7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
371 Bloor Street West, Toronto, Ontario, M5S 2R7, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
371 Bloor Street West, Toronto, Ontario, M5S 2R7, Canada
5,430.9 km
5,689.9 km
1944
1910
125
675
5 to 12
7 to 12
Coed
Coed
Day
Day
English
English
Science and technology
Academic
Traditional
Liberal Arts
12 to 18
20 to 22
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$13,000 to $16,000
$37,500
No
Yes
0%
20%
None
7 to 12
$0
$17,250
16
113
0%
0%
100%
20%
5, 6, 7, 8, 9, 10, 11, 12
7, 9, 10, 11
information not available
information not available
Rolling
Dec 01, 2025
Not available
Not available
Yes: grades 5 - 12
Yes: grades 7 - 11
No
No
No
No
information not available
information not available
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportUTS began its life in 1910 as a laboratory school within the University of Toronto department of education. Then, as now, it shared a building with that faculty. When it was founded the intention was that there would ultimately be more than one school, including a girls' school, as the initial enrollment was just boys. Hence the plural "schools" in the name, though there has only ever been one. UTS is remarkable for all kinds of reasons, including an alumni that includes 2 Nobel Laureates, twenty Rhodes Scholars, eleven Olympians, and three ambassadors. In the century since it was founded, UTS weathered some interesting times, including student protests in the 1960s. At one point a student presented the headmaster with a blank sheet of paper saying "this is a list of our demands." It might sound a bit silly now, but the school was at the centre of the debates that would, in time, bring some important advances to public schooling in Canada, including the abolition of matriculation exams and a 4-year secondary school program (rather than 5). Those changes, and many others, are symbolic of the school's excellence, and it remains one of the foremost schools in the country. While not a gifted school, at least in name, the ideal student is one who thrives within a challenging, brisk academic environment.
View full reportinformation not available
"I found it very encouraging to be in a community of like-minded learners."
Janine Burtnick - Alumnus (Jul 15, 2025)
UTS is a school that selects the smartest, most passionate students in the GTA. As such, the school ... View full review
"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"UTS is a university-preparatory independent school from grade 7 to 12, proudly affiliated with the University of Toronto and situated within a 120,000 sq. ft. world-class facility on the U of T campus — one of Canada's most stimulating intellectual environments. Students arrive as curious young people with bold ideas, a genuine desire to learn, and a drive to make an impact in the world. Alongside a rigorous academic program, UTS fosters principled leadership, perseverance, and a deep commitment to excellence. With 100+ cocurricular activities, students explore their interests with like-minded peers. As a result, UTS graduates are consistently amongst the most sought-after applicants at leading universities in Canada and around the world. The admissions process is merit-based, designed to identify exceptional academic ability and potential. We are deeply committed to anti-racism, equity, diversity, and inclusion, welcoming students from all backgrounds whose ambition and intellectual curiosity will contribute to the UTS community."
"We are a family oriented School. Small classes, individual attention."
"Right away you’ll notice that UTS offers something different than other schools. It’s not just our spectacular facility that blends transition with innovation, or our unique downtown location on the University of Toronto campus. It’s the students. Students take 10 courses instead of 8, allowing for deeper exploration across disciplines. Our enriched and accelerated curriculum prepares students for top universities and lifelong learning. Blending academic challenge with a supportive, student-centered environment, learning in the classroom extends into 100+ clubs, outdoor education, and real-world experiences. UTS students are curious, motivated, and eager to grow - while being supported by peers and educators who value both excellence and well-being. For students ready for the challenge, UTS is a pathway to confidence, capability, and a strong future."
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"Our focus on academic rigor means we don't have the same focus on certain traditional school features like homerooms, pep rallies and uniforms. These trade-offs allow us to create time and space for intellectual exploration, student-led initiatives, and close mentorship. The pace can be challenging, but it’s carefully balanced with strong student support, individualized learning, and a culture that values curiosity and well-being. We believe that by nurturing motivated learners in a thoughtful, focused environment, we help them develop the skills and confidence they need to thrive, now and in the future."
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"Since 1910, UTS has grown through pivotal moments that continue to shape who we are. One defining moment came in the 1970s, when UTS became a co-educational school. This decision not only expanded access to our academic program, but also shaped the inclusive, collaborative culture that defines our school today.
More recently, our historic building underwent a major transformation, expanding into a six-storey, 120,000 square foot facility that blends tradition with innovation.
And in 2024, we launched a bold new strategic plan to guide our mission, which guides our mission to ignite the brightest minds to make a difference in the world. Grounded in our values and future-focused, this plan unifies our efforts to support students intellectually, socially, and ethically as they prepare to lead in an ever-changing world."
