215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, Canada
3000 Commercial Drive, Vancouver, British Columbia, V5N 4E2, Canada
215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, Canada
3000 Commercial Drive, Vancouver, British Columbia, V5N 4E2, Canada
2015
2000
112
545
K to 8
K to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Liberal Arts, International Baccalaureate
16
20 to 26
In-class adaptations
$21,120 to $27,445
$28,220 to $32,970
No
Yes
0%
0%
None
8 to 12
$0
$8,400
12
42
0%
0%
50%
100%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades K - 8
Yes: grades 3 - 11
No
Yes: grades 6 - 11
information not available
information not available
Pear Tree is young, and has all the attributes of youth: energetic, engaging, fun. The day program grew out of the Pear Tree education programs, and launched in 2016. So, it’s fresh, and indeed that’s an attraction. The feel is a great one, and that’s not to be underestimated—creating the right environment, the right feel, is important. With Pear Tree, it’s that vibrant feel that creates the first impression. The program is the definition of progressive, with small classes, hands-on instruction, and built around links across areas of the curriculum. Students are required to work collaboratively, solving problems together, and to engage creatively with each other and with technology. Activity is important, as is nutrition, which is just as it should be. The ideal learner is one who will thrive in an active, creative, small-group oriented environment.
View full reportStratford Hall has grown phenomenally in its 15 years of life, from 40 students in its inaugural year to more than 500 today. It was begun by parents looking for a better option for their children, one that offered challenging academics as well as the full IB program, and those remain hallmarks of the school today. The IB program also provides the foundation for the physical plan, with three buildings housing the three aspects of the program, realized in 2014 with completion of the Middle Years building. Stratford Hall presents as modern, progressive, urban, and indeed, that’s precisely the intention—the architecture is inviting, while also referencing the surrounding neighbourhood. Jason McBride was appointed head of school in 2015, arriving from a like position at GEMS World Academy in Dubai, and underscoring the international perspective promoted across the curricular areas. The ideal student is one that will thrive in a vibrant, challenging, and intellectually active academic environment.
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"...our son is able to allow his curiosity to lead his learning whilst being encouraged, challenged and supported not only by his teachers but also by his peers."
Katherine Corden - Parent (May 03, 2021)
We always go back to our son's feedback after his first few weeks at Pear Tree Elementary - 'This sc...
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"I'm blown away by the amount of thought and preparation that goes into each of the learning activities."
Elizabeth Dunn - Parent (May 03, 2021)
Our energetic 8 year-old son loves Pear Tree because of the active learning activities, centered aro...
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information not available
"Pear Tree School’s mission is to provide a complete, inclusive, and stimulating education that nurtures the intellectual, social, emotional, physical, and ethical development of every student. We aim to equip our students with the skills, knowledge, and values needed to lead fulfilling lives and make a positive impact on the world. By combining academic excellence with a whole-child approach, we strive to inspire and empower our students to be lifelong learners, critical thinkers, and responsible citizens."
"An independent, gender-inclusive, university preparatory day school for students in Kindergarten to Grade 12. Through the continuum of International Baccalaureate (IB) programmes (PYP, MYP and DP), the School provides a level of individual and academic challenge beyond the norm. We have a tradition of breaking with tradition: because your child needs more than tradition to meet the challenges of the world they will inherit."
"At Pear Tree School, we prioritize a well-rounded education, combining traditional subjects with real-world applications. Our approach, supported by Master's educators, fosters critical thinking, creativity, and vital 21st-century skills.
We emphasize environmental awareness, global citizenship, and personal well-being, ensuring students grow into confident, knowledgeable individuals.
Trust us to prepare your child for the future with a curriculum that’s both comprehensive and deeply engaging."
"At Stratford Hall, your child will be given the opportunity to learn and to thrive: to discover their unique strengths, and to explore the diverse opportunities our rapidly changing world offers. Under the care and guidance of Stratford Hall faculty and staff, they will grow and mature, while equipping themselves with intellectual tools, strength of character, and a global perspective that comes with an International Baccalaureate education."
