220 Lonsdale Road, Toronto, Ontario, M4V 2X8, Canada
285 Eglinton Ave. E., Toronto, Ontario, M4P 1L3, Canada
1829
2014
1220
45
SK to 12
9 to 12
Boys
Coed
Boarding, Day
Homestay, Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Progressive
20 to 25
2 to 10
Learning, Behavioral
Accelerated curriculum
Dedicated gifted school
$36,750 to $39,900
$14,500 to $17,500
$66,620 to $71,875
Yes
No
18%
0%
5 to 12
None
$15,000
$0
87
11
7%
0%
0%
70%
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Dec 01, 2021
Rolling
Rolling
Not available
Yes: grades SK - 11
Yes: grades 9 - 12
No
No
Upper Canada College (UCC) is one of the oldest and most storied schools in Canada. Its alumni include a who's who of Canadian political, business, and cultural life. Its history is, in many ways, the history of independent schooling itself; to attend is to become a part of a Canadian cultural tradition, one that retains a prominent place in Canadian education. The school leads in the provision of financial assistance, with a robust program of scholarships and bursaries intended to attract the brightest students in Canada and from around the world.
Read The Our Kids Review of Upper Canada College
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UCC is one of the oldest and most storied schools in Canada. Its alumni include a who's who of Canadian political, business, and cultural life. Its history is, in many ways, the history of independent schooling itself; to attend is to become a part of a Canadian cultural tradition, one that retains a prominent place in Canadian education. The school leads in the provision of financial assistance, with a robust program of scholarships and bursaries intended to attract the brightest students in Canada and from around the world.
View full reportIn a general sense, Toronto STEM School is a specialty school in the way that, say, a ballet school is a specialty school—it brings together students who share a passion, and builds the curriculum around their engagement with that curriculum. And, like a ballet school, or a hockey school, it’s not for everyone. But, for the students that it’s for, the experience can be transformative. The school specializes in Advance Placement instrution, and also serves as an AP examination centre. At Toronto STEM School students work and learn alongside true peers, those who share an abiding interest in technology. The core curriculum is the provincial one, though delivered in a technology intensive learning environment.
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"We have a saying at the College called 'Never Walk Alone'. This motto is a great summary of the type of culture we have at the school and I can relate to the saying more and more each year."
Will Huang - Student (Jan 23, 2018)
My time so far at Upper Canada has been absolutely amazing. I truly love every time I come to school...
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"The school spirit and school community is like no other."
Julia Pantalone - Parent (Feb 23, 2018)
My boys have had an amazing experience at Upper Canada College since Day 1. They engage the boys rig...
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One day, our SK boy came back and said "Mom, I think patience is a virtue"
Pierre Pong - Parent (Oct 10, 2019)
I feel my child likes the teachers the best, they care, they are energetic, fully engaged, responsib...
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"The environment is very friendly and supportive. The classes are dynamic, with hands-on activities, creating a more inviting experience for the students."
IVANI MANCINI - Parent (May 28, 2019)
My son is attending TSS - Toronto STEM School since September, 2018. Overall the experience at TSS h...
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"The class sizes are very small (4-7) and the teachers are very flexible in their approach. You never feel afraid to ask questions..."
James Davies - Student (May 28, 2019)
This place is fantastic. I started going to TSS in the summer after grade 9 to learn grade 10 math. ...
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"Both my sons began with supplementary tutoring and enjoyed the experience so much they asked to take their full math credits with TSS."
Beth Herst - Parent (May 28, 2019)
Both my sons have struggled with the math teaching in the public system. They were frustrated and de...
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"UCC was founded in 1829 and is an IB Continuum World School, enrolling 1,220 students (day and boarding) in SK through Year 12. Located in central Toronto on 35 acres of green space, UCC delivers transformational learning experiences. Approximately 20 per cent of students receive financial assistance, with $5 million available annually to Canadian students. An alumni community of more than 12,500 in 80+ countries includes leaders and innovators in politics, finance, arts, athletics, media and beyond."
