Why Northmount
Northmount School for Boys offers a multifaceted curriculum. Professional educators are dedicated to seeing students excel and upholding the highest standards of Northmount. The key to the success of each boy stems from his ability to engage in, relate to, and master this enriched curriculum. This is the backbone of the Northmount experience and it is achieved by tailoring our approach around the following principles:
Direct instruction is an active, reflective approach to instruction that breaks learning into smaller steps through scaffolding. This results in greater student independence and mastery of concepts. The following are the main pedagogical techniques of direct instruction: guided practice, active student participation, scaffolding, and gradual release of responsibility leading to student independence.
ACCELERATION
- Beginning in Kindergarten, our students are taught to read, write, and do mathematics at a Grade 1 level.
- From Kindergarten to Grade 8 our students take accelerated Math and Science courses.
- Students are challenged mentally, socially, spiritually, and physically.
- Accelerated learning prepares our students for seamless transition into a high school setting.
DIFFERENTIATION / INDIVIDUALIZATION
- Our students come to Northmount with different backgrounds so a one-size-fits-all curriculum does not work.
- Small class sizes paired with speciality teachers in each grade level allows for personal instruction where each boy is equipped with the tools required to reach his potential.
- Learning goals are the same for all students, but the speed and method vary with respect to individualized needs.
- Our CASTLE program offers enrichment and support for the boys.
SMALL BY DESIGN
As a small family school, Northmount School for Boys boasts a tightly knit community. Our boys perform better academically and take greater responsibility for each other because of our small class sizes. Some of the important factors contributing to the success of Northmount are:
- Small classes mean higher expectations for students and improved standardized test performance
- More individualized instruction and effective use of specialized provisions for students
- Heavier emphasis on learning fundamentals
- More pride and sense of self - students show greater sense of personal possession
- Fewer disciplinary issues
- Higher student morale with more opportunities for leadership and participation in school life
- Higher teacher morale and greater level of co-operation among staff
- School serves as community nucleus, enabling greater level of involvement for students, staff, parents, and wider community
- Majority of community is known to each other fostering high levels of involvement