One-to-one comparison


  • QUICK SUMMARY

     

    Halton Waldorf School

    HALTON WALDORF SCHOOL

    University of Toronto Schools

    UNIVERSITY OF TORONTO SCHOOLS

    Basics

    Basics


     

    Founded

     

    1984

     

    1910


     

    Enrolment

     

    200

     

    660


     

    Grades

     

    Nursery/Toddler to 12

     

    7 to 12


     

    Gender

     

    Coed

     

    Coed


     

    Living arrangements

     

    Day

     

    Day


     

    Language of instruction

     

    English

     

    English


     

    Faith Based

     

     


     

    School focus

     

    Academic

     

    Academic


     

    Developmental Priorities

     
    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."

    Academics

    Academics


     

    Curriculum

     

    Waldorf

     

    Liberal Arts


     

    Curriculum pace

     
    Standard-enriched
    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.
     
    Accelerated
    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).

     

    Academic culture

     
    Supportive
    A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
     
    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”.

     

    Avg. Class Size

     

    16 to 20

     

    20 to 22


     

    Special needs support

     

     

    Learning, Developmental, Behavioral


     

    Gifted learner support

     

     

    Dedicated gifted school


     

    Preschool/K curriculum

     
    Waldorf
    Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
     

    Tuition

    Tuition


     

    Day Tuition

     

    $12,000 to $14,620

     

    $29,300


     

    Boarding Tuition

     

     


     

    Financial aid (FA)

     

    Yes

     

    Yes


     

    Students on FA

     

    0%

     

    20%


     

    Eligible grades for FA

     

    K to 12

     

    7 to 12


     

    Median FA package size

     

    $0

     

    $12,250

    Enrollment

    Enrollment


     

    Avg. enrollment per grade

     

    12

     

    110


     

    Percent in boarding

     

    0%

     

    0%

    Admissions

    Admissions


     

    Admissions rate

     

    90%

     

    20%


     

    Day entry years

     

    Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

     

    7, 8, 9, 10, 11, 12


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Dec 03, 2019


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades Preschool - 8

     

    Yes: grades 7 - 11


     

    SSAT required

     

    No

     

    Yes: grades 7 - 11

  • SCHOOL REVIEWS

     

    Halton Waldorf School

    HALTON WALDORF SCHOOL

    University of Toronto Schools

    UNIVERSITY OF TORONTO SCHOOLS

    The Our Kids Review

    The Our Kids Review

    HALTON WALDORF SCHOOL

    information not available

    UNIVERSITY OF TORONTO SCHOOLS

    information not available

    User reviews

    User reviews

    HALTON WALDORF SCHOOL

    information not available

    UNIVERSITY OF TORONTO SCHOOLS

    information not available

    Our Take

    Our Take

    HALTON WALDORF SCHOOL

    Any school is more than the buildings or the setting, though perhaps especially with Waldorf programs, setting is an important piece. Halton’s program is established and proven, having been founded in 1984, and the facilities are notable as well, providing, in many ways, the ideal environment for the Waldorf approach. The buildings aren’t small, though they really confer a nice sense of place, some that is beautifully extended by the school’s proximity to green space. Waldorf intends to set students apart a bit from the bustle of daily live, and all the distractions that might be found there, and refocus students’ attention, and awaken a perception and appreciation of children’s talents and their place in the world. You’d be hard pressed to find a learning environment that better expresses and supports those goals. It’s idyllic, and matches the strength of the academic program and the experience of the staff.

    UNIVERSITY OF TORONTO SCHOOLS

    UTS 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. 

  • SCHOOL DESCRIPTION

     

    Halton Waldorf School

    HALTON WALDORF SCHOOL

    University of Toronto Schools

    UNIVERSITY OF TORONTO SCHOOLS

    Highlights

    Highlights

    HALTON WALDORF SCHOOL

    information not available

    UNIVERSITY OF TORONTO SCHOOLS

    • UTS is the only independent school located downtown and affiliated with a university (U of T)
    • Rigorous and enriched curriculum which provides additional depth and breadth of learning
    • Needs-based financial assistance of $1.4 M (5%-100% of tuition) provided to 20% of students
    • Three arts starting in Grade 7, Latin starting in Grade 8; Physical Education from Grades 7 to 11
    • Interdisciplinary Themes in Grade 7 and 8, which address significant global challenges
    • Access to University of Toronto libraries, athletic facilities, and learning partnerships
    • Guidance courses in Grade 11 & 12 to support students for university admissions and life beyond UTS
    • The option to complete an AP Capstone Diploma in addition to the UTS Diploma and OSSD
    • Extensive co-curricular activities, athletic programs, and experiential education program
    • Opportunities for students to audit and take courses, as well as conduct research at the U of T

    Description

    Description

    HALTON WALDORF SCHOOL

    Halton Waldorf School, nestled in northeast Burlington, is an independent school with programs from early childhood through high school. We offer a developmentally appropriate, experiential, and academically rigorous approach to education. The arts are integrated in all academic disciplines to enhance and enrich learning. Our curriculum respects the pace of child development and inspires life-long learning. Halton Waldorf School is celebrating 35 years; educating the head, heart and hands since 1984.