"Toronto STEM School is a not-for-profit independent high school focused on STEM. We are dedicated to providing our selected students with a rigorous and innovative educational experience. We offer a wide range of Advanced Placement courses in various subjects. With a strong emphasis on technology, the school has integrated cutting-edge tools such as coding, robotics, augmented reality, 3D printing, and AI into its curriculum. Our small and individualized learning environment is supportive and collaborative."
"UCC delivers transformational programs grounded in a liberal arts education through experiential learning in state-of-the-art facilities, such as our new design labs equipped with the latest technology; our hockey arena with two world-class ice pads; and our 535-acre outdoor campus at the Norval School that teaches students about ecosystems, math and environmental stewardship while engaging with the natural world. Combined with our rigorous IB program, graduates leave UCC prepared to succeed."
"Toronto STEM School is a small sized educational facility with a small amount of students able to gain admission each year. Our size allows our staff to truly understand what they can do to assist students to thrive during lessons. As well, due to our student-centered nature, we are able to cater clubs, extra-help, and learning paths to each student's preference. We provide opportunities for students to stand out in their university applications through AP classes, and our day school students eligibility for the AP Capstone Diploma. This diverse learning environment helps pave the way to students aspirations for careers or studies once they enter post-secondary fields."
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"At TSS, we value creativity, critical thinking and problem-solving. With the emergence of new technologies in general and artificial intelligence in particular, preparing students for their post-secondary journey is quite essential. We believe that most "transactional" tasks will be eliminated in future jobs. Therefore, to be successful at university, college or one's career, it is crucial to focus on developing traits and acquiring skills that overcome day-to-day robotic tasks."
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"Students who get the most out of our program are those who thrive in an environment where academia is taken seriously and success and achievement is celebrated. Our student body consists of a balanced mix of local and international students whose top priority is advancing in their studies, becoming well-versed in STEM-related subjects, and building a strong portfolio for post-secondary applications.
Moreover, as we are a smaller sized school students who feel more comfortable interacting with smaller class sizes and having open discussions would be a great fit. Typically our largest classes have 10 people, so, students are able to get to know their classmates well, and open up about their thoughts and answers throughout lessons."
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"Families looking for a school with maximum flexibility might not appreciate our student-centered approach to achievement and success. We do take academia seriously!
Additionally, due to our STEM focused curriculum, families looking for an athletic or artistic focused school may find that we do not have as many courses or extracurriculars offered in those categories."
"Families know that sending their students to UCC will give them the competitive advantage of the International Baccalaureate, while encouraging creativity and fuelling curiosity. UCC provides students with a well-rounded education that balances academics and a wide range of co-curricular offerings. Parents appreciate the focus on wellbeing — teaching students how to take care of their physical, mental and academic selves, with an emphasis on community and service."
"- Competitive tuition.
- Passionate teachers.
- Individualized learning.
- 6 report cards issued per each academic year."
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"Our admission rate to top universities and colleges is one of the main reasons families choose our school. Families manage to receive a quality service without bearing the cost of a "campus school" but seeing better results in terms of growth, achievement and admission. At our school, students' route to success is in-line with our organization's success. Therefore, families may count on our guidance services without reaching out to expensive schools or counseling services where the cost of enrollment or guidance towards receiving an admission to a top Canadian, US or UK universities is not affordable."
"Founded in 1829, a UCC education supports a diverse and well-rounded student experience. Hosting more than 80 co-curricular activities and sports, UCC’s offerings include options not available at other institutions, including Model UN, cricket, softball, squash and rowing. Our students take advantage of six outdoor sports fields, a hockey arena with two ice pads — one NHL-sized and one Olympic — and a swimming pool for programming, practice and play."
"Please visit our team's page: https://www.torontostemschool.com/team
A small, dedicated and professional team of people who prioritize students' well-being and success. Every member of our team is essential to our success."
"With a strong commitment to representing socio-economic breadth, UCC offers the most generous financial assistance program in Canadian independent schools. One in five UCC students receives financial assistance each year, making an exceptional education more accessible. Families are also often surprised at the size of the campus. Located in the heart of Toronto, the College sits on 35 lush acres, creating a sanctuary in Canada’s largest city for students to learn and grow."
