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Yip’s Music & Montessori School
Yip’s Music & Montessori School
100 Lee Avenue, Unionville, Ontario, L3R 8G2
Contact name:
Elsa Lee

Phone number:
(905) 948-9477×
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Yip’s Music & Montessori School

Yip’s Music & Montessori School

100 Lee Avenue, Unionville, Ontario, L3R 8G2

Approach :
Grades (Gender):
Nursery/Toddler to SK (Coed)
$6,750 to 11,200/year
Main Language:
Avg. Class Size:
5 to 13
Day: Varies (Gr. NS - SK)

Get more information

Contact Name:
Elsa Lee

Phone Number:

School Address
100 Lee Avenue, Unionville, Ontario, L3R 8G2
28 Crown Steel Drive U#19, Markham, Ontario, L3R 9Y1

About this school:


Yip’s Music & Montessori Schools promotes academic, language and performing arts excellence. Founded in 1990, Yip's Montessori Program caters to children from 1.5 to 6 years old. Yip's four campuses are located in Markham, Unionville and Thornhill. Students who took the CAT4 test averaged in the 90 percentile! Yip's provides a school and a community that places children's education first. Our school has been voted as the Top Montessori School in Markham by Top Choice Media for seven consecutive years.

Principal's Message


Katherine Kwok, Ms.

Yip’s Music & Montessori School offers a unique curriculum that promotes academic, language and performing arts excellence for children. Our vision to create an environment which would foster and enhance the musical talents of youth is at the core of the program philosophy. Yip’s encourages our students to aspire to high moral values, at the same time teaching extensive cultural sensitivity, preparing them for unlimited global success. 

Yip’s Music & Montessori School focuses on the individuality of students. We designs individualized program so students learn according to their own pace. With small class sizes and low student/teacher ratios, the school’s experienced, certified teachers are able to foster classroom discipline and deliver individualized instruction. 

Yip’s offers an integrated Montessori program that includes Language, Mathematics, Practical Life, Sensorial, Science, History and Cultural Education. The school’s child-cantered, caring environment empowers children to reach their potential, while nurturing confidence and self-esteem. We follow and excel the Ontario curriculum for students. At Yip’s, academic excellence and high ethical standards are nurtured. Students are encouraged to be creative, independent and self-disciplined. 

Yip’s is also renowned for its effective Music Program. Many studies have found that music learning actually enhances children's brain development, especially in the areas of mathematics and language.Through practice and participating in performances, students are able to master better body coordination, be more self-expressive and learn to value the importance of teamwork. Yip’s also provides language instruction in English, French and Chinese to better prepare students for the challenges of a multi-cultural world. The stimulating programs offered by Yip’s provide the challenging academics, social and emotional guidance you want for your child.



Montessori Approach

SCHOOL POLICIES: This information is not currently available.

Whole-class lectures
  • Orthodox

    Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

  • Moderately orthodox

    Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

  • Moderately non-orthodox

    Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

  • Non-orthodox

    Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.

Special education
  • Orthodox

    External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

  • Moderately orthodox

    External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

  • Moderately non-orthodox

    External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

  • Non-orthodox

    External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.

Specialist classes
  • Orthodox

    We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

  • Moderately orthodox

    We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

  • Moderately non-orthodox

    We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

  • Non-orthodox

    We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

Modern-day technology
  • Orthodox

    Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

  • Moderately orthodox

    Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

  • Moderately non-orthodox

    Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

  • Non-orthodox

    Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.

Overall approach : Whick option best describes your overall curricular approach?
  • Orthodox
    42% of schools

    Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

  • Moderately Orthodox
    34% of schools

    Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

  • Moderately Non-Orthodox
    11% of schools

    Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

  • Non-orthodox
    14% of schools

    Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.

Teaching Assistants:

Preschool/K Curriculum Montessori

  • Play-based
  • Montessori
  • Waldorf
  • Reggio Emilia
  • Academic

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.

If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

What school says: "Pursuit of Academic, Language and Performing Arts Excellence" Our school's education goals are to develop independence, inner discipline and to foster a sense of competence through a prepared learning environment. The preschool programs are based on the Montessori curriculum teaching method and teaching apparatus. Formal music education (Choral, Piano & Violin), Chinese Language (Cantonese & Mandarin) and French are included as part of the school curriculum. Our school is voted as "Top Montessori School" in Markham for 6 consecutive years since 2010.

Curriculum Pace Student-paced

  • Standard-enriched
  • Accelerated
  • Student-paced

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.

Flexible pacing:

Flexible pacing style = offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What school says about flexible pacing: This information is not currently available.

Academic Culture Supportive

  • Rigorous
  • Supportive

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.

What school says: This information is not currently available.

Developmental Priorities Intellectual, Social

Primary Developmental Priority: Intellectual
Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

Secondary Developmental Priority: Social
Socially aware and active citizens, motivated to change the world (or their community) for the better.

What school says: Our Montessori approach offers a board vision of education as an aid to life. It is designed to help children with the task of their inner construction as they grow from childhood to maturity. Our aim of Performing Arts Education is to instil a live of Music, Art and Dance and to develop a child's intellectual faculties, i.e. imagination, memory, social skills, self expression and self confidence.

Special Needs Support High


school provides a high degree of support for special needs students.

  • Academic Support:
    Support Type = offered
    Learning strategy and study counselling; habit formation
    Extra support and minor accommodations for children experiencing subclinical difficulties
  • Mild but clinically diagnosed ADHD
    Support Type = offered
    Extra support
  • Support for moderate-to-severe special needs:
    Special needs
    Learning disabilities
    ADHD (moderate to severe)
    Dyslexia (Language-Based Learning Disability)
    Auditory Processing Disorder (APD)
    Language Processing Disorder
    Nonverbal Learning Disorders (NLD)
    Visual Perceptual/Visual Motor Deficit
    Asperger's Syndrome
    Down syndrome
    Intellectual disability
    Behavioral and Emotional
    Troubled behaviour / troubled teens
    Clinical Depression
    Suicidal thoughts
    Drug and alcohol abuse
    Oppositional Defiant Disorder (ODD)
    Dyspraxia (Developmental Coordination Disorder)
    Cystic Fibrosis
    Multiple physical
  • Forms of support delivery:
    Support Type = offered
    A regular class with indirect support
    A regular class with resource assistance
    A regular class with withdrawal assistance
    A special education class with partial integration
    A full-time special education class
  • Additional Support:
    Support Type = offered
    Social skills programs
    Occupational therapy
    Speech-language therapy

Gifted Learner Support Moderate


School offers gifted learner support in the form of inclusive practices -- special, custom arrangements made for advanced learners (who otherwise remain in the regular classroom).

Dedicated gifted programs:

Program = offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)

In-class adaptations:
Practice = offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What school says: This information is not currently available.

Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

Class Sizes Not available

This information is not currently available.

Recess Policy

Non-lunch recessFrequency 2/day 2/day 2/day 2/day
Location Outside Outside Outside Outside
Amount 0 0 0 0
Lunch recessAmount 30 30 30 30

What school says: This information is not currently available.


What school says:

This information is not currently available.

  • Sports OfferedCompetitiveRecreational
    Ice Hockey
    Track & Field
  • Clubs Offered
    Art Club
    Community Service
    Dance Club
    Drama Club
    Musical theatre/Opera
    Outdoor Education

Tuition & Financial Aid


Day Day (Half day)
Day (Half day)$7,000$6,750


Discount TypeEnrollment TypeAmount
Full payment all students5%
2nd child (sibling)all students10%
3rd child (sibling)all students15%

Need-based financial aid

Grade range that need-based aid is offered:
Percentage of grade-eligible students receiving financial aid0%
Average aid package size$0
Percentage of total enrollment on financial aid0%
Total aid available$0

Application Deadline:

More information:

Application Details:

Merit based Scholarships

This information is not currently available.


Total enrollment Varies
Average enrollment per gradeVaries
Gender (grades)Nursery/Toddler to SK (Coed)
Boarding offeredNo

Student distribution: This information is not currently available.



Admissions Assessments:

Assessment = requiredGrades
SSAT (out of province)
Entrance Exam(s)
Entrance Essay
Application Fee

Application Deadlines:

Day students:

What Yip’s Music & Montessori School says: This information is not currently available.


Acceptance Rate:


Type of student Yip’s Music & Montessori School is looking for: This information is not currently available.

Student Entry Points

Student TypeNSPSJKSK
Day Acceptance
(Acceptance rate)

Stories & Testimonials


Parent Testimonials

All three of our children have gone through the Montessori program at Yip's Markham Campus. The education program is excellent, imparting to each of them strong foundations. Of equal importance, our kids were taught, and cared for, by a staff of dedicated, nurturing, and caring individuals who created a safe and friendly learning environment. Finally, the music, performing arts, and Chinese programs, all unique elements of the Yip's curriculum, gave our children the opportunity to broaden their minds and be exposed to experiences that they might not otherwise have had at such a young age.


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Contact Name
Elsa Lee

Phone Number:
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