301 Byron Street South, Whitby, Ontario, L1N 4P9, Canada
2832 16th Avenue, Markham, Ontario, L3R 0K8, Canada
301 Byron Street South, Whitby, Ontario, L1N 4P9, Canada
2832 16th Avenue, Markham, Ontario, L3R 0K8, Canada
2005
2017
Varies
Varies
Nursery/Toddler to 8
7 to 12
Coed
Coed
Day
Day
English, French
English
Arts
Academic
Montessori
Progressive
Varies
2 to 10
In-class adaptations
$20,500 to $28,000
No
No
0%
0%
None
None
$0
$0
0
0
0%
0%
100%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
Yes
Yes: grades 7 - 12
No
No
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The most striking thing about Hatch House, at least initially, is that, yup, it’s a castle. It was built in 1874 by industrialist Nelson Gilbert Reynolds after he sold his previous home, Trafalgar Castle (which, in time, also became home to a prominent private school, Trafalgar Castle School). The name, Hatch House, comes from a later owner, industrialist Frederick Hatch who lived there from 1904 to 1969.
The best use for the building, by far, is the one it has now: housing Hatch House Montessori. The building adds a nice spark to the identity of the school, and the interior spaces are charming and include many updates to suit the needs of the academic program—the most recent being “The Hatch,” a discovery room opened just this year. A strong academic program is augmented by an impressive language program that includes French and Spanish instruction. Principal Zsuzsanna Vigh says that “education is a journey, not a race.” She’s right, of course, and that perspective informs all areas of student life.
Upper York School was founded to provide a dedicated environment for preparing students for success at university. There is a full complement of social and academic supports. Small class sizes are a draw, as is the close-knit, student-centered atmosphere. Teaching and learning is delivered through an internationally-minded lens, and students are encouraged to be proactive, to think critically, to problem solve, and to adopt a growth mindset. A robust student life program includes a good range of extra-curricular opportunities, as well as the Duke of Edinburgh award and the Waterloo math competition.
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Hatch House Montessori School is voted Durham Regions's Best Montessori School. We provide exceptional care and education from 9 months to Grade 8. We are proud to be the 1st and only private school offering unique Multi-lingual Programs, Performing Arts, Visual Arts and Martial Arts within our enriched curriculum. Our goal is to inspire children's self-discovery, to empower them to become confident, contributing members of society, to deliver above expectations and to strive to reach beyond the imaginable.
Upper York School (UYS) is a place where curiosity and intellect collide and students delight in academic, creative and social pursuits. UYS was founded in 2016. UYS is located on 16th ave., easily accessible from the 404. UYS offers outstanding academic programs, a rich student life, and programs to engage students in meaningful service as action. Our graduates attend some of the top universities in Canada many with scholarships. Come discover why UYS is the leading choice in North Toronto.
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It is my great privilege to lead the Upper York School through its journey towards becoming a prominent, thriving, independent school in North Toronto.
As a leader in education, I believe that we as a school must recognize the responsibility we hold for ensuring high standards of achievement and success for all students. Students must always come first and this is demonstrated in our actions, behaviours and attitudes. We need to be both proactive and visionary in realizing the impact we have on students’ lives as we provide a safe, inviting, inclusive and innovative environment in our school community.
I assure you: this is a truly remarkable environment. While at Upper York, your child will have the opportunity to gain valuable life skills in a warm caring environment while he/she strives for academic excellence. Our small class sizes provide the opportunity to meet every child’s individual needs while they work towards graduating with an Ontario Secondary School Diploma.
At Upper York, we strive to instill the social emotional values, critical thinking, problem-solving skills, initiative and confidence that will ensure our students' success during their time at our school and beyond. We take great pride in recognizing and celebrating each and every student’s unique academic and social journey. From the moment each student walks into our campus, our dedicated faculty provides individual mentorship and support, inspiring and encouraging them to meet their full potential and develop into independent, lifelong learners.