    UNIVERSITY OF TORONTO SCHOOLS

    Founded in 1910, University of Toronto Schools is proudly affiliated with U of T and offers a transformative education to high-achieving students in Grades 7 to 12. UTS graduates take initiative and innovate as socially-responsible global citizens. Through a financially-accessible merit-based admissions process, UTS proactively identifies and works with underrepresented schools and neighbourhoods. It continues to be a destination school, drawing students from different socio-economic backgrounds and cultures.

  • PRINCIPAL'S MESSAGE

     

    Halton Waldorf School

    HALTON WALDORF SCHOOL

    University of Toronto Schools

    UNIVERSITY OF TORONTO SCHOOLS

    Message

    My involvement with Halton Waldorf School began more than 30 years ago when my daughter was part of the grade one class. I was a teacher at the school for 25 years before taking on the role of Faculty Chair. In each of these roles, I have seen firsthand how the curriculum supports healthy and well-rounded childhood development that helps students to flourish and find fulfilment in life.

    Our faculty recognize that true knowledge is best attained through experiences that engage children physically, intellectually and emotionally. With a passionate commitment and a multi-disciplinary approach, we identify each child’s learning profile and support the building of their full potential.

    As members of a global community of Waldorf schools, we educate children within the context of their evolving awareness of the world. We foster intellectual flexibility, moral discernment, integrity and a love of learning that profoundly shapes their individual capacities.  

     

     

    I get a feeling of pure joy sitting in my office, listening to the sounds of the school reverberating around me. Whether it’s the locker doors slamming shut, the melodic sounds of musical instruments tuning up and getting in sync, or a Student Services lunchtime feast in the foyer. These are but a few of the reminders of our school’s vitality and inclusive harmony.

    UTS is an empowering, transformative institution; built by the people who comprise our community. Students converge at UTS from all over the GTA. They are critical thinkers who are curious, creative, and collaborative. Their synergetic support of one another produces remarkable results. Our brilliant educators care deeply about their students as individuals, preparing them for a future as global citizens. 

    The UTS community also includes parents and guardians who are active and devoted to education, as the UTS Parents Association contributes immeasurably to school life. Our alumni and the UTS Alumni Association give back in countless ways, including mentorship, support, and advocacy for the school. I am frequently reminded of how UTS was pivotal to their growth and development, and am enamoured that their UTS friendships endure far beyond graduation.

    Our illustrious history – and, through the renewed Affiliation Agreement, our present and future – is closely connected with the University of Toronto. We are grateful that our various partnerships with U of T professors, departments, and facilities enrich the UTS curricula. We remain steadfast in our commitment to continually expand and prosper.

    Community and commitment, caring and learning: UTS is music to my ears!

    If you would like to learn more about UTS, and discover if it is the right fit for your child, we are waiting to hear from you.

    Email me at [email protected], or call me directly at 416 946-7396.

    Follow Rosemary on Twitter @Rosemary_Evans

    Rosemary Evans
    PRINCIPAL

  • ACADEMICS

    • OVERALL CURRICULUM

       

      Halton Waldorf School

      HALTON WALDORF SCHOOL

      University of Toronto Schools

      UNIVERSITY OF TORONTO SCHOOLS


      Primary Curriculum

      Primary Curriculum

      HALTON WALDORF SCHOOL

      Waldorf


      Secondary Curriculum

      Secondary Curriculum

      HALTON WALDORF SCHOOL

      Information not available

      UNIVERSITY OF TORONTO SCHOOLS

      Information not available


      Our Take: primary curriculum type

      Our Take: primary curriculum type

      HALTON WALDORF SCHOOL

      Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.

      UNIVERSITY OF TORONTO SCHOOLS

      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.