"Small is better! The amount of attention and care your child receives won't be comparable to that of a large learning space with multiple elements of behaviour issues, student engagement and reaching a common goal! At our small community, we follow a shared focus: academia with a passion for STEM!
As an example, your child will be taken to 10 field trips per school year! Why? because they are effective, targeted, promote field learning and all in all, easy for us to plan and run!"
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"Recently, we have introduced a new school calendar. We have adopted a semester school structure, similar to universities, differing slightly from the typical secondary school semester structure. Our Fall semester concludes before December holidays. Our Winter semester end in early May, just in-time for AP exams. Students have a short Summer course in the month of June!"
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"Universities and colleges face admission issues ranging from mark-inflations to AI-interfered supplementary application entries. Therefore, they'd like to see hands-on portfolio building, standard and measurable academic achievement metrics (such as AP's) and solid proof of a track record of success. We are seeing their need and we're responding to it!"
Samuel James McKinney is the 19th principal of Upper Canada College and began his tenure on July 1, 2016.
Principal McKinney was formerly the deputy headmaster and head of senior school at St. Peter’s College in Adelaide, South Australia. “Saints,” as it is known in Australia, is a 168-year-old boys’ school that has produced 42 Rhodes Scholars and three Nobel Laureates. With a student population of more than 1,400 boys, including 90 boarders, Saints offers both the IB Diploma and the South Australian Certificate of Education.
The son of schoolteachers, Principal McKinney was born and raised in the Niagara region and attended St. Catharines Collegiate before receiving his bachelor of arts from Carleton University in Ottawa in 1990. He furthered his education in Australia, receiving a graduate diploma in education from the University of Adelaide in 1993 and a master’s of education from Edith Cowan University in Western Australia in 2003. More recently, he has undertaken study at the Harvard University Graduate School of Education Principals’ Centre and resilience training through the University of Pennsylvania Positive Psychology Centre.
In appointing Principal McKinney, UCC is also welcoming his wife, Rose, and their three boys, Jack ’17, Connor ’19 and Charles ’20. Also a teacher, Rose has taught in the Junior and Middle schools at Pulteney Grammar School in Adelaide since 2007.
Message from Principal McKinney:
From our founding in 1829, Upper Canada College has been educating the next generation of leaders and innovators, inspiring them to make a positive impact on their world. In our nearly 200-year history, the school has undergone incredible transformation. Alongside the historical landmarks many associate with UCC — the ivy-covered walls, iron front gates, majestic clock tower — stand modern facilities and adaptable learning spaces equipped with the latest technology.
Our approach to boys’ education has similarly evolved. The College’s foundational focus on a liberal education is now delivered through the International Baccalaureate (IB) Programmes, globally recognized as the gold standard for university preparatory programs. In addition, our commitment to needs-based financial assistance has expanded substantially, offering more than $5 million annually to boys of the highest potential, enabling a diverse learning community that reflects our city and nation.
These innovations have shaped what is only a part of the UCC difference. We are not just about academic heights reached, championships won, or brilliant theatrical performances — although these are integral to what makes the College the outstanding place it is. What’s equally important is how our boys take forward the transformational learning experiences that are a hallmark of a UCC education.
Grounded in our vision to inspire boys to be their best selves is our commitment to fostering a vibrant school community that reflects the pluralism and promise of Canada. We offer an extraordinary range of opportunities for growth and discovery, as well as the support needed for boys to thrive among a network of dedicated faculty and staff, and lifelong friends.
I encourage you to learn more here, then visit us and experience the UCC difference.
We look forward to welcoming you.
At our school, “Putting Students First” means providing quality education, beyond the regular frameworks. While we have a great deal of respect for the established standards and expectations, we think innovatively to cater to our students and the evolving world around them. We elevate our curriculum in and out of the classroom, actively seek new resources, and ensure that our students are prepared for any post-secondary stream they choose. We aim to prove that school can truly be a place of positivity, genuine connection, learning, and fun.