Progressive
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Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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The HHMS Montessori Elementary curriculum is based on the Montessori philosophy of ‘Cosmic Education.’ Cosmic education is an ingenious method devised by Dr. Montessori to use as the primary means of education in the period 6-9 years; it is a bold, and exciting method of learning about the origin of our universe, life on Earth, the emergence of humans, and the history of math and writing, designed to awaken and spark the imaginations of the elementary students. These insightful lessons become the springboard of all learning explorations of culture, science, mathematics, language and social rules and morals from grades 1 - 8. Our focus on Performing and Visual Arts provides extraordinary opportunities for self-expression of the developing minds. HHMS offers a unique French-English Bilingual Elementary Program, which exploits the extraordinary capabilities and receptiveness of children to master the intricacies of the languages with ease in a fully bilingual environment. Spanish is also incorporated in the language curriculum. HHMS is Durham Region's 1st and only Montessori School offering multi-lingual programs.
Our accredited programs offer small class sizes which provides students with a better opportunity for academic success. We are committed to building positive student-teacher relationships. Our low student-teacher ratio allows teachers to provide more frequent individualized student feedback. Upper York School is a candidate school for the Diploma Programme. Upper York School staff ensure every student understands the course overall expectations, receives support, and guidance to realize their full potential. With individual attention that all students receive, they will be prepared for any challenges ahead. We offer a range of courses and the list continues to expand as our student population grows.
Traditional Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
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.
Children grasp concepts through the manipulation and aid of self-correcting, concrete materials as they move gradually toward increasingly abstract thinking. The Montessori Arithmetic materials engage multiple senses, the lessons are dramatic, and impressionistic to spark the imagination and curiosity of the students.
Mathematics is instructed through experienced-based learning.
We use an online math resource called Math Help Services for grades 9, 10 and 11 math. Grades 12 courses use either Nelson or McGrawHill texts.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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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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Expository
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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Our science classes use technology and experiential-learning to discover and gain knowledge.
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Evolution as one of many equally viable theories
Evolution as one of many equally viable theories
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.
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Allowing students to make their own informed decisions, our English department facilitates learning and encourages confidence with each individual student.
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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Our elementary social studies program incorporates all three approaches.
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Perennialism
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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Through experience-based learning, our Social Sciences staff encourage students to seek out information and use logic to establish their perspective.
English lit
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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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These programs have an equal emphasis on receptive and creative learning.
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Our Fine Arts faculty has experienced instructors with industry knowledge, providing Upper York Students with world-class information and preparations for post-secondary success.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
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.
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Using technology, our instructors work with students to facilitate their own learning and independently develop beneficial skills for his or her own post-secondary success.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Our physical education class includes all aspects of health and wellness.
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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Our Junior Casa Programme is the natural extension of our Toddler Programme, capitalizing on the acquired skills and achievements of the children. It is delivered based on the harmonious amalgamation of the Montessori philosophy and ELECT. In our Casa classrooms the freedom of movement and the freedom of choice are nurtured. Using coordinated movements to accomplish tasks leads the child toward self-regulation. Children develop observation and problem-solving skills in our prepared environments. Natural limitations instill respect of self, others, and towards their environment. By manipulating, experimenting, and discovering, children begin to move from concrete to abstract.
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Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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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.
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.
The HHMS academic culture is driven by the students' inner desire and will to always challenge themselves to achieve more and to surpass their own expectations. Allowing students to develop at their own pace propels them towards exceptional academic performance while maintaining life-long curiosity.
Upper York School provides a diverse student-centered curriculum that enables individuals to develop emotionally, socially, creatively and physically.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
At HHMS we aim to inspire and empower our students to develop a life-long love of learning and to become responsible, valuable, confident and contributing members of society.
We aim to nurture a mindset and develop learning skills that enable students to lead by example as engaged, knowledgeable and compassionate citizens of the world.
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RecreationalRec. |
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Badminton |
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Baseball |
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Cricket |
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Fencing |
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Field Hockey |
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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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Softball |
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Squash |
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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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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
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0%
$0
$0
100%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
Yes
Yes: grades 7 - 12
No
No
No
No
No
No
No
No
No
No
Students requiring a small class size with a low student to teacher ratio benefit from our learning environment. ESL and tutoring programs are available to support students who are new to Canada and aim to attend larger private schools.
The admissions process is where our relationship begins. Your child’s education is so important to us that our principal meets with each family that submits an application to Upper York School.
After your initial inquiry and tour, the next step is applying to our school. An application allows us to collect information about each student both as a learner and individual. The principal meets individually with the student and also the parents. Students are invited to spend a day at the school as we determine if Upper York School is the right fit for you. We are always happy to answer your questions.
To apply for admissions at Upper York School please complete the steps below.
