how they look
I don’t remember, I don’t know, I forgot;
sayings are quite common at this age

Overview

Students in the Lower Elementary classroom have the advantage of learning at their own pace and level. The advantage of the Montessori system is that it provides opportunities for students, in most instances, to move beyond the pace and level of traditional public and private curriculums. The curriculum is expansive, exciting, and involves bringing nature into the classroom, whenever possible. In the classroom, students are empowered to take charge of their learning and inspired to work to their potential.

Life Skills

As part of a school community, students are encouraged to develop self-worth, self-esteem, and self-confidence. Students become involved in every aspect of the classroom, school, and community: its preservation, conflict resolution with peers, planning of class events, completing assignments, and development of leadership skills encompass this area.

Language

Literacy is developed through hands on experiences leading to reading, writing, and verbal communication and listening skills. Students are encouraged to develop their penmanship, punctuation, and spelling skills. Poetry, research, and creative writing exercises are introduced at an early age as a means of enabling self-expression and to strengthen imagination. Students also develop knowledge of grammar, sentence structure, analysis of sentences, and reading comprehension skills. Daily reading allows for both fluency and comprehension to develop.

Mathematics

Students are encouraged to develop their mathematical mind. Working with the operations of addition, subtraction, multiplication, and division, students progress from concrete manipulation of the materials to abstract memorization. Money work, measurement, fractions, pre-algebra, reading/writing large numbers, Roman numerals, geometry, and graphing reveal math concepts through the manipulation of materials.

Cultural Studies (Geography, History, Science)

The cultural areas help students make sense of how everything is interrelated, thus, the curriculum is presented and organized as such.

History

Through the use of various materials, students develop an understanding and appreciation of past events. Some of the topics studied include ancient civilizations, evolution, and the history of Canada and the world. Independent study units are researched, presented, and discussed.

Geography

This area includes the study of the universe, countries/cities of the world, flags of the world, and the physical study of the Earth. Students also enjoy learning about nations and the needs of societies and humans. Students work independently and with peers to complete exercises in this area, which inspires inquisitiveness and the drive to learn more about the world in which they live.

Science

Through visual and hands-on experiments, students gain an interest for the study of botany, zoology, and the physical science areas. Some topics include: the evolution of life on Earth, characteristics and needs of living things, classification of animal and plant kingdoms, properties of matter, everyday structure, and energy from wind and moving water. Outdoor exploration is pertinent and helps bring this area of study to life. Research is encouraged as erll sd independent and group study units.

Art, Physical Education, Music

Art

Appreciation for art is developed through the exposure of various art mediums in order to produce individual ‘masterpieces’. Colour, three-dimensional figures, and elements of art are introduced. Projects include seasonal creations, painting, drawing, modeling clay, and designing. Students are exposed to famous artists and have an opportunity to observe and compare paintings through library resources.

Physical Education

A healthy body and healthy mind is encouraged. Health and nutrition education is introduced in combination with physical activity. Students enjoy cooperative games and the development of basic sports skills, body awareness, and coordination in an atmosphere of friendly competition.

Music

A musical specialist guides the development and appreciation of oral expression and instrumental instruction using the recorder when readiness is demonstrated. Students are encouraged to learn and use musical terminology, to read notes, and develop an ear for specific notes. Students enjoy preparing for various performances using dance, drama, and vocal development.

French Second Language

Students in the elementary class receive French instruction by a specialized teacher. During the 2 ½ hours of class time each week, students develop reading, writing, and vocabulary skills. Students learn to express themselves orally and to write short assignments apart from weekly activity worksheets.

Computer Technology

Elementary students become familiar with computer terms and the use of a computer. Familiarity with basic word processing, research, and publishing capabilities of a computer is encouraged. Typing with all fingers is reinforced and progressed through typing tutorials. When a child demonstrates readiness, opportunities for supervised Internet access for research assignments is encouraged. Internet safety is monitored and introduced.