"At Pear Tree School, our mission to provide a holistic, inclusive education that prepares students for all life's aspects inherently involves trade-offs to maintain our core values and vision:
Personalization over Standardization:
We prioritize personalized learning that caters to student needs, which means we often eschew the one-size-fits-all approach dominant in traditional educational settings. This commitment promotes creativity and critical thinking over rote memorization.
Collaboration over Competition:
Unlike schools that emphasize competitive success as a benchmark for student achievement, Pear Tree encourages collaboration. We believe that cooperative learning helps build interpersonal skills and prepares students for real-world challenges.
Innovation over Tradition:
Our forward-thinking, innovative teaching methods sometimes comes at the expense of classical education models, but it equips our students with relevant skills, mindset and values for today’s dynamic world."
Information not available
"SCHOOL YEAR:
2011/12 - Founding of Pear Tree Education (main organization)
2016/17 - Founding of Pear Tree School (K-7)
2020/21 - Expansion of Pear Tree School
2024/25 - Launch of Middle School Annex (expansion to grades 8-9)"
Information not available
"Characteristics of Ideal Students:
Enthusiastic Learners: Students who are naturally curious and motivated to explore new ideas and concepts.
Collaborative Spirits: Those who excel in team settings and understand the value of learning from and contributing to the group.
Creative Thinkers: Individuals who enjoy thinking outside the box and applying their knowledge in innovative ways.
Adaptable and Resilient: Students who are not deterred by setbacks and are adaptable to various learning contexts.
Families Best Suited for Our School:
Value Holistic Development: Families who believe education should develop not just academic abilities but also social, emotional, and ethical skills.
Supportive of Innovation: Parents who value innovative teaching methods and a curriculum that incorporates technology and real-world applications.
Community-Oriented: Those who appreciate a strong, supportive community and the importance of building interpersonal relationships within the school setting."
Information not available
"Pear Tree School's unique educational approach and philosophy mean that it isn't the perfect fit for every student or family. Our commitment to a holistic, integrated curriculum and a nurturing community environment sets us apart, but these same qualities might not align with the expectations or values of all families. Here are some conditions under which we might advise a family to consider other options:
1. Preference for Traditional Education Models (i.e. preference for rote memorization, textbooks)
2. High Value on Competitive Success
3. Expectation for Conventional Homework and Testing
4. Desire for a Specialization (e.g. STEM only) at K-12 Level
5. Preference for Less Parental Involvement
6. Desire for Name-Brand Prestige and 'Guaranteed' Entrance to Ivy League Universities
7. Prioritize Campus Size and Facilities Over Quality of Education"
Information not available
"Families choose Pear Tree School over others primarily for its innovative approach to education that values and nurtures each student’s individual abilities within a holistic and integrated curriculum. Here are key reasons why families prefer our school:
1. Our 'Why' and Mission
2. Holistic Education Approach
3. Integrated Theme & Project-Based Learning
4. Personalized Learning Environment
5. Community and Values
6. Progressive and Future-Focused
Parents see Pear Tree not just as a school, but as a community that plays a pivotal role in developing competent, capable, and ethical individuals."
"Families choose Stratford Hall for the caring teachers, innovative programming, and vibrant community. Students will discover their unique strengths and explore the diverse opportunities our rapidly changing world offers through the three programmes of the International Baccalaureate, the PYP, MYP and DP."
"Pear Tree School is recognized for its innovative and holistic approach to education, deeply resonating within our community and beyond as a pioneering institution that prepares students not just academically, but as well-rounded individuals poised to navigate and contribute positively to the modern world.
Public Image and Prominent Features of Pear Tree School:
1. Innovative Educational Practices
2. Holistic Development Focus
3. Community and Inclusivity
4. Progressive Learning Environment
5. Environmental and Social Awareness"
Information not available
"Often overlooked, the core of Pear Tree School's success is The Pear Tree Method—an advanced, all-encompassing educational approach.
Unlike other schools, every teacher here utilizes this method, ensuring a unified, effective learning experience. Our approach isn’t just better; it’s meticulously designed to meet the evolving needs of modern youth.
It reflects our commitment to setting new standards for student outcomes by addressing every aspect of a child's development."