Progressive
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
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As an International Baccalaureate World School, UCC aims to develop well-rounded students with character who respond to challenges with optimism and an open mind. IB learners are better prepared to apply what they learn in real-world, complex, unpredictable situations. They strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.
We focus on mathematics, science, and engineering studies by supporting those who seek admission into such post-secondary disciplines. We value small classes to facilitate close relationships and to best support the needs of our individual learners. We offer: - University Pathway Program - Hands-On Learning - IELTS Preparation Sessions (for international students) - Fast Track Courses - One Field Trip per month - Enthusiastic teachers certified by Ontario College of Teachers
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
In the Primary Years Programme (SK-5) we provide instruction, experience and practice in patterns, numeration, place value, computation, geometry, measurement, decimals, fractions, graphing and problem solving. This includes drill, mental math challenges, hands-on activities, cooperative learning and the sharing of solutions. Most lessons begin with a math message or provocation; there are opportunities to work in small groups according to readiness, interest and learning profiles. Games may used for practice and to develop depth of understanding. In the Middle Division (6-7) the major areas of study are Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. Calculator skills and the use of technology are further developed. There is an emphasis on problem solving which include participation in the Canadian National Mathematics League and Gauss contests. There are also opportunities for student-directed investigations and independent learning throughout the year.
We aim to offer students a taste of what lies ahead. For many students graduating from high school, it isn't obvious, for example, how their math courses will relate to physics and chemistry courses encountered in their post-secondary studies. We value foresight in our teaching methods so that students become proactive learners who accurately predict what concepts and skills await them in future courses.
Everyday Math, Kahn Academy, Jump Math, Mathletics and additional materials
Nelson and Mcgraw Hill
In Grades 6-7 calculator skills and the use of technology are further developed. At the Upper School, an approved calculator is an essential tool.
We do not recommend calculators for grades 10 and below; however, all students are allowed to use scientific calculators for tests and exams.
Not applicable
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.
Not applicable
A well balanced reading program motivates students to read for pleasure and information, fostering a lifelong love of reading. Students need to develop the skills necessary to decode, construct meaning and think critically about what they read. As part of this process, students must acquire a broad and varied vocabulary and an ability to interpret written conventions. Students read a wide range of materials that illustrate different forms of writing. Teachers provide a print-rich environment, and model and promote a passion for both fiction and non-fiction texts. Students use library time to listen to stories read aloud, to browse, make choices and to read independently. They are introduced to a wide variety of genres and new and familiar authors and books. Students learn bibliographic and locational skills, and how to use resources for their projects and class work.
Information not available
Not applicable
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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In order to communicate effectively, students need to select and organize their ideas logically with an audience in mind, and utilize appropriate conventions. Students have opportunities across the curriculum to read a rich variety of texts and write daily. Learning to write is a developmental process. Students focus first on meaning rather than accuracy. Writing conventions are introduced and mastered gradually along a continuum. As boys engage in meaningful writing activities that challenge them to think critically about various topics, they are motivated to master written communication skills throughout the curriculum. Once boys reach the IB Diploma Programme, they are required to complete a 4,000-word Extended Essay on a topic of interest from within the IB curriculum, usually taken from one of their Higher Level subjects. Students at UCC complete the EE during their IB1 (Grade 11) year.
Information not available
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.
In the Prep School, students explore concepts in biology, chemistry, physics and environmental science, and develop skills in the processes of scientific inquiry. They learn about the interrelationships of ecosystems, learn the basic principles of heat and temperature, investigate the relationship between form and function in various natural and man-made structures, and investigate the fundamentals of chemistry — mixtures, solutions, atomic structure and the periodic table. Mankind’s impact on the environment is a recurring theme throughout the year. Our school’s practices aim to provide immediate access to technology and to harness boys’ engagement with technology through the use of individual iPads in grades SK–3 and laptops from grade 4 onward. Students spend time each term at the Norval Outdoor School and participate in a program designed to encourage respect and understanding for the environment. Details about the Upper School science program are available upon request.