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"Students who thrive at UTS are intellectually curious, self-motivated, and eager to engage deeply with their learning. They’re excited by challenge, not for the sake of competition, but because they genuinely want to grow. Our pace is fast, and expectations are high, but students who succeed here are not just academically capable, they are also empathetic, reflective, and grounded in purpose.
The students who make the most of their time at UTS care about the world and their place in it. They value different perspectives and foster a culture of inclusion, where everyone feels they belong. Our school is home to many identities, and we welcome students who are open-minded, kind, and ready to learn from others.
Students and families who value academic excellence, integrity, and active participation in a community grounded in anti-racism, equity, diversity, and inclusion will find UTS a place where the whole family can flourish."
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"The right fit is critical when choosing a school. We would advise families to consider other options if their child is not ready for a fast-paced, academically intensive environment that requires independence, self-direction, and resilience. Our curriculum is enriched and accelerated, and while we offer strong support through a dedicated and caring staff, students are expected to manage a demanding pace of learning with curiosity and care for others.
Equally important is the fit for families. Families are partners in our learning journey. Those seeking a more traditional or transactional school, one focused primarily on grades, rankings, uniforms, or gated routines, may not feel aligned with our values.
We are deeply committed to anti-racism, equity, diversity, and inclusion. Families who embrace those principles, and who see education as preparation for a meaningful, purposeful life, beyond the name of a university, will find a strong sense of belonging and shared purpose at UTS."
"Our multicultural family oriented environment is appealing to most families"
"Families are drawn to UTS for our reputation for academic excellence, backed by a school-wide commitment to equity, diversity, and inclusion. Our school attracts engaged, curious students with ambition and ideas who aspire to have an impact on society. Families select UTS because they feel our school offers the best education and greatest opportunities within a supportive environment for their high-achieving students. The enriched and accelerated curriculum and wide array of co-curriculars allow students to deeply explore their academic and intellectual interests in the company of like-minded peers. The school’s unique affiliation with the University of Toronto and location on the St. George Campus provide students with unparalleled access to world-class resources. A robust bursary program, extensive guidance and counselling services, and emphasis on innovation, experiential learning, and global citizenship also appeal to families."
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"UTS is widely known as a school for motivated students who love to learn. In the public eye, we’re recognized for our academic rigour, accelerated curriculum, and strong outcomes: our graduates regularly attend top universities, including Ivy League schools, and our alumni include Rhodes Scholars, Nobel Laureates, Olympians and even a Marvel superhero. We’re also seen as a STEM-focused school, with a reputation for excellence in math, science, and innovation.
While that image captures part of who we are, it’s only the tip of the iceberg. Behind the reputation is a diverse, inclusive community of deep thinkers, creative problem-solvers, and students who are as committed to making a difference as they are to excelling academically. Families may come for the challenge, but they stay for the purpose, connection, and growth."
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"While UTS is best known for academic excellence, especially in math, science, and research, what’s often underappreciated is the remarkable strength of our arts and athletics programs. Families may expect a deeply intellectual environment, but they’re often surprised by the level of creativity, performance, and physical skill that thrives here.
From showstopping theatre productions and award-winning music ensembles to passionate visual arts showcases and high-performing athletic teams, our students pursue excellence in all facets of learning. These programs, both classroom-based and co-curricular, are vital parts of the UTS experience, helping students build confidence, collaboration, and joy. Academic challenge is often what draws families in, and they find the creative expression of our Expressive Arts program and phenomenal Athletics program brings our school community to life."
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"Families might be surprised by our extensive commitment to experiential learning – outdoor education and school trips are vital to the UTS program and provide many unforgettable memories for students. The UTS Lang Innovation Lab exemplifies this dedication, providing students with space to innovate and bring their ideas to life. UTS is also highly committed to furthering research in education, thanks to our affiliation with the University of Toronto and our research institute, the Eureka! Institute at UTS. Families may not initially realize the breadth of co-curricular opportunities we offer, from robotics and artificial intelligence to performing arts and athletics and the strong emphasis on student wellness and mental health. Lastly, our school-wide commitment to Reconciliation and sustainability efforts reflect our proactive approach to contemporary global challenges, preparing students to become informed, responsible global citizens."
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"Recent changes at UTS reflect our deep commitment to academic excellence, student well-being, and community connection.
Our renewed facility—a six-storey, 120,000 sq. ft. space—supports collaborative, future-focused learning.
In 2024, we launched a new strategic plan to guide our vision and strengthen purpose across all programs.
And we’ve expanded our student support network to include over a dozen guidance counsellors, social workers, student success teachers, and a dedicated university counsellor, ensuring students are supported at every stage.
To foster strong relationships and age-appropriate guidance, we’ve also introduced dedicated Heads of Middle and Senior School. These leaders support social-emotional growth, academic engagement, and a deeper sense of belonging as students navigate key transitions.
