11300 Bayview Avenue, Richmond Hill, Ontario, L4S 1L4, Canada
7808 Pierre Drive, Summerland, British Columbia, V0H 1Z2, Canada
11300 Bayview Avenue, Richmond Hill, Ontario, L4S 1L4, Canada
7808 Pierre Drive, Summerland, British Columbia, V0H 1Z2, Canada
350.5 km
2,176.7 km
1981
2016
788
240
JK to 12
JK to 12
Coed
Coed
Day
Day, Boarding
English, French
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
18 to 24
Varies
In-class adaptations
In-class adaptations
$30,075
$12,500 to $15,500
$43,950 to $51,500
Yes
Yes
2%
30%
SK to 12
1 to 11
$5,000
$3,000
53
16
0%
25%
45%
70%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades Preschool - 11
No
No
information not available
information not available
information not available
Since it was founded in 1981, Holy Trinity School has sought to promote the values—respect for self and others, strength of character, encouragement, and insight—that are expressed by the Anglican tradition. Families are drawn to the student-centred instruction, the community feel, the dedication to academic development and innovation, as well as the school’s proximity to green space. The program is designed to reward curiosity, and to develop well-rounded learners who are adept and engaged in a broad range of literacies. The ideal student is one who will thrive within an academically challenging environment, as well as one that is intellectually, culturally, and philosophically diverse.
The setting for the campus couldn’t be more attractive, nestled comfortably on 17 acres in the Okanagan Valley. The school prides itself on a ability to remain agile, and to innovate programs and approaches. It’s a candidate for the full IB continuum, though, as any school in a similar position, is of course already teaching to that curriculum. While we think of innovation in terms STEM instruction—engineering and digital design perhaps particularly—there is also a core belief in what outdoor education can offer, something that adds dimension to the academic delivery and the student experience. The boarding program adds depth and diversity to the student population. Founded in 2016, Unisus is comparatively a young school, though the leadership brings a wealth of experience in private schooling. The school was founded to offer an exceptional learning experience, something that it has proven, through hiring and program development, to be very adept at achieving.
Leaders in Learning, Holy Trinity School (HTS) is a co-ed, JK-Gr. 12, independent day school. Our safe, structured, supportive environment develops character and values such as respect, integrity, leadership, and confidence. We are rooted in academic excellence and are committed to innovative practices that prepare life-long learners to thrive in an ever-changing world. This is complemented by sports, music, drama, art and co-curricular programs that provide a well-rounded experience for all students.
The Unisus (IB World School) is the Okanagan’s innovation school, fully accredited International Baccalaureate Primary Years (PYP) and Diploma Programme (DP) school and MYP (Candidate). STUDENTS have the opportunity to graduate with both the IB Diploma and/or BC Dogwood Diploma. BOARDING available and HIGH PERFORMANCE ACADEMIES in DANCE ; GOLF; HOCKEY and DOWNHILL SKI RACING with professional coaches, offering professional level training (sports psych, weights, nutrition, etc) and supports academically,
HTS is an exceptional community; a vibrant, caring home to students from JK to Grade 12, whose talents are developed by committed and caring teachers using innovative and creative approaches to learning.
Our outstanding academic program enables students to thrive and thoroughly prepares them for success at university and beyond. This is complemented by extensive sports, music, drama and art programs that provide a rich and well-rounded school experience for students of every age. What truly sets HTS apart is our focus on character and values – respect, integrity, leadership and confidence – to help our young people develop exceptional capabilities and a strong moral compass.
Life at HTS is multi-dimensional and no website or prospectus can fully capture the spirit of this wonderful school. The only way to get a genuine feel for what we believe in and what we do is to visit and meet the people who are the beating heart of the school – our students. Happy and confident, and characterized by their open and welcoming manner, our students will offer sincere words of welcome when they greet you. They are proud of their school.
Please take the next step and contact our Admissions Office to arrange a tour of the school. I know you will be struck by the happy, purposeful, and friendly atmosphere. HTS is no ordinary school and I am confident you will like what you see.