Our goal is to offer these students a taste of what lies ahead. For the student graduating high school, it isn't obvious how their math courses relate to physics and chemistry courses. We would like to paint a clear picture of the relationship between these courses to give students a head-start on their university careers. What isn't standard about our courses is the view ahead our instructors offer. Our tech workshops are a key component to this philosophy.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Students at the Middle Division are introduced to three literary genres: prose fiction, poetry, and drama. Reading is encouraged with a reading period outside regular English class time. On a regular basis, students practice various forms of writing, including narrative pieces, poetry and essays. Core language skills (including formal grammar skills) are taught with the aid of classroom review and written exercises completed in their grammar workbook; students’ individual language skills weaknesses are addressed by the teacher as part of the writing process. Core vocabulary is drawn from the literature studied and from other subject areas. During library time, students are introduced to a wide variety of new and familiar authors and books through book talks and reading aloud. Students also use the periods to browse, choose books and read for pleasure. Further details about literature studied at the Upper School are available upon request.
We teach literature primarily through a "Reader Response Theory" approach, where students are empowered to discover meanings from texts through their subjective experience as unique readers with differing identities and backgrounds. Through this method, we enact inquiry-based learning, where students are prompted with questions to help them delve into texts and develop their critical thinking skills. Students are encouraged to become reflective independent thinkers who confidently express their views on literature with clarity and persuasion. This approach encompasses the belief that there is not one correct interpretation of a text, but rather many possibilities. We see our students become active learners, engaged with a text and with their peers through discussion, rather than passively listening to the teacher. In addition to our reader response approach, we also teach elements of literature so that students have foundational knowledge to refer to in their interpretations.
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 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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There are no formal history or geography classes at the IB Primary Years Programme (SK-5) level. In grade 6 students have their first formal study of history. It begins with an introduction to geography and its relation to history, and proceeds to the study of Roman civilization, from its founding through the Republic and Empire periods. Students spend the second term considering the genesis and development of world religions with a particular focus on Islam, and conclude the year studying Early Modern Europe, with an emphasis on the Renaissance, Reformation and the Age of Exploration. Throughout the year, students are introduced to historical concepts such as time sequence, evidence, cause and consequence, continuity and change, perspective, bias and moral judgment. The geography skills introduced in the first term are woven into the history program over the entire year.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The interaction of environment, culture, population and location lies at the heart of Geography. This definition implies a need for knowledge about the earth — knowledge about the ways in which humans use the earth’s resources and skills to recognize, describe and explain the spatial patterns that result from the interaction of people and their environment. To study History, Economics and Philosophy is to embark on a voyage of discovery, to seek in many ways to advance beyond the limitations and preoccupations of the present. Only by exploring the human experience in the past can we see how and why society changes and develop a sense of perspective on where we are heading in the 21st century.
We use a student-centred learning approach in our humanities and social science classes, where students are encouraged to research topics of personal interest and choose project directions suited to their individual preferences. By facilitating projects and activities centred on students' freedom of choice, we see learners become genuinely invested in their own education journey. We incorporate inquiry-based practices to help students become critical thinkers and cultivate their motivation in delving further into class concepts.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The study of additional languages adds to the international dimension of our UCC program, with French, Mandarin, Spanish and Latin offered. While learning the target language, the student also becomes aware of the similarities and differences between his own culture. This awareness fosters a greater respect for other peoples and the way in which they lead their lives. Through the study of authentic texts, students investigate and reflect on cultural values and behaviours. The main focus of all language courses is the acquisition and development of language skills through the study and use of a range of written and spoken material. Such materials will extend from everyday oral exchanges to literary texts and should be related to the cultures concerned. This will enable students to develop mastery of language skills as well as intercultural consideration.
We offer French, German, Latin and Spanish courses to reinforce the importance of global citizenship. We encourage students to expand their perspective by learning any one of these foreign languages. These courses are also available at AP level.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
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.