"Our facilities are greater than can be seen from the street and we have potential for growth. Parents are surprised that we have 2 full sized gymnasiums, a climbing wall with 15 routes, rooftop spaces and access a 10 acre park with playgrounds and fields."
"Parents are often surprised by how deeply integrated our values are in every aspect of Pear Tree School, far beyond expectations. Unlike schools that only espouse values, we live them—comprehensively and daily.
What truly astonishes parents is our genuine whole-child approach, where every staff member contributes to each student's growth. Our unmatched Healthy Hot Lunch Program and diverse daily P.E. surpass expectations.
It's not just education; it's a community where values turn into action."
"Stratford Hall has summer camps for Grades K - 7 and has a partnership with Goh Ballet and Microsoft Digital Academy. We also have a Post Secondary Advisory on campus to guide students on their journey of self-actualization. Recognizing that each student is unique, we begin working with them in Grade 8 and 9 to assist them on their path to self-discovery. Once realized, students are helped to find the post-secondary opportunities that fit their unique set of interests, strengths and goals."
"Pear Tree School is continually evolving - on literally a weekly basis - to meet the needs of our students, families and our Mission.
1) Facility Upgrades
2) Introduction of a comprehensive Co-Curriculars program
3) Implementation of a mid-term report card
4) Expansion of Parent Workshops
5) Recruitment of an Associate Principal
6) Development of systems, processes and checklists to further standardize our approach schoolwide
7) Further enhancement of our rigorous teacher recruitment and pre-service training process"
Information not available
"Over the next 5 years, we will have accomplished the following:
1) Completion of K-12 grade offering
2) Additional K-7 campuses around Vancouver (locations to be announced)
3) Launch of a dedicated Grade 8-12 facility"
Information not available
A 'good school' isn't good enough. Children deserve the most complete, inclusive, and up-to-date form of education.
The traditional approach to teaching places students in homogeneous age groups. All twelve year olds in this room. All eight year olds in this room. They sit in desks facing the front and learn the core subjects one at a time for a set period of time each day. 45 minutes of math, followed by 60 minutes of English, followed by a short break, and then 45 minutes of science. Everything is compartmentalized and isolated.
This, quite frankly, has nothing to do with how we best learn.
That's why Pear Tree School is a different kind of private school.
Pear Tree School’s mission is to provide a complete, inclusive, and stimulating education that nurtures the intellectual, social, emotional, physical, and ethical development of every student.
We aim to equip our students with the skills, knowledge, and values needed to lead fulfilling lives and make a positive impact on the world.
Working in partnership with teachers, families, and the wider community, we strive to create a supportive and dynamic learning environment that encourages active participation, critical thinking, and personal growth.
By combining academic excellence with a whole-child approach, we strive to inspire and empower our students to be lifelong learners, critical thinkers, and responsible citizens.
We are dedicated to ongoing growth and evolution, both as individuals and as a school, in order to continuously provide an education that meets the changing needs of our students and prepares them for success in all aspects of life.
That’s Pear Tree School.
We invite you to experience the difference.
Stratford Hall is a remarkable community of dedicated students, families, faculty and staff who come together everyday to share their talents, creativity, and experiences in the pursuit of learning and personal growth. Through the International Baccalaureate (IB) Continuum, students develop the skills of deep inquiry, thematic connection and global perspective to prepare students for a changing and unpredictable world.
This exceptional program of academic, arts, athletics, clubs and student life engages students to achieve remarkable leaps in development through each stage of their education. Stratford Hall students learn to be thinkers, doers, leaders and lifelong learners.
Stratford Hall celebrates and values all members for who they are. Identity, culture and relationships are upheld as core constructs. We actively work upon our practice in diversity, equity, inclusion, belonging, sexual orientation and gender identity (SOGI) and observe indigenous understanding and reconciliation. These beliefs are evident in all parts of our institution, from the classroom to the boardroom.
Even though we teach a globally minded curriculum, our location is one of our greatest assets. When Stratford Hall opened its doors in East Vancouver in 2000, our Founders understood that students experience school within - not separately from - the surrounding neighbourhood. We are connected to an incredible diversity of people, cultures, activities and history.