Upper Elementary Grades 4 - 6; Ages 9 - 12

Plane of Development

Period of how, when and where
Enjoy the company of friends
Peer pressure apparent
Expresses definite likes and dislikes
Become judgmental towards friends
Push the limits of set boundaries

More competitive
Looks become important
Have mood swings
Forgets manners

Overview

Students exploring science with a teacher.

Students in the Upper Elementary classroom have the advantage of learning at their own pace and level. The advantage of the Montessori system is that it provides opportunities for students, in most instances, to move beyond the pace and level of traditional public and private curriculums. The curriculum is expansive, exciting, and involves bringing nature into the classroom, whenever possible. In the classroom, students are empowered to take charge of their learning and inspired to work to their potential.

Life Skills

As part of a school community, it is encouraged to continue and build on life skills commenced in the lower elementary level with the addition of managing an allowance, obtaining a Baby Sitting Course and First Aid Certificate , and taking responsibility for specific responsibilities at home, school, and the community.

Language

Students engaged in learning with teacher's guidance.

The development of language involves building skills in the areas of oral language, reading, writing process, and handwriting that began in the lower elementary class. Opportunities are provided to present projects, experiences, and to resolve problem-solving situations. Students continue to develop language skills through literature circles, novel study units, writing opportunities, and research topics. Students continue to develop knowledge of grammar, sentence structure, analysis of sentences, and reading comprehension skills. The use of appropriate punctuation and spelling is encouraged and guided. Students focus on the development of cursive writing and formalizing their projects with the use of a computer. Students are encouraged to read a minimum of 20 minutes each day. Reading is strengthened through novel study units, independent research units, and the continuation of analysis of written material from various genres and poetry that complement the history and geography sections of our curriculum.

Mathematics

Student working on homework in classroom.

Students continue advanced work and are encouraged to further develop their mathematical mind through the in-depth study in the arithmetic areas of algebra, problem solving, short and long division, geometry, data analysis, geometry, and square and cube roots to name a few. Progression from one level of difficulty to another is introduced when the student demonstrates readiness. The Montessori math materials will lead the student from concrete manipulation to abstract learning with the belief that process and understanding must preceed before memorization can take place.

Cultural Studies (Geography, History, Science)

It is in this area of the curriculum that the relatedness of the between subjects can be observed. This enables students to see the ‘whole’ picture. As in prior years, presentations are conducted on an individual basis, in small groups, and with the whole class. Students enjoy the opportunity to study extensions of previously learned lessons.

History

Child studying a dinosaur illustration chart.

Students are involved in an in-depth study of Canada. Topics of choice are researched and presented to the class. Earlier studies introduced in lower elementary are revisited and continued in greater detail. Some of the topics of study include the Evolution of the Earth, History of Man, Ancient Civilizations, and Canadian history/government.

Geography

Some of the topics studied in this area include geographical structures, an in-depth study of Canada and opportunities for independent and group research topics. Students also continue to review the numerous exercises studied in order to retain the vastness of information learned.

Students engaged with a colorful map activity.

Science

Children exploring with a microscope in class.

In the Upper Elementary class, science is covered as a class, for the most part, and involves experiments and explorations in group situations and individual basis. Students have opportunities to organize and conduct experiments and to formalize them in written form using the Scientific Method. Some of the topics covered include the human systems, energy, space, electricity, biomes of the world , food chains, periodic table of elements, the study of vertebrate and non-vertebrate animals.

Art, Physical Education, Music

Art

Physical Education

Music

French Second Language

Computer Technology

High School Prep Grades 6, 7, 8

Plane of Development

This phase is like a second "rebirth," where children transition from being a child in the family to becoming an adult in society.
Period of big changes, both physically and emotionally, as they prepare for adult life.

Physical Growth:

Puberty brings rapid growth, similar to the early years of life.Teens and pre-teens often need more sleep, feel tired, experience "growing pains," and may be more prone to illness.

Brain Development:

A teen’s brain is still developing, especially the part that helps with planning, decision-making, and self-control.This means they may seem forgetful, disorganized, or impulsive.
Social and academic skills are also evolving as their brains grow.