      Our Take: secondary curriculum type

      Our Take: secondary curriculum type

      HALTON WALDORF SCHOOL

      Not applicable


      What the school says about their curriculum

      What the school says about their curriculum

      HALTON WALDORF SCHOOL

      How will your child benefit from a Waldorf education? Our students are not rushed through childhood by academic expectations that exceed their developmental stages. Instead, our teachers cultivate a life-long love of learning with an academic curriculum that is developmentally-appropriate and includes engaging, hands-on activities. Our children learn by doing, figuring out problems and finding opportunities while building respectful relationships in an environment that highly values individuality. What does this look like in a classroom? Our students are engaged both physically and cognitively with projects that strengthen the logical and creative sides of the brain. They do not sit still for long stretches of time or use screen technology that limits creativity and learning capacity by doing the work for them. Our students also spend a lot of time outdoors for projects, recess breaks, and on field trips. Our property includes over five acres of forest and provides unique opportunities to engage children in hands-on learning.

      UNIVERSITY OF TORONTO SCHOOLS

      UTS provides an environment for high-achieving students to realize their potential through its enriched curriculum (including AP courses) and wide range of co-curricular opportunities. UTS graduates take initiative and innovate as socially-responsible global citizens.

    • COURSE PEDAGOGIES

      • Mathematics

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Equal Balance


        Our take: math approach type

        Our take: math approach type

        HALTON WALDORF SCHOOL

        These math programs feature an equal balance of “Traditional” and “Discovery” methods.

        UNIVERSITY OF TORONTO SCHOOLS

        These math programs feature an equal balance of “Traditional” and “Discovery” methods.


        What the school says about their math program

        What the school says about their math program

        HALTON WALDORF SCHOOL

        As a core main lesson subject, the key concepts of mathematics are taught by the class teachers. To broaden children's knowledge, the main lesson concepts are repeated in different ways by subject teachers during their lessons in art, woodworking, handwork, French and German. In the early grades, students experience an inherent understanding of numbers, both qualitative and quantitative. The four mathematical operations are worked on with rigorous practice and through imaginative stories, drawing pictures, movement and song. This knowledge is deepened in the higher grades with increasing complexity, timetabled skills classes and regular assessment supporting ongoing skill development and preparedness for grade nine mathematics in public school.

        UNIVERSITY OF TORONTO SCHOOLS

        Through study of mathematics at UTS, students will develop the mathematical concepts and skills required of knowledgeable citizens and become prepared for successful studies in university. There is a dual emphasis on application of mathematics to real world applications such as personal finance, statistics and computer science and recognition of the beauty of pattern, shape and design inherent in pure mathematics. In addition to developing computational skills, students will develop their critical thinking abilities and reasoning techniques through study of problem-solving involving numerical analysis, algebra and geometry. For those students showing a keen interest and/or extraordinary mathematical ability, the department sponsors a student-run mathematics club, and encourages participation in local, provincial, national and international mathematical contests. Please see page 50 of our Course calendar on our website for course details: https://www.utschools.ca/Uploads/public/CourseCalendar/Course-Calendar.pdf


        Textbooks and supplementary materials

        Textbooks and supplementary materials

        HALTON WALDORF SCHOOL

        Information not available

        UNIVERSITY OF TORONTO SCHOOLS

        No textbooks used for math courses.


        Calculator policy

        Calculator policy

        HALTON WALDORF SCHOOL

        Our classrooms do not use screen technology because we believe it compromises a child's potential to learn for themselves and develop problem-solving skills.

      • Early Reading

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Balanced Literacy


        Our take: early reading approach type

        Our take: early reading approach type

        HALTON WALDORF SCHOOL

        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.


        What the school says about their early reading program

        What the school says about their early reading program

        HALTON WALDORF SCHOOL

        Our curriculum is based on a fundamental belief that childhood should not be rushed and therefore we do expect children to read before they are developmentally ready. Our early childhood programs emphasize learning through play and provide a nurturing environment rich with stories, plays, songs and poetry to foster a love of language and the power of stories. Hearing advanced and complex language from teachers helps young children have an understanding of phonetics, rhythm, plot, setting, and story structure. These are all key to story comprehension so that children deeply understand language and love to read rather than memorizing patterns of letters. Grade one students work on clear speech with daily recitations of poems, tongue twisters and songs. Every day includes written and oral reviews of the previous day’s lessons. Some children will learn to read in grade one but for others this may happen in grades two or three.

        UNIVERSITY OF TORONTO SCHOOLS

        Information not available

      • Writing

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Equal balance


        Our take: writing approach type

        Our take: writing approach type

        HALTON WALDORF SCHOOL

        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.


        What the school says about their writing program

        What the school says about their writing program

        HALTON WALDORF SCHOOL

        The Waldorf curriculum places a strong emphasis on hand-writing skills particularly on cursive writing which begins in grade three. Students fill their lesson books with handwriting and illustrations regarding their new knowledge about the focus subjects such as ancient cultures, botany, physiology or physics. This requires a deep understanding of each topic in order to summarize and illustrate what was learned. In grade one students are introduced to letters, and learn the vowels and consonants, often through story images. They also learn phonics and the writing of short sentences. In grade two, students compose abbreviated stories from folktales, begin learning grammar and punctuation, short and long vowel sounds, vowel and consonant blends, and word families.