Stratford Hall is constantly developing and growing as an institution, through design thinking, professional development, curriculum revision, and campus development. We acknowledge our historical foundation while attending the changing world around us in order to provide the best possible educational environment for our students.
We invite you to visit our campus and see these principles in action, whether you are a prospective student, family, employee, or neighbour.
Liberal Arts
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Pear Tree School’s progressive model emphasizes hands-on, student-centered, theme and project-based learning. It includes a balanced mix of academics, integrated subjects, physical skills, socioemotional development and seamless integration of technology. Taking a whole child approach means Pear Tree School nurtures academic, social-emotional, and physical development. Integral to this is Pear Tree's healthy hot lunch program, cooking and food education, as well as its rigorous physical education program, which includes martial arts, swimming, yoga and ice skating. We believe in and apply: + Integrated subjects (through theme-based learning and project-based learning) + Hands-on learning + Student-centered learning + Collaboration + Creativity + Technology + Real-life application / Entrepreneurship The methodologies delivered by Pear Tree's outstanding masters-qualified teachers offer an engaging approach to the B.C. curriculum that develops well-rounded children who can be happy and successful in all aspects of life.
Stratford Hall is a K-12 International Baccalaureate (IB) World Continuum School. The IB forms the foundation of our pedagogical approach to teaching and learning and is divided into the Primary Years Programme, the Middle Years Programme, and the two-year Diploma Programme in which students undertake university-level work. All three phases are inquiry-based – driven by questions the students and teachers generate together – in order to develop knowledgeable and caring young people who are motivated to succeed. Using best practice from a range of international frameworks and curricula, the IB curriculum at Stratford Hall is then laid over a modified BC curriculum with a heavy emphasis on critical-thinking, collaboration, communication and creativity across all disciplines. All three programs are also linked through what is known as the IB Learner Profile. This is a set of 10 characteristics, such as being open-minded and caring, that are explicitly taught, reflected on, and encouraged. Our aim is to foster a community of internationally minded citizens who can build a better world through intercultural understanding and respect.
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.
Math is a skills-based subject (in contrast to science and social studies, which are more knowledge-based). Math skills are to be used, not simply memorized. As such, at Pear Tree School, math skills embedded within themes; they are tied to social studies (quantities, statistics), science (weights, speeds, measurements), and business (financial literacy). As such, students at Pear Tree learn math in context. Math at our school is connected to real life and is truly meaningful. At the same time, working with real-life numbers means that it is challenging! Consequently, math at Pear Tree is more engaging and more challenging than traditional math classes.
The mathematics programme at Stratford Hall is built on the belief that all students are capable of studying math at a high level. In the PYP, mathematics is understood as a language that is intentionally developed during each year of the programme through inquiry and investigation. Competencies include reasoning, analyzing, understanding, solving, communication, representing, connecting and reflecting. In the MYP mathematics course, it is important that learners acquire mathematical understanding by constructing their own meaning through increasing levels of abstraction, starting with an exploration of their own personal experiences, understanding and knowledge to prepare student for the study of group five courses in the IB Diploma Programme (DP.) In the DP, students will gain a better appreciation for the usefulness, beauty, elegance and power of mathematics which will help students to improve in their logical, critical and creative-thinking.
We don't use textbooks. As we teach through themes, all of our math is taught in context. This means that it is more realistic and more challenging than traditional math classes.
Our teachers have the flexibility to use a variety of textbooks and materials to meet the needs of the class and the content being covered. There isn't one set of textbooks that is used across all grades.
We balance the use of calculators. It is important for students to have a conceptual understanding of math in order to know whether the data output from a calculator is logical, as well as to know what information to input.
Students are trained to use calculators specific to the course that is being taught.
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.
Like math, language arts is a skills-based subject. Traditional approaches to reading and writing involve practicing such skills with no real purpose beyond mastering those skills. Reading and writing are skills to be applied, and that’s exactly what we do at Pear Tree School! At Pear Tree, reading and writing skills are interwoven into every part of our themes. We don’t use textbooks. Instead, students constantly read both fiction and non-fiction books related to the themes. From these books, their range of vocabulary goes beyond high-frequency words to include very technical language specific to the themes. Pear Tree students quickly develop truly amazing reading and writing skills for their ages from becoming familiar with these words over a semester and having constant opportunities to practice!