Emotional Changes:

Mood swings, self-doubt, and sensitivity to criticism are common. They may struggle to focus and seem less capable of handling responsibilities compared to earlier years.

What can Parents do?

- This phase is about growth and exploration, not perfection. Providing opportunities for hands-on experiences and meaningful work can benefit interest, motivation, and understanding.
- Encourage independence while offering support during emotional ups and downs.
- Celebrate efforts and remind your teen that they have value in the family and community.
- By supporting unique needs during this stage, you’re helping your teen grow into confident, capable young adults.

Overview

Students in the High School Prep program continue to benefit from working at their own pace and level to reinforce developing areas and progress in skills of strength. Our program works to prepare students for their high school careers, such as:

Writing and organizing class notes
Preparing and delivering presentations
Completing large independent projects
Studying and writing examinations

Life Skills

Dr. Montessori believed teens thrive in an environment that supports both their social and personal growth, envisioning a "learning community" in nature where teens could:

Work on the land (e.g., farming, gardening) to connect with nature and learn about civilization.
Live and work together to build social skills and responsibility.
Sell what they produce to learn economic independence and gain confidence.
Explore arts, music, and self-expression to develop creativity.

Real-life experiences, like preparing a meal, caring for animals, or selling products at a market, help teens see the value of their contributions. These experiences foster confidence and a sense of purpose, preparing them for adult life and higher education.

Language

Mathematics

Cultural Studies (Geography, History, Science)

History

Geography

Science

In the Uupper Eelementary class, science is covered as a class, for the most part, and involves experiments and explorations in group situations and individual basis. Students have opportunities to organize and conduct experiments and to formalize them in written form using the Scientific Method. Some of the topics covered include the human systems, energy, space, electricity, biomes of the world , food chains, periodic table of elements, the study of vertebrate and non-vertebrate animals.

Art, Physical Education, Music

Art

Physical Education

Music

A musical specialist guides the development and appreciation of oral expression and instrumental instruction using the recorder when readiness is demonstrated. Students are encouraged to learn and use musical terminology, to read notes, and develop an ear for specific notes. Students enjoy creating their own musical compositions and preparing for various dance, drama, and vocal performances.

French Second Language

Students in the elementary class receive French instruction by a specialized teacher. During the 2 ½ hours of class time each week, students develop reading, writing, and vocabulary skills. Students learn to express themselves orally through drama skits, reading out-loud, and completing short assignments and lesson worksheets.

Design & Computer Technology

Elementary students become familiar with computer terms and the use of a computer. Familiarity with basic word processing, power point, research, and publishing capabilities of a computer is encouraged. Typing with all fingers is reinforced and progressed through typing tutorials. Students have opportunities for supervised Internet access for research assignments. Internet safety is monitored and introduced to the students.

Camps

Coming Soon

Before and After School Care Program

Offered from 7:30 a.m. to 5:30 p.m. The Before and After School Programme enables your child to play in an unstructured setting building creativity with activities chosen that provide pleasure and interest. Items can be brought from home (with approval) or a variety of building, gross motor, and creative play items are available. The after school and before school programmes operate from our full-size gymnasium to provide ample movement for the children.

Children's House Clubs

Lego

Casa aged children love to build, take apart, and rebuild – Lego is perfect! From our observations, Lego provides enjoyment of building, improvement in the fine motor skills of the children who consistently attend, and provides positive social skills building essential skills such as the concept of creativity, teamwork, cooperation, and following directions.

Tennis

Monkeynastix is a fun and challenging fitness movement education programme developing gross motor and physical literacy in children. Every week, children enjoy new lesson to inspire a healthy active lifestyle from a young age.

Science

Children of all ages are intrigued by Science and Technology and Mad Science provides educational programmes in an entertaining manner that sparks imaginative learning. The children complete a hands-on item to bring home.

Taekwondo

Fun, energy, self-discipline, and positive defense techniques encourages confidence, collaboration, and body awareness/control. Children perform for parents throughout the year and receive upgraded belts.