        UNIVERSITY OF TORONTO SCHOOLS

        Information not available

      • Science

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Inquiry


        Our take: science approach type

        Our take: science approach type

        HALTON WALDORF SCHOOL

        Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.

        UNIVERSITY OF TORONTO SCHOOLS

        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.


        What the school says about their science program

        What the school says about their science program

        HALTON WALDORF SCHOOL

        Waldorf emphasizes sense-based science. Awareness of the world depends on our capacity to sense and pay attention to the phenomena surrounding us. It also depends on the student being able to organize the world into an understandable experience. In grades one to five students develop an awareness of their environment and their relationship to it through the study of zoology, botany, gardening and farming. This is facilitated through hands-on activities and experiences and these important sensory experiences develop capacities for later observations and the development of scientific concepts. In later grades, the development of concepts calls for flexibility as well as rigour of thought at a time when students are trying to consciously make sense of their world. Building the foundation for these capacities is the goal of the sciences taught in grades six, seven and eight including physics, chemistry, geology, astronomy and meterology.

        UNIVERSITY OF TORONTO SCHOOLS

        Studies in General Science, Biology, Chemistry, and Physics are offered at the academic and university preparation levels in order to prepare students for University. The aim of these courses is to involve students in the process and philosophy of science while learning the factual knowledge relevant to the courses. Courses will include laboratory investigations, discussions, seminars, and research projects. In the senior grades it may be possible for students to undertake more extensive investigations. Please see page 54 of our Course calendar on our website for details: https://www.utschools.ca/Uploads/public/CourseCalendar/Course-Calendar.pdf


        Topics covered in science curriculum

        Topics covered in science curriculum

        HALTON WALDORF SCHOOL

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught

        UNIVERSITY OF TORONTO SCHOOLS

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught


        Treatment of evolution (value)

        Treatment of evolution (value)

        HALTON WALDORF SCHOOL

        Zoology

      • Literature

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Equal Balance


        Our take: literature approach type

        Our take: literature approach type

        HALTON WALDORF SCHOOL

        These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

        UNIVERSITY OF TORONTO SCHOOLS

        These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.


        What the school says about their literature program

        What the school says about their literature program

        HALTON WALDORF SCHOOL

        Literature programs are rooted in the humanities and through experiential learning in multiple subject lessons. Our comprehensive approach discusses fundamental concepts, universal and cultural themes to encourage intellectual flexibility, creative thinking, independent judgement, and moral discernment. The cultural context of stories is further explored with practical work, field trips and theatrical productions. The chosen literature for each grade reflects the childrens' developmental stages and offers lessons to be learned that are directly related to their own evolving awareness of the world and their place within it.

        UNIVERSITY OF TORONTO SCHOOLS

        In our study of literature and language at UTS, the principal objective is the development of an inquiring and perceptive mind. Clarity, depth, and creativity in oral and written expression are valued. Through reading, speaking, listening, writing, and the exploration of various media, students will be encouraged to reflect upon the nature of the human experience. Please see page 27 of our Course calendar on our website for details: https://www.utschools.ca/Uploads/public/CourseCalendar/Course-Calendar.pdf


        Domains covered by the literature program

        Topics covered in literature curriculum

        HALTON WALDORF SCHOOL

        Ancient lit
        English lit
        World (non-Western) lit
        European (continental) lit
        American lit
        Canadian lit

        UNIVERSITY OF TORONTO SCHOOLS

        Ancient lit
        English lit
        World (non-Western) lit
        European (continental) lit
        American lit
        Canadian lit

      • Social Studies

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Core Knowledge


        Our take: social studies approach type

        Our take: social studies approach type

        HALTON WALDORF SCHOOL

        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).


        What the school says about their social studies program

        What the school says about their social studies program

        HALTON WALDORF SCHOOL

        Our social studies are a balance of the Core Knowledge and the Expanding Communities approaches. In geography, we foster an understanding of the students' own surroundings and an awareness of different cultures and human conditions throughout the world. We give the picture of earth and civilization as being inseparable and sharing a need for sustainability. The school's diversity offers an opportunity for abundant first-hand knowledge of many cultures. The teaching of history lives strongly in story-telling, bringing vivid images and using biographies to illustrate specific eras and the role played by individuals in the context of geography, technological, economical and cultural developments. Students also experience historical eras through music, art, poetry and field trips.