The Art Department offers students a challenging and flexible program that is innovative but also rooted in historical precedents. The Visual Arts curriculum provides students with a classroom/studio environment that fosters inventive thinking, independence of expression, reflective assessment of creative processes and products, and an appreciation for different points of view. In Music all students study an orchestral instrument from the woodwind, brass or percussion families. Students are strongly encouraged to perform in one of the three concert bands, three jazz ensembles, the string ensemble or the UCC Singers. The Drama and Theatre program is a dynamic, stimulating and rewarding program which prepares boys to be participants, critics and creators of theatre. The Film program uses state-of-the-art equipment to teach the building blocks of filmmaking: still photography, photo manipulation, storyboarding, script-writing, cinematography, sound recording, color correction and both picture and sound editing.
We offer music courses at TSS. The technology element is essential since our instructors use up-to-date methods of digital sound mixing techniques.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
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.
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.
UCC has a 1:1 Apple device program from SK through to university prep. The Computer Science Department offers a progression of courses with an emphasis on problem solving (individual work) and project development (team work). Our emphasis is less on keystrokes and mouse clicks, and more on the development of ideas and algorithms to meet evolving communication and computational needs. Our goal is that students both understand the historical development of technology and the technological culture, as well as possess a strong set of skills in the design, programming and day-today use of digital devices, systems and networks. All learning in computer science courses is hands-on and activity-based. Thus, the students will gain the confidence and competence to deal with the broad range of computer technologies found around the world today.
Students analyze algorithms for effectiveness. They investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.
Web design
Robotics
Computer science
Through courses offered by the Physical and Health Education Department, students will grasp the importance of physical fitness throughout their lives and, of equal importance, learn the value of good decision making and good judgment with respect to healthy choices. In the early years of the Physical Education program, team sports are used to develop fitness and fundamental skills. Sportsmanship is taught and developed through healthy competition. In the later years, the Physical Education curriculum begins to emphasize carry-over sports that the student can enjoy for the rest of his life. We want the students to leave the school with a desire to remain active, fit, healthy and happy.
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Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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Students in Forms SK–5 follow the Primary Years Programme (PYP) of the International Baccalaureate, which focuses on preparing children to be world citizens and lifelong learners. The PYP's transdisciplinary, inquiry-based approach to curriculum sees preset themes recur in various play-based activities. French as a second-language is taught to all children. Students enjoy immediate access to technology through the use of individual iPads. Library time sees students listen to stories read aloud, browse, make choices and read independently. Outdoor education takes place at Norval and in our Learning Garden. Math, arts, physical education and science are core subjects.
Information not available
Student-paced
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).
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
UCC helps students achieve their academic goals through the Wernham & West Centre for Learning, a high-support environment.
To accommodate different schedules, we offer correspondence courses where students earn credits through online platforms that allow flexible pacing, suited to individual needs. Additionally, we provide evening and night classes for students occupied during the day, or for those who simply prefer to be in school after typical hours.
Supportive
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 “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
There’s a reason why UCC boasts a 100 per cent university acceptance rate around the world among its students. Its first-rate modern liberal arts academic program is backed by experienced, dedicated, passionate teachers who ultimately give students the tools they need to learn on their own. By the time students graduate, they are primed in every way possible to embark on a successful university education. The International Baccalaureate (IB) is the principal diploma program at UCC and is undertaken by all students in their final two years at the Upper School.
We set high standards to prepare our students for success in their post-secondary education journeys while simultaneously nurturing the curiosity and liveliness of our students by encouraging a learning process that is not based on rote learning or dominated by direct instruction. The academic culture we promote is one of COMMUNITY and APPROACHABILITY, where we seek to eliminate the barriers between teachers and students that are often found in the public school system. We aim to do more than simply impart knowledge on students; we aim to build relationships founded on mutual trust and respect.
"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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
UCC has been preparing the country's leaders for more than 190 years. Whether it's business, politics, athletics, arts, medicine, finance or anything in between, a UCC grad is well positioned to take the next step in leadership development. This means possessing a broad set of practical skills as well as social and intellectual intelligence; having a global perspective; empathizing with different people and issues. And it requires grit, determination and perseverance. These are the hallmarks of a UCC grad.