Each change is designed to ensure every student has what they need to thrive intellectually, emotionally, and in a strong, vibrant community."
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"In the next five years, UTS will continue to lead by embracing change with thoughtfulness and purpose. As part of our commitment to preparing students for an evolving world, we are prioritizing the ethical and critical use of emerging technologies. This includes the appointment of a Director of AI Integration to help embed responsible, research-based approaches into our teaching and learning.
We will expand student research opportunities and further develop curriculum that equips learners to engage with AI and other transformative tools not just as users, but as thoughtful, ethical contributors and leaders. These efforts reflect our mission to ignite the brightest minds to make a difference in the world. By anchoring innovation in inquiry, reflection, and equity, UTS will continue to offer a future-focused education that empowers students to navigate complexity with curiosity and purpose."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
Imagine a school where students not only act on stage but write and direct the play, where learning an instrument for the first time sparks a desire to compose and conduct, and where a commitment to environmentalism leads to a student-designed research project that is presented at an international symposium.
This is UTS, a place where the curiosity, passion and imagination of our students are transformed into higher levels of learning through the skill and dedication of our outstanding faculty.
We are a diverse, vibrant and dynamic academic community that has been nurturing young minds since 1910. Our commitment to antiracism, equity, diversity and inclusion is authentic and strong, leading to brave conversations within a culture of compassion and care that helps students grow into young leaders, ready to tackle the challenges of a rapidly changing world. Most importantly, we are a community where students and their families come together to learn, laugh and forge friendships that will last a lifetime.
I invite you to explore our website where you will find information about our challenging academic programs, exciting opportunities outside the classroom, our important research initiatives, international partnerships and our incredible community. We are a school like no other – a school where curious, innovative and high-potential students find a place to call home.
I am thrilled to serve as the 15th principal of UTS, and look forward to connecting with UTS families past, present and future!
Dr. Leanne Foster earned a Bachelor of Arts at the University of Toronto where she pursued her love of English Literature and History. She completed her Bachelor of Education and Masters of Education at the Ontario Institute for Studies in Education (OISE/UT). Dr. Foster earned her Ph.D. in Educational Administration from the University of Toronto in 2009. Her doctoral work and research focused on school improvement and educational change management.
A dedicated and experienced educator, Dr. Foster’s career in teaching has taken her from kindergarten classrooms to university lecture halls. Throughout her career, she has demonstrated a commitment to education and academic excellence.
Liberal Arts
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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.
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High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
UTS offers an enriched and accelerated curriculum designed to challenge high-achieving students and support them in becoming thoughtful, engaged citizens. Students take 10 courses per year (beyond the standard 8) allowing for greater breadth and depth across disciplines. Our program includes a wide range of AP and university-preparatory courses in the sciences, humanities, arts, and mathematics, alongside distinctive offerings in languages, social justice, and interdisciplinary studies. Learning is inquiry-driven and designed to promote critical thinking, creativity, and ethical leadership. While our academic standards are rigorous, our approach is holistic: students are supported by a robust network of counsellors, student success staff, and educators who nurture both intellectual and personal growth. The UTS experience includes over 100 co-curriculars, outdoor education, and research opportunities that connect classroom learning to real-world contexts. Grounded in our mission to ignite the brightest minds to make a difference, the curriculum reflects our core values: curiosity, purpose, and a commitment to anti-racism, equity, diversity, and inclusion.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
UTS mathematics education is accelerated and conceptually rigorous. Students are introduced to algebra, geometry, and data analysis earlier than typical grade-level standards. From Grade 7 onward, students are encouraged to explore mathematical reasoning through problem-solving, abstraction, and inquiry-based learning. Senior students have access to university-preparatory and AP courses as well as enriched mathematics electives, supporting competition-level thinking and applied understanding.
No textbooks used for math courses.
Calculators and computers are permitted in all math classes.
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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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Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
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.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
Science instruction begins with an integrated approach in the younger grades, combining physics, biology, and chemistry to build foundational inquiry skills. Emphasis is placed on hands-on experimentation, observation, and critical thinking. As students progress, the sciences are taught as discrete subjects with increasing complexity. Senior students can pursue AP Biology, Chemistry, and Physics courses, alongside research-focused electives, fostering both scientific literacy and advanced investigation skills.
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
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.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
From Grades 7 to 12, English focuses on analytical reading, thoughtful writing, and critical discourse. Students read widely across genres and cultures, with a deliberate emphasis on global and contemporary voices. Literature study is paired with skill-building in persuasive, narrative, and expository writing. Senior students engage in intensive literary analysis and research, preparing them for university-level English and humanities programs.