Our IB Programming in the PYP (Primary Years Programme) allows for a balanced approach to early reading instruction. Through six interdisciplinary units of inquiry, students are exposed to both systematic-phonics programming and a whole language approach. Regular routines are established at the beginning of the school year including home reading, silent and partner reading, daily read-alouds and weekly library visits. MYP language and literature builds on experiences in language learning that students have gained during the PYP. Knowledge, conceptual understanding, and skills (listening, speaking, reading, writing, viewing and presenting) are further developed through the MYP and DP years where careful examination of literature lends itself to independent, critical and original thinking.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We do formal reading and writing assessments at the beginning of every term.
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.
Like math, language arts is a skills-based subject. Traditional approaches to reading and writing involve practicing such skills with no real purpose beyond mastering those skills. Reading and writing are skills to be applied, and that’s exactly what we do at Pear Tree Elementary! At Pear Tree, reading and writing skills are interwoven into every part of our themes. We don’t use textbooks. Instead, students constantly read both fiction and non-fiction books related to the themes. From these books, their range of vocabulary goes beyond high-frequency words to include very technical language specific to the themes. Pear Tree students quickly develop truly amazing reading and writing skills for their ages from becoming familiar with these words over a semester and having constant opportunities to practice!
Students learning to write in the PYP (Primary Years Programme) receive age-appropriate direct instruction of written and grammar conventions along with consistent exposure to various styles of writing (narrative and expository) through the interdisciplinary units of inquiry. Students have opportunities to practice and apply their written convention skills through writing short or long stories, poetry, reading responses, essays, articles or research pieces. The use of planners to generate ideas and assist with the organization of a written piece are important areas of focus, along with the self-editing process. Citation skills are introduced in upper elementary, and carried on throughout the grades. Letter formation and handwriting are a focus in the early years. Assistive technology and specialist support is provided to students on individual education plans.
Inquiry
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.
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.
Like anything, you only learn something by actually doing it. Pear Tree School is very creative in finding ways for its students to learn about science in a safe, engaging, hands-on approach. One way that we do this is through cooking and cooking science. At the higher grades, students will even be introduced to molecular gastronomy. At least half of our themes are inspired by science topics.
Science at Stratford Hall is messy, fun, and challenging. We guide our students into becoming scientific thinkers who ask questions beyond traditional textbook learning. Our students have an in-depth knowledge of scientific fact and theory, can design, engineer and investigate their own experimental questions in our state of the art, university-level laboratories and through our field study opportunities, and can maturely discuss the impact of science on society. A science specialist helps classroom teachers craft a meaningful, inquiry-based, exciting science sequence through the Primary Years Program, developing into more rigorous experiment and data analysis techniques throughout the Middle Years. Stratford Hall offers Biology, Chemistry, and Physics at the Diploma Programme Level, which fully prepare students for university-level science and beyond.
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
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At Pear Tree School, we are constantly training our students to use critical thinking and critical literacy skills. As such, it is important for us to use a variety of texts that require such skills. We use a mixture of texts, such as picture books, graphic novels, poetry, short stories, and novels. These texts will also be chosen because of their relevance to the theme that were are studying.
Literature is a course that looks at varying conceptions, interpretations and experiences of the world through literature. By comparing local, national and international works that come from a variety of genres and periods, students learn that literature is heavily influenced by cultural perspectives; however, the universality of the human experience is paramount. Each year texts are chosen by English teachers to best fit the character and interest of the grade.
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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
We use an integrated skills, theme-based approach to our programs. As such, we don't study social studies in isolation. At the same time, our themes are much more meaningful that such topics as 'food'. Overall, we follow a similar pattern to the B.C. curriculum in focusing on the individual student and their immediate environment, and then expanding to large communities as the students get older. This is a more meaningful and empowering way to learn about the world.