Our faculty is comprised of teachers who prioritize - intellectual development - emotional intelligence - social awareness - physical wellness - spiritual resourceful Through these differences, our students are exposed to various teaching philosophies and practices that ultimately bring them a balanced experience. We aim, both individually and collectively, to offer our students a wide-lensed perspective of these multiple modes of development. Extra-curricular activities are key in order to help students develop a better sense of belonging to school community. Arts, Math, Games, Drones and Language Clubs are available on a weekly basis for students.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Whatever a student's learning goals, the Wernham West Centre for Learning (WWCfL) offers targeted and customized support. Because every student learns differently, the WWCfL's mandate aligns with the International Baccalaureate’s goal to support a diversity of learning styles. The WWCfL helps students understand how they learn and to be their own self-advocates in the learning continuum. It also provides support for faculty to help students develop their capacity and character as global citizens.
The accommodations and modifications we apply to the learning process for our special needs students is derived from communication, observation, and interaction. Our small class sizes allow us the time and energy to understand our students on a deeper level so that changes to instructions, projects, activities, and teaching strategies can be made to help maximize the receptivity of our learners to reach their full potential.
The Wernham West Centre for Learning (WWCfL) offers exceptional services to students at both the Prep and Upper School in subject-area assistance, addressing academic challenges and special needs support. The WWCfL is an encouraging space that helps shape great habits that carry students well beyond UCC. In addition to offering diagnostic assessments and individualized supports for students with special learning needs, the WWCfL is committed to facilitating a greater understanding of each student's unique learning style to help him develop strategies for success. The centre also provides professional development for UCC's faculty, serves as a resource for families, and connects with other schools and organizations to collaborate and develop research relationships and networks.
We very much value the individuality of each student, and with that, comes the recognition that each individual learner is comprised of distinct needs. We aim to meet these needs through one-one-one interactions, positive feedback and conferences where each student is fully supported and accommodated during his/her learning process. Our small class sizes allow ample attention to be given to each learner so that tailored teaching strategies can be applied to provide the highest quality of student-centered education.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
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
5 - 12
18%
0%
$15,000
$0
0%
70%
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Dec 01, 2021
Rolling
Rolling
Not available
Yes: grades SK - 11
Yes: grades 9 - 12
No
No
Yes: grades 8 - 12
No
Yes: grades 3 - 6
No
No
No
No
No
Upper Canada College seeks to admit well-rounded boys who stand out from the crowd in a variety of ways – through academic performance, involvement in co-curricular activities, and demonstrated social skills. We are looking for the best boys, from across Canada and around the world.
At TSS we welcome students wishing to learn outside the standard school system. We aim to accommodate students seeking a higher quality of education than what their current school provides. Generally, students at our school have a passion for math and sciences. They love learning through projects: 3D-printing, Drone Building or Math Modelling. If you feel like you need a school that gives you a great opportunity in STEM and provides you a calm, engaging and welcoming environment, then we are what you're looking for!
After exploring UCC and its programs either virtually or in person, prospective families must go to UCC's website, create an account, submit their application and pay the application fee. They will then be guided through submitting birth certificates, report cards and other documents, if applicable, as well as further interviews and assessments depending on the year the student is entering.
Once decisions are issued, families will receive registration instructions that include, but are not limited to, the following:
Registration of new day students:
Parents or guardians must confirm Registration by completing the online registration within 7 days of the date of offer (as indicated in the emailed letter of offer). The Initial Registration Fee of $8,500 and the first instalment of $2,000 are applicable for all payment plans and must be forwarded to the College within 7 days of the date of offer.
Registration of New Boarding Students:
Parents or guardians must confirm Registration by completing the online registration within 10 days of the date of offer (as indicated in letter of offer). The Initial Registration Fee of $5,000.00 and the first instalment of tuition and boarding fees must also be forwarded to the College within 10 days of the date of offer. The second instalment of fees for new boarding students and new international boarding students will vary according to the chosen payment plan.
Full application is available at: https://www.torontostemschool.com/admission