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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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
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 goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
Social responsibility and global citizenship are the core subject matter of UTS’ offerings in Canadian and World Studies which seek to build, by reflecting upon the past, understanding the present, and planning for the future, competencies in the skills, knowledge, and attitudes we require to make effective decisions fully aware of their implications for ourselves and the wider communities of which we are a part. In the early years, students explore geography and history through case studies and inquiry-based projects. At the senior level, Canadian and World Studies offers a number of courses in specialized disciplines, including Civics, Law, Politics, Economics and Philosophy. This specialization exposes students to the study of various social science and humanities disciplines which they may choose to pursue in further depth at the university level.
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.
Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
The goal of the French program is to give students the opportunity to become functionally bilingual, to achieve a high degree of proficiency. Learning cooperatively is an essential part of this program. The German and Spanish programs provide students with opportunities to develop thinking, analytical and communication skills in everyday and literary usage of these languages. Students will acquire a high degree of language proficiency. In addition to classroom, computer lab and library research activities, additional language immersion experiences are offered. The Latin program offers students the opportunity to study the foundation language and culture of the Romans, Extensive work in etymology and linguistic comparison direct the students to make connections between Latin and English and other modern languages.
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
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
Expressive Arts at the University of Toronto Schools includes Drama, Interdisciplinary Studies (Art and Design), Music and Visual Arts. Students develop creative and critical thinking skills and apply the creative process through these subject areas while building on vital forms of communication. The arts are integrated throughout the UTS experience, with required courses in music and visual arts in early grades and expansive electives in later years. Students can participate in band, strings, and choir, or explore media arts, drama, and studio practice. Emphasis is placed on creativity, critique, and interdisciplinary expression, with many students earning external recognition in the arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
Computers and technology at UTS are approached with both purpose and foresight. While formal computer science courses begin in high school, digital tools and platforms are integrated throughout the curriculum to support learning from earlier grades. Students build essential digital literacy, problem-solving, and critical thinking skills across subjects. In senior grades, learners explore computer science, software development, and the ethical use of technology through enriched, future-focused offerings. With a commitment to responsible AI use, research, and interdisciplinary application, our program equips students to become thoughtful digital citizens and leaders in a rapidly changing world.
Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
Health and Physical Education at UTS supports students' physical well-being, social-emotional development, and lifelong healthy habits. In the earlier grades, students participate in a wide range of movement-based activities that build physical literacy, teamwork, and confidence. Health education topics are integrated and age-appropriate, addressing mental wellness, identity, relationships, and decision-making. The curriculum emphasizes inclusivity, resilience, and the connection between physical and emotional health. Co-curricular athletics and outdoor education further extend these learning goals. UTS’s approach reflects a holistic commitment to student development, balancing academic challenge with well-being, movement, and character-building experiences that carry beyond the classroom.
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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).
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
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”.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
UTS fosters a vibrant academic culture rooted in curiosity, challenge, and purpose. Most students are high-achieving and many are identified as gifted, but success here is not just about grades. It’s about depth of thinking, meaningful inquiry, and personal growth. Students are expected to take ownership of their learning, contribute thoughtfully, and support one another in a collaborative environment. The pace is fast, and expectations are high, but so is the support, from peers, faculty, and student success teams. UTS students frequently earn national and international recognition in academics, research, and innovation. More importantly, they value learning for its own sake, and are encouraged to explore, question, and lead with both confidence and integrity.
"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."
Vision Statement UTS is a transformative learning community focused on intellectual growth and individual development. We build on a tradition of academic distinction and leadership to develop socially responsible, global citizens.
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 | |
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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
Information not available
UTS employs a comprehensive, student-centered support model. Students are supported by a dedicated team including a Dean of Students with a team of guidance counsellors, social workers, student success teachers, a school nurse, and a university counsellor. UTS also has a designated Learning Strategies teacher who works closely with students to develop individualized learning plans. Students with identified learning differences are provided accommodations based on psycho-educational assessments or medical documentation, and supports may include assistive technology, flexible assessment timelines, or skill-building strategies. All accommodations are grounded in evidence and aligned with the Ontario Human Rights Code. UTS is committed to fostering a learning environment where all students, regardless of learning profile, are empowered to thrive academically, socially, and emotionally.
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 - 11
7 - 12
1%
20%
$0
$17,250
100%
20%
5, 6, 7, 8, 9, 10, 11, 12
7, 9, 10, 11
Rolling
Dec 01, 2025
Not available
Not available
Yes: grades 5 - 12
Yes: grades 7 - 11
No
No
No
No
No
No
No
Yes: grades 7 - 11
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
We admit students on the basis of academic and overall performance. Our students are intellectually curious, eager to take initiative, and supportive of one another, with strong character skills and self-awareness.
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
Eligibility requirements
The applicant’s citizenship must be one of:
AND the applicant is:
Stage 1 components
Stage 2 components (for selected applicants only)
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