        UNIVERSITY OF TORONTO SCHOOLS

        Information not available

      • Humanities and Social Sciences

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Equal Balance


        Our take: humanities and social sciences approach type

        Our take: humanities and social sciences approach type

        HALTON WALDORF SCHOOL

        These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

        UNIVERSITY OF TORONTO SCHOOLS

        These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.


        What the school says about their humanities and social sciences

        What the school says about their humanities and social sciences

        HALTON WALDORF SCHOOL

        As students move into and adjust to early adolescence in grades seven and eight, teachers nurture their growing capacity for independent critical thought and encourage them to creatively express themselves. They are given biographies of striving individuals who made an impression on the world and took responsibility for their actions. The elements of reasoning and self-reflection are steadily emerging at this age and the curriculum supports this development. The history curriculum covers the Middle Ages, Renaissance, the Age of Discovery, and from the 17th century to modern times focusing on the profound social consequences of the revolutions of several eras. Studying world geography brings together physical, cultural, spiritual, and political conditions to create a vivid picture of the earth as a totality. Our membership in the global community of Waldorf schools supports this perspective.

        UNIVERSITY OF TORONTO SCHOOLS

        The school’s Vision and Mission calls upon students to become socially responsible global citizens. 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. 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. Please see page 21 of our Course calendar on our website for details: https://www.utschools.ca/Uploads/public/CourseCalendar/Course-Calendar.pdf

      • Foreign Languages

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Equal Balance


        Our take: foreign language approach type

        Our take: foreign language approach type

        HALTON WALDORF SCHOOL

        These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

        UNIVERSITY OF TORONTO SCHOOLS

        The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.


        What the school says about their foreign language programs

        What the school says about their foreign language programs

        HALTON WALDORF SCHOOL

        Students experience a different view of the world and humanity through learning other languages. Differences are expressed in tenses, tonal elements, sounds of vowels and consonants, rhythm, vocabulary and sentence structure. Learning another language contributes to a more complete experience of civilization and the world. It complements individual development by practicing perseverance and strengthening the capacity of observation, flexibility in thinking, and interest in other cultures. German is studied from grades one to five. French begins in grade one and because public school students take French in grade nine, there is a stronger emphasis on French in grades seven and eight. Foreign language teachers work with class teachers to address pedagogical questions and to coordinate with the main lesson work.

        UNIVERSITY OF TORONTO SCHOOLS

        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. See page 42 of our Course calendar: https://www.utschools.ca/Uploads/public/CourseCalendar/Course-Calendar.pdf


        Language instruction offered in:

        Topics covered in science curriculum

        HALTON WALDORF SCHOOL

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese

        UNIVERSITY OF TORONTO SCHOOLS

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese


        Learning a foreign language is required until

        Treatment of evolution (value)

        HALTON WALDORF SCHOOL

        Information not available

        UNIVERSITY OF TORONTO SCHOOLS

        Information not available

      • Fine Arts

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Equal Balance


        Our take: fine arts approach type

        Our take: fine arts approach type

        HALTON WALDORF SCHOOL

        These programs have an equal emphasis on receptive and creative learning.

        UNIVERSITY OF TORONTO SCHOOLS

        These programs have an equal emphasis on receptive and creative learning.


        What the school says about their fine arts program

        What the school says about their fine arts program

        HALTON WALDORF SCHOOL

        The aim of the visual arts program is to support the students’ physical and emotional development and to enrich their academic work through painting, drawing and modelling. Grades 1 to 5 have art lessons once a week reflecting the subject of the main lesson. Artistic work permeates all facets of the main lesson and many subject lessons. As students progress through grades 6 to 8 all artistic work becomes more refined and detailed reflecting the development of the students and the curriculum. By the end of their grade 8 year students have the opportunity to work with a variety of artistic material and gain a comfort level in the artistic realm.

        UNIVERSITY OF TORONTO SCHOOLS

        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 development of dramatic, musical, interdisciplinary and visual literacy enables students to foster awareness and appreciation in the arts in their own and other cultures. In producing their own creative works, they communicate their insights while developing artistic skills and aesthetic judgment. Please see page 32 of our Course calendar on our website for details: https://www.utschools.ca/Uploads/public/CourseCalendar/Course-Calendar.pdf


        Courses offered in:

        Topics covered in science curriculum

        HALTON WALDORF SCHOOL

        Acting
        Dance
        Drama/Theatre
        Graphic Design
        Music
        Visual Arts

        UNIVERSITY OF TORONTO SCHOOLS

        Acting
        Dance
        Drama/Theatre
        Graphic Design
        Music
        Visual Arts

      • Computers and Technolgy

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        Approach

        Approach

        HALTON WALDORF SCHOOL

        Light integration


        Our take: computers and technology approach type

        Our take: computers and technology approach type

        HALTON WALDORF SCHOOL

        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.