The transdisciplinary themes in the PYP frame the programme of inquiry. PYP Units of Study are organized in to six themes: Who we are How we organized ourselves Where we are in place and time How the world works Sharing the planet How we express ourselves These globally and socially driven themes provide a starting point from which students can examine issues and opportunities as they are being experienced in the real world. Taken together these themes provide students with authentic learning experiences that are not confined to the boundaries of traditional subjects because real-world problems have no boundaries.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
We use an integrated skills, theme-based approach to our programs. As such, we don't study social studies / the humanities in isolation. At the same time, our themes are much more meaningful that such topics as 'food'. Overall, we follow a similar pattern to the B.C. curriculum in focusing on the individual student and their immediate environment, and then expanding to large communities as the students get older. This is a more meaningful and empowering way to learn about the world.
The MYP Individuals and Societies course encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies, and environments. It encourages learners, both students and teachers, to consider local and global contexts. DP History aims to develop knowledge, communication, research skills, curiosity, lasting critical-thinking abilities, and a profound understanding of – and empathy for – people living in other periods and contexts; therefore, the course provides abundant opportunities for students to explore and apply the IB Learner Profile. The course naturally integrates academic skepticism, a crucial connection to Theory of Knowledge.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Pear Tree School introduces French studies from Grade 2 onwards. Our approach is to recognise that language and culture are one and the same thing. Language isn't a grammatical construct; it is a cultural construct. As such, we always study languages in cultural context. This helps our students to understand authentic language use, French-speaking cultures, and common body language.
Students in the PYP are introduced to French and Spanish. In the MYP, Language Acquisition performance is assessed at six different phases. These phases represent a developmental continuum of additional language learning. Language Acquisition teachers work with students and parents to determine which phase of instruction is appropriate. Mandarin is an option starting in Grade 10. In the DP, students who are in phases 1-3 of their Language Acquisition in Grade 10 would be guided towards the study of that same language at the standard level in the DP. Alternatively, they might choose to study a different second language in Grade 11.
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.
Fine arts are integrated into every aspect of our program. Therefore, Pear Tree School students are continually learning about and using fine arts. We often work with external professionals who are able to support our classroom teachers with specialised art skills. At the same time, our classroom teachers ensure that any art learned is done so in context to make it meaningful and useful!
Students from K - Grade 10 participate in music, theatre and visual arts. In Grades 6-8, students complete a rotation of three Arts courses, one per term. They are Visual Arts, Music and Theatre Performance. In Grades 9 and 10, they choose one of five elective courses: Media Arts, Music, Photography, Theatre Performance, and Visual Arts. DP art students investigate past, present, and emerging forms of Visual Art and to engage in producing, appreciating, and evaluating an understanding of Visual Arts from local, national, and international perspectives. DP Theatre is a unique subject in that it is a practical art form; it is dynamic, collaborative, and live. It is a practical subject that encourages discovery through experimentation, the taking of risks, and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity, and collaboration skills.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Technology is seamlessly integrated into all of our programs. We want our students to become adept at using technology in meaningful ways, i.e. for creativity and productivity. The use of technology increases as students reach higher grades. Obviously, in the younger grades, there is much less use, as there are other development priorities.
Rather than a stand-alone subject, information technology is used as a tool for learning and production. Exposure to computers and their uses will be appropriate to the grade level and the topics under investigation.
Web design
Robotics
Computer science
At Pear Tree School, our daily Physical Education Program is directly tied to our whole-child education approach. Through our Physical Education Program we develop your child's academic, social-emotional and physical performance every school day. Physical + Improved physical fitness + Skill and motor skills development Socio-Emotional + Teaches self discipline + Facilitates development of student responsibility for health and fitness + Influence moral development, leadership, cooperate with others + Stress reduction – an outlet for releasing tension and anxiety + Strengthened peer relationships + Improve self-confidence and self-esteem + Respect - for your body, classmates and teammates + Experience in setting goals Academic + Subject integration (science, math, social studies) + Through sports, we study about physiology, psychology, nutrition, problem solving, and strategy + Exercise helps to strengthen and stimulate your brain. Increased fitness = improved academics
At Stratford Hall we strive to develop intelligent athletes that are lifelong participants in physical activity. We focus on developing physically literate students that have an understