160 Dundas Street West, Belleville, Ontario, K8P 1A6, Canada
220 Lonsdale Road, Toronto, Ontario, M4V 2X8, Canada
Indirect Support:
160 Dundas Street West, Belleville, Ontario, K8P 1A6, Canada
220 Lonsdale Road, Toronto, Ontario, M4V 2X8, Canada
1857
1829
300
1220
Preschool to 12
SK to 12
Coed
Boys
Day, Boarding
Boarding, Day
English
English
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate
15
20 to 25
Learning
In-class adaptations
Accelerated curriculum
$21,400 to $40,300
$36,750 to $39,900
$49,000 to $85,500
$66,620 to $71,875
Yes
Yes
15%
18%
JK to 12
5 to 12
$7,746
$15,000
19
87
32%
7%
0%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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
Rolling
Dec 01, 2021
Rolling
Rolling
Yes: grades Preschool - 12
Yes: grades SK - 11
No
No
“The focus on learning skills and core values extends beyond the classroom into every aspect of school life.”
“The sentiment that teachers genuinely care about their students’ well-being was echoed throughout many of the interviews we did. And the culture of care extends to the students as well.”
“Students leave Albert as global citizens ready to take on real-world challenges.”
Read The Our Kids Review of Albert College
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
When Albert College was founded, British North America was a group of colonies—confederation was still decades away—and Prince Albert, for who the school is named, was still alive. The college has had, clearly, a very long life, something that grants a unique life to the school and a unique perspective on learning. When students study WWII, for example, they learn about Lloyd George Bishop, an alumni who was killed in action in the first full year of that war. When they gather at the holidays, they sing the “Boar’s Head Carol,” just as their predecessors have done for, literally, more than a century. Yes, those are just details, but what they suggest to students can be quite galvanizing, namely that they are participating in something far larger than themselves. Moreover, the school, throughout its life, has remained at the leading edge of education in the country—when it was founded, it was co-ed, which was unusual for the time—offering a robust liberal arts education, with a focus on citizenship and character, preparing students for post-secondary study. Classes are small, the feel is close knit. More than ever, the school attracts a diverse student population, drawn from across Canada and around the world. The campus is very well appointed, with access to outdoor athletics and recreational spaces, and host to a long list of co-curricular activities. In every way, there's a lot to love.
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.
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"The teachers at Albert College are passionate, knowledgeable and flexible."
Helen Walsh - Parent (Oct 17, 2023)
My son was not ecstatic about attending Albert College, or any school for that matter. It was his th...
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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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"At Albert College, every student from Pre-Kindergarten to Grade 12 experiences all 5 of the 'A’s that are integral to an AC education. Academics are our primary focus, but all students participate in Arts, Athletics, Active citizenship and Adventure programming. By inspiring excellence in the 5 'A’s, our students develop into well-rounded global citizens within our close family environment. Our students leave as confident and courageous graduates ready for post-secondary education."
"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."
"Albert College provides opportunities for its students, which would be impossible in a larger school. With a focus on the 5 'A's: Academics, Arts, Athletics, Active Citizenship and Adventure, our students have a wide array of curricular and co-curricular opportunities in these areas. Our objective is to help students polish talents and discover new ones all within a caring and nurturing environment that values individuality, compassion, integrity, and inclusiveness."
"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."
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"Albert College is a family that supports and encourages one another. Our school is small and everyone knows each other no matter what grade you are in. The faculty and staff are caring and supportive, and encourage students to be the very best they can be. Albert College is more than a school, it truly is a family."
"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."
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"The faculty and staff at Albert College truly care about each and every student. The boarding staff treat our boarding students like their very own children. We truly are a family that studies, plays and grows together. The connections that students make at Albert College, with the staff and with their fellow classmates from around the world are truly unique and shapes them into confident global citizens. Albert College students create friendships that lasts a lifetime."
"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."
"Albert College is steeped in history and tradition. Founded in 1857, Albert College celebrates its history through traditional events, songs and customs that have been celebrated for decades. From our 100 year old building to the beautiful and historic Memorial Chapel. And our traditional Candlelight Carol Service at Christmas, the Albert College hymn, and orientation camp in the fall where the whole school goes camping together. There are many Albert College traditions that make us who we are."
"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."
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Albert College is a wonderful day and international co-educational boarding school, steeped in history and tradition. Not only does it have a stellar reputation for preparing young people for university and for life, but Albert College is also recognized for developing global citizens within a close family environment. The international makeup of Albert College helps foster understanding and tolerance. As technological advances continue to make our world truly a global village, what better environment could there be in which to prepare students for the world that awaits them?
As a small Pre-Kindergarten to Grade 12 school, Albert provides opportunities for its students, which would be impossible in a larger school. With a focus on the 5 'A's: Academics, Arts, Athletics, Active Citizenship and Adventure, our students have an incredibly wide array of curricular and co-curricular opportunities in these areas. Our objective is to help students polish talents and discover new ones all within a caring and nurturing environment that values individuality, compassion, integrity, and inclusiveness.
You can find our beautiful 25-acre campus in Belleville, Ontario. Belleville is located on Lake Ontario with easy access to Toronto, Ottawa, and Montreal. Words and pictures can only begin to tell the story. It is my hope that soon you can visit us in person; you’ll be glad that you did!
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.
Liberal Arts
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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.
Albert College exceeds the standards set by the Ontario curriculum at every grade level. Students study with like-minded individuals who are encouraged to aim higher and succeed. Our graduates are well-prepared for post-secondary studies. Armed with knowledge and confidence, students graduate from Albert College determined and driven to take on the challenges that lie ahead in their post-secondary studies and beyond.
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.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
At Albert College, students are provided with the traditional skills through both a procedural approach as well as inquiry-based learning. They expand upon their understandings of concepts through collaborative discussions in 'thinking classrooms.' Teachers are keen on making sure that students have the necessary tools to show their understandings by using appropriate assessment techniques to ensure greater appreciation for metacognitive processes.
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.
Elementary school students use Jump Math as well as other online resources. We also use Nelson Mathematics throughout the Middle School. Teachers in the Senior School provide instruction based on a wide variety of resources tailored to the students' needs.
Everyday Math, Kahn Academy, Jump Math, Mathletics and additional materials
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.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
At Albert College, we provide a phonics-intensive program, specifically at the younger ages (JK to Grade 1). We then switch to a balanced literacy approach. We supplement our already rich offerings with carefully selected programs that cater to various age levels in a differentiated manner.
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.
Equal balance
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.
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.
Our phonics-intensive program goes hand-in-hand with our writing program. As students learn to read, they also practice writing with a kinaesthetic approach that transfers to pen and paper writing. More formal lessons in printing and cursive writing continue into the elementary grades where students are exposed to writing in various genres. They are also provided with many opportunities to cultivate their creative writing skills through imaginative free-writing.
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.
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.
Teachers favour an inquiry-based approach for teaching most curricula, including the sciences, as Albert College provides the necessary equipment to perform a deep/hands-on investigation into questions based around scientific concepts.
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.
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Being a school that emphasizes an academic stream, Albert College makes a concerted effort to ensure that students build the skills necessary to critically think about literature and write well-formulated essays on a variety topics.
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.
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
Thematic
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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.
Our social studies program consistently focusses on the value of understanding various types of communities—from local community organizations to examining Canada's impact in the global community. We use the Ontario curriculum as a guide to direct inquiry-based learning opportunities but we often diverge to explore topics that are related to the students' interests.
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.
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.
At Albert College our teachers strive to build a passion for Social Studies through telling vivid stories that also build an appreciation for diverse perspectives. One topic will be looked at through a variety of lenses and visible thinking tools are used extensively along the way to help students create a working template to negotiate material.
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.
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.
In our Junior School students are first introduced to French in our Kindergarten program to foster a curiosity and love for learning another language. Starting from Grade 1, the AIM method is utilized to help students build French mastery through song, drama, and movement. This approach blends nicely into the neurolinguistic approach that is offered our Middle and Senior School. We also have an extensive ESL program for students requiring support in their English Language Development from Grades 7 to 12.
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.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
THE ARTS PROGRAM ENABLES STUDENTS TO BECOME CREATIVE, CONFIDENT INDIVIDUALS. Students from Pre-Kindergarten to Grade 12 participate and engage in artistic instruction. All classes are led by faculty, specialized artists and instructors and are tailored to each student’s abilities to ensure a challenging program. Specialized courses are offered at the Senior School for credit. School-wide events and drama productions, musical performance opportunities and art exhibits provide students the opportunity to share their talents and build their confidence in all areas of the arts. Students are exposed to the arts either in class or during Arts Period - a unique program that is offered three times per week, in addition to regular arts classes.
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.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
At Albert College, we have online working expectations through which students can seamlessly shift from being in-person to being at a distance as a learner. Digital citizenship concepts and understandings are integrated into our offerings as required for various age groups. The understandings are developed through class-wide and school-wide expectations and discussions.
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.
Web design
Robotics
Computer science
Our athletes are coached by a dedicated group of staff and faculty members that are highly certified in their respective sports and tireless in their dedication and enthusiasm. Students are given the opportunity to play on a team, refine their skills, try new things and develop a healthy, active lifestyle. Our athletes compete regularly against teams from the Conference of Independent Schools and those in our local associations. Each term there is a wide range of athletic opportunities. Some are competitive, some developmental and some simply recreational. Specialized courses at the Senior School provide the students with an academic credit.
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.
Play-based
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.
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.
In Pre-Kindergarten children need a warm, inviting, accepting and supervised program that will stimulate their growth and development and maintain their curiosity about learning. Pre-K students experience active, experiential learning through play and a comprehensive, integrated curriculum of carefully-planned and child-centred daily activities. The purpose of the Pre-K program is to focus on the development of the whole child – physical, social, emotional, and intellectual – in preparation for early and ongoing success in our formal Junior and Senior Kindergarten.
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.
Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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).
Albert College uses learning platforms that provide the students with the opportunity to explore the curriculum and monitor their learning progress at their own pace under the guidance and support of their teachers.
UCC helps students achieve their academic goals through the Wernham & West Centre for Learning, a high-support environment.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our focus is on an academic curriculum with the ultimate goal that students obtain an acceptance to a post-secondary program of their choice. Students are regularly recognized for their outstanding academic achievements.
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 honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Albert College grads are global citizens who are confident, open minded leaders of character and are prepared for post secondary education and life. Albert College grads are creative, inquisitive and innovative thinkers with a love and excitement for learning. Albert College grads are collaborative learners with a strong foundation for their ongoing educational journey. Albert College grads are sensitive to the needs and feelings of others, exhibiting empathy and humility in their dealings with one another and with the world around them. Albert College grads are self-motivated problem solvers, aware of issues both locally and globally, who honour others similarities and differences and act with honesty and integrity while striving for a safe and welcoming community for all.
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.
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
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.
We work with families to assess the needs of our students and we follow up on the recommendations and accommodations to provide the best support possible.
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.
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
JK - 12
5 - 12
15%
18%
$7,746
$15,000
0%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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
Rolling
Dec 01, 2021
Rolling
Rolling
Yes: grades Preschool - 12
Yes: grades SK - 11
No
No
No
Yes: grades 8 - 12
Yes: grades 7 - 12
Yes: grades 3 - 6
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.
In order to complete the admission process the applicant is required to:
*IF YOU ARE NOT ABLE TO PROVIDE THESE DOCUMENTS AT THE TIME OF SUBMITTING THE ONLINE APPLICATION, PLEASE EMAIL THE DOCUMENTS IN PDF FORMAT TO [email protected].
If you are not ready to apply, but would like to learn more about Albert College please submit an online inquiry and one of our Enrolment Associates will be in touch with you shortly.
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.