        UNIVERSITY OF TORONTO SCHOOLS

        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.


        What the school says about their computers and technology program

        What the school says about their computers and technology program

        HALTON WALDORF SCHOOL

        For the age of our students, the transfer of knowledge and the development of capacities for learning are closely connected to the teacher, not technology. Working with an oral tradition, personal relationships and human interaction are enhanced and the subject becomes alive for the student through the interest, engagement and knowledge of the teacher. This approach allows for the emotional, intellectual and physical engagement of the student and the strengthening of their perseverance and will. For their ages, a computer is considered impersonal compared to the connection they feel to the material when it is experienced in music, poetry, science experiments, story-telling and creating their own main lesson books by hand. Students in the upper grades are given the opportunity to use the internet and other resources for research projects. Other media are occasionally used to provide a visual impression or illustration related to a main lesson.

        UNIVERSITY OF TORONTO SCHOOLS

        Computer science courses at UTS provide a detailed look at the principles of computing with an eye toward possible careers in scientific or computer related fields. Throughout each course a conscious effort is made to focus on concepts and principles that will be of lasting value in the face of changes and improvements in technology. Additional enrichment opportunities in Computer Science at UTS are available through student run clubs when there is sufficient interest and computing contests when it is feasible to offer them. Please see page 53 of our Course calendar on our website for details: https://www.utschools.ca/Uploads/public/CourseCalendar/Course-Calendar.pdf


        Courses offered in:

        Topics covered in science curriculum

        HALTON WALDORF SCHOOL

        Web design
        Robotics
        Computer science

        UNIVERSITY OF TORONTO SCHOOLS

        Web design
        Robotics
        Computer science

      • Physical Education

         

        Halton Waldorf School

        HALTON WALDORF SCHOOL

        University of Toronto Schools

        UNIVERSITY OF TORONTO SCHOOLS


        What the school says about their physical education program

        What the school says about their computers and technology program

        HALTON WALDORF SCHOOL

        Physical movement is closely tied to neurological development and forms a fundamental component of a Waldorf curriculum. In the early grades, stepping, rhythm, clapping and recitation are part of the daily routine during main and subject lessons. Movement classes include activities and games to strengthen individual balance, spatial awareness, gross motor muscles and fine motor movements. In the upper grades, students take part in skiing and snowboarding at a local ski hill and use a rented gym where team sports are taught. Grade 5 participates in the Greek Olympics in New York State and grade 8 students have swimming and springboard diving lessons. In grade 7 and 8 an annual basketball tournament is held in Toronto with neighbouring Waldorf Schools. Starting as early as preschool, our students spend abundant time outside in our natural playground which includes 5 acres of forest with trails.

        UNIVERSITY OF TORONTO SCHOOLS

        The aim of the Health and Physical Education program is to encourage students to enjoy being physically active and to motivate them to be more physically active on a regular basis. The program emphasizes regular participation and involvement in a variety of enjoyable physical activities. The program strives to meet the needs of young people by providing a balanced curriculum of individual and group activities. These activities stress ways to improve physical fitness, competence and awareness in conjunction with relevant health issues and leadership opportunities. Classes will use the school gym, Robert Street playing field, swimming pool and Ridley Fitness Centre. Motor skill development, physical fitness, and living skills are all integral parts of the curriculum. See page 39 of our Course calendar on our website for details: https://www.utschools.ca/Uploads/public/CourseCalendar/Course-Calendar.pdf

    • PRESCHOOL/K CURRICULUM

       

      Halton Waldorf School

      HALTON WALDORF SCHOOL

      University of Toronto Schools

      UNIVERSITY OF TORONTO SCHOOLS


      Approach

      Approach

      HALTON WALDORF SCHOOL

      Waldorf


      Our Take

      Our Take

      HALTON WALDORF SCHOOL

      Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.


      What the school says

      What the school says

      HALTON WALDORF SCHOOL

      Children and parents make an immediate connection to the nurturing environment of our early childhood classrooms. Teachers and assistants enhance the deep sense of wonder, joy and imagination of young children with enriching stories and activities. We support cognitive engagement through play, the true ‘work’ of the child, to create a love of learning, problem-solving skills and creativity. Social skills are developed through group activities, often outdoors in our natural playground and forest trails. Our preschool is licensed by the provincial government and catered lunches are provided to full day kindergarten and preschool students.