I look forward to meeting you.
Helen Pereira-Raso
Head of School
Unisus School was founded on the desire to create an exceptional learning institution in the heart of the Okanagan. Significant resources have been utilized to ensure that from the beginning, Unisus is offering a world-class curriculum with dedicated and engaged teachers. To grow a new school takes patience, but we are sure that within a few short years Unisus will be recognized as a top BC School.
This growth requires dedication and perseverance, but perhaps it is the early arrivals to the school who benefit the most. We are still small and we can pay a great deal of attention to each student’s needs. Every child is known by all the staff. There is a great sense of community – and an entrepreneurial spirit of families who are benefiting from the strong learning environment.
The school is based on a few sound principles. First, our location and site create wonderful outdoor education opportunities. We will continue to develop this part of our curriculum so that students in all grades gain an appreciation of the environment and a sense of adventure as they try new activities.
Second, the collective experience of the founding team is rooted in the International Baccalaureate, the world’s top educational framework. We are on target to be fully authorized in all 3 programs in the shortest possible time: We are already a candidate school for both the IB Primary Years Programme and the IB Diploma Programme. We all believe that the overall philosophy of the IB provides us a global foundation.
It is that international experience that is our third focus. Our Senior School will attract students from around the world, who will stay in a new and welcoming residence facility. They will learn using proven innovative strategies that pay attention to independence and engagement. We are developing partnerships with schools around the world so that our outlook goes well beyond Summerland. The mix of local and international students will create a unique global perspective.
You can also see that we are putting an emphasis on math, science, engineering and technology, while at the same time understanding that students need strong foundations in humanities and the arts. Indeed, the IB itself ensures that students have a well-balanced education.
We believe that our mission is to prepare our students for an increasingly unknown future. We will create thinkers who can analyze information and determine what is useful, and what is not. Our graduates will have developed a personal and independent approach to their learning, and will be able to approach problems and issues from a variety of perspectives, and through critical and creative thinking, come up with inventive solutions.
All of this is in a very nurturing environment. All of us care about each and every student, and want to engage with parents as partners in this journey through primary and secondary education.
In the end, it is the quality of the teaching staff that makes the difference. We have been looking globally for the best teachers possible, and you will experience their special contributions on a daily basis. They have taught all around the world, and are trained as International Baccalaureate practitioners. The culture is collaborative and supportive, striving for excellence through constant reflection and commitment to modern approaches to teaching.
We welcome you to explore this site, and contact us for a visit. We hope you will be part of this exciting journey.
Dr. James McConnell
Progressive
International Baccalaureate
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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
At Holy Trinity School, our goal is to help students find and develop their interests and then provide them opportunities to build a rich portfolio of experiences in the classroom, on the field and in their community. Our remarkable staff encourage and motivate our students to be the best they can, and work with them through successes and challenges to achieve their goals. We welcome you to visit our campus to feel the positive spirit and atmosphere that truly makes Holy Trinity School a place where students and their families feel right at home.
Our program: STEAM focused education Our trans-disciplinary focus on Science, Technology, Engineering, Arts, and Mathematics (STEAM) will prepare our students to take on leadership roles driving change and innovation. Inquiry-based curriculum We believe our students should have strong foundational skills. They should be global minded and collaborative thinkers. It is also important for our students to express their creativity and pursue their curiosity. Our approach: Our interdisciplinary inquiry based approach to learning is enabled by application of proven state-of-the-art technology to learning. Students are inspired to learn and to excel in areas of interest. As part of our effort to educate global thinkers and leaders, competency in English, Spanish, and Mandarin Chinese will allow our students to communicate with over 90% of the global population. We offer these languages starting from kindergarten. Unisus School a fully approved International Baccalaureate (IB) Primary Years Programme school and IB Diploma Programme School. We are currently awaiting full designation for our MYP Programme but teach in this capacity.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
We stress on problem-solving techniques but also use traditional approach to help solve math problems
Information not available
Information not available
Balanced Literacy
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.
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.
Phonics is used in the lower grade while we use whole language reading program in the high school years.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
We focus on basic writing skill as well as creative writing.
Inquiry
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.
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.
We used IB framework to teach science well discovery and research are important aspect of learning.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
We emphasis social justice but the curriculum also touche on contemporary and classic literature.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
IB PYP and MYP program emphasis on theme-based units of inquiry learning.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
IB framework emphasis on both perennialism and pragmatism learning
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Balance approach is the most effective way to learn foreign language.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Our mission is to foster creative thinker and therefore art is one subject where students can freely express their creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
In our high school program, all students are required to own an ipad air as their technology tool. Programs and applications are taught where students gain skill in coding, robotics, animation, VR and AR.
Web design
Robotics
Computer science
Information not available
Physical Ed integrates Outdoor Education in our program. We encourage students to be the stewart of our planet. We start our outdoor program as early as preschool age so that students enjoy the outdoor to balance their busy life. Our students are encouraged to complete the Duke of Edinburgh gold, silver, or bronze program. Archery is another sport we focused on so that students can compete nationally.
Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our Kindergarten classrooms are physically located at the heart of our school. This allows every member of our community an opportunity to engage and be role models for our youngest learners. Students in our Lower School, including Kindergarten, work with specialist teachers that offer a rich and engaging experience that allows children to explore, create and discover.
Pre-K OUTDOOR EDUCATION At our Pre-K Outdoor Education Programme, we believe that children are naturally resourceful, imaginative, intelligent, and inquisitive beings who thrive in a natural setting. Each day the children are encouraged to develop a deeper appreciation for the beauty of the natural world and our responsibilities related to its preservation. Children are provided with extended periods of time for working, playing and learning in a variety of areas of interest, thus creating an atmosphere that extends learning and encourages in-depth studies. By adapting to the natural pace of the children we allow them to explore their interests to the fullest.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum 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.
Learning at Unisus is personalized. Each student's learning plan is carefully tailored to the need and interests of each student with lesson planning guided by IB and BC Curriculum. IB takes the approach to teaching and learning to the next level.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “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.
NURTURING A LOVE OF LEARNING AND CREATIVITY We instill a love of learning and encourage each student to express their creativity through the arts, music, and physical activity. We develop a spirit of inquiry and foster learning through strong sets of habits and skills, We teach students to know themselves; to be reflective, independent, At Unisus, student’s education is personally tailored to their unique abilities and interests.•, we provide innovative programs that blend inquiry and student-driven learning.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
The IB curriculum is renowned at post-secondary institutions worldwide. We offer an enriched environment with small classes, a personalized approach, and a STEAM focus (Science, Technology, Engineering, the Arts and Mathematics) that integrates languages, arts and culture, technology and outdoor education. Balance of academics, sports, culture, outdoors and extracurricular Our innovative programs of inquiry and student-driven learning blend technology, arts and culture and the outdoors.
Holy Trinity School |
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RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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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
SK - 12
1 - 11
2%
30%
$5,000
$3,000
45%
70%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades Preschool - 11
No
No
No
No
No
Yes: grades K - 11
No
Yes: grades 7 - 11
No
No
At HTS, we value and develop the whole child. While our commitment to academics is our number one priority, students are not selected based on their academic results alone. We are looking for students who are also passionate and curious about the arts, athletics, leadership, and service to the community. The interviews and teacher recommendations are also of great value. Ours is an incredible learning community and we want students to flourish and grow to their greatest capacity.
We intake different types of students to make the class dynamic. We do not only look at academics but what makes each student special. Students who are excited and motivated to learn is what we are looking for.
Applications are welcome at any time. It is recommended that parents apply in the fall before the entry year. Please contact the Admissions Office when you are ready to begin the process.
Initial offers of acceptance will be sent out during the month of January. Applications will continue to be accepted throughout the year.
Please visit www.unisus.ca and apply online. All applicants will be date and time stamped. As our classes are at capacity in many grades, only full applicants will be considered for the wait list if applicable.