      UNIVERSITY OF TORONTO SCHOOLS

      Information not available

    • ACADEMIC CULTURE

       

      Halton Waldorf School

      HALTON WALDORF SCHOOL

      University of Toronto Schools

      UNIVERSITY OF TORONTO SCHOOLS


      Culture

      Culture

      HALTON WALDORF SCHOOL

      Supportive


      Our Take

      Our Take

      HALTON WALDORF SCHOOL

      A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

      UNIVERSITY OF TORONTO SCHOOLS

      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”.


      What the school says

      What the school says

      HALTON WALDORF SCHOOL

      We do not see school culture as needing to be exclusively either rigorous or supportive. Our culture is rigorous but also balanced with respect and support for the three stages of childhood development. This means our academic expectations revolve around the specific needs of each stage and do not require students to be rushed through childhood. Our children are engaged with activities of interest that are relevant to their current development needs. At each stage, our teachers aim to provide balance for the child's gifts and challenges, cultivating an enthusiasm for learning and an age-appropriate interest in the world.

      UNIVERSITY OF TORONTO SCHOOLS

      The University of Toronto Schools is a community of active learners. Most students are best described as high achieving, with many identified as gifted. They truly enjoy both the academic and co-curricular program. UTS students excel in many areas as demonstrated by the variety of prizes and awards won at the National and International level.


      Approach to student honours

      Approach to student honours

      HALTON WALDORF SCHOOL

      "We intentionally avoid all forms of public distinction between students in terms of academic performance."

      UNIVERSITY OF TORONTO SCHOOLS

      "We honour and distinguish our brightest students, using them as examples for other students to follow."

    • DEVELOPMENTAL PRIORITIES

       

      Halton Waldorf School

      HALTON WALDORF SCHOOL

      University of Toronto Schools

      UNIVERSITY OF TORONTO SCHOOLS


      Primary

      Primary

      HALTON WALDORF SCHOOL

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

      UNIVERSITY OF TORONTO SCHOOLS

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."


      Secondary

      Secondary

      HALTON WALDORF SCHOOL

      Not applicable
      Not applicable

      UNIVERSITY OF TORONTO SCHOOLS

      Intellectual
      The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."


      What the school says

      What the school says

      HALTON WALDORF SCHOOL

      The Waldorf curriculum and teaching methods are designed to nurture intellectual flexibility, creative thinking, independent judgement, moral discernment, refined written and oral communication skills, and the ability to collaborate effectively. Children will have the same teacher over several years, sometimes from grade one to grade eight, to allow a deeper support and understanding of each student's needs. It is the goal of a Waldorf teacher to cultivate a sense of wonder and to inspire children to embrace life with enthusiasm, initiative, and purpose.

      UNIVERSITY OF TORONTO SCHOOLS

      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.

  • SPECIAL NEEDS SUPPORT


    FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIES

    A - Forms of Support
    Accommodation:
    Modification:
    Remediation:
    B - Environments
    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:

    Halton Waldorf School

    University of Toronto Schools

    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.
    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.
     

    Halton Waldorf School

    HALTON WALDORF SCHOOL

    University of Toronto Schools

    UNIVERSITY OF TORONTO SCHOOLS


    Additional support

    Additional support

    HALTON WALDORF SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    UNIVERSITY OF TORONTO SCHOOLS

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    INFORMAL SUPPORT FOR MILD DIFFICULTIES

    INFORMAL SUPPORT FOR MILD DIFFICULTIES


     

    Learning Strategy

     

     


     

    Extra Support

     

     


     

    Mild but clinically diagnosed ADHD

     

    Accommodations

     

    Accommodations


    Additional support

    Additional support

    HALTON WALDORF SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    UNIVERSITY OF TORONTO SCHOOLS

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy


    What the school says about their special needs support

    What the school says about their special needs support

    HALTON WALDORF SCHOOL

    Information not available


    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    HALTON WALDORF SCHOOL

    Based on classroom observation, discussions with class teachers and initial assessment activities, our educational support teacher works one-on-one with students several times a week for areas of need or challenge. We also offer therapeutic classes, at extra cost, in art and eurythmy. Through a combination of physical movement and spoken verses, eurythmy focuses on individual needs to support emotional or physical imbalances. Art therapy can address physical, developmental or emotional challenges and may include water colour painting, drawing or sculpting. When a student needs both therapeutic eurythmy and art therapy the therapists communicate on a regular basis.

    UNIVERSITY OF TORONTO SCHOOLS

    UTS employs a full school support model. Students with identified learning differences will receive accommodations, as recommended by a psych-educational assessment. UTS makes very effort to support the needs of every student.

  • EXTRACURRICULARS


    Halton Waldorf School

    University of Toronto Schools

    Competitive

    Comp.

    Recreational

    Rec.

    Competitive

    Comp.

    Recreational

    Rec.

    Badminton

    Baseball

    Basketball

    Canoeing/Kayaking

    Cricket

    Cross-country skiing

    Cycling

    Downhill skiing

    Equestrian

    Fencing

    Field Hockey

    Figure Skating

    Football

    Golf

    Gymnastics

    Ice Hockey

    Ice Skating

    Lacrosse

    Martial Arts

    Mountain biking

    Racquet Ball

    Rowing

    Rugby

    Running

    Sailing

    Skateboarding

    Snowboarding

    Soccer

    Softball

    Squash

    Swimming

    Tennis

    Track & Field

    Volleyball

    Weightlifting

    Wrestling

    Archery

    Curling

     

    Halton Waldorf School

    HALTON WALDORF SCHOOL

    University of Toronto Schools

    UNIVERSITY OF TORONTO SCHOOLS


    Clubs Offered

    Topics covered in science curriculum

    HALTON WALDORF SCHOOL

    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

    UNIVERSITY OF TORONTO SCHOOLS

    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


    What the school says

    What the school says

    HALTON WALDORF SCHOOL

    UNIVERSITY OF TORONTO SCHOOLS

    • Other Clubs and Extracurricular Programming include:Amnesty Club;Best Buddies; Classics Society; Dance Committee; Dramatic Productions, including "The Show" (yearly musical theatre production written, choreographed and created independently by UTS students); Gay-Straight Alliance; Gender Equity Committee; Modern Language Newspaper ("Echo"); Music: Bands, Choirs, Orchestras; Public Speaking; Publicity Club; Reach for the Top Team; South Ontario Model Assembly (SOMA); Stage Crew; The Cuspidor (monthly student newspaper); The Twig (student yearbook); UTS Wellness Committee
  • ADMISSION

    Admissions

    Admissions

     

     

    Admissions rate

     

    90%

     

    20%


     

    Day entry years

     

    Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

     

    7, 8, 9, 10, 11, 12


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Dec 03, 2019


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades Preschool - 8

     

    Yes: grades 7 - 11


     

    SSAT required

     

    No

     

    Yes: grades 7 - 11


     

    SSAT(out of province) required

     

    No

     

    Yes: grades 7 - 11


     

    Entrance exams required

     

    No

     

    Yes: grades 7 - 11


     

    Entrance essay required

     

    No

     

    Yes: grades 7 - 11


     

    Application fee required

     

    Yes

     

    No

    Type of student school is looking for

    Type of student school is looking for

    UNIVERSITY OF TORONTO SCHOOLS

    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.

    What the school says

    What the school says

    HALTON WALDORF SCHOOL

    Refer to our website for application forms.

    UNIVERSITY OF TORONTO SCHOOLS

    Eligibility requirements

    Applicants must:

    • Be legal residents of Canada (citizen or landed immigrant/permanent resident)

    • Live with a parent or legal guardian (documentation required if living with a legal guardian) 

    Items required:

    • Private tour (optional) - virtual tours are now available
    • SSAT scores from the current year
    • Report cards from the previous four years
    • In-school Math and English entrance exam
    • Multiple mini interviews

  • NOTABLE ALUMNI

    UNIVERSITY OF TORONTO SCHOOLS

    Alumnus (year)
    Accomplishment

    Donald Agnew (1915)
    Brigadier-General and Commandant of Royal Military College (RMC)
    Chris Alexander (1986)
    Ambassador to Afghanistan. Federal Minister of Citizenship and Immigration. Officer of the Order of Canada.
    Alexander Charles Baillie (1957)
    CEO of TD Bank Financial Group. 12th Chancellor of Queen's University.
    Ian Brodie (1985)
    Chief of Staff in Stephen Harper's Prime Minister's Office
    Jim Chamberlin (1933)
    Aerodynamicist and key player in the design of the Avro Arrow
    Sujit Choudhry (1988)
    Dean of the UC Berkeley School of Law. Rhodes Scholar.
    John Robert Evans (1947)
    9th President of the University of Toronto. Helped create the MaRS Discovery District in Toronto. Member of the Order of Canada. Rhodes Scholar.
    James Fleck (1949)
    Chairman and CEO of Fleck Manufacturing Inc. Chairman of ATI Technologies Inc. Harvard Business School professor. Noted philanthropist and activist. Officer of the Order of Canada.
    David Frum (1978)
    Journalist, political commentator, and speechwriter for George W. Bush.
    John Tory (1972)
    Mayor of Toronto. Leader of the Progressive Conservative Party of Ontario. Radio talkshow host on CFRB. President and CEO of Rogers Media.
    view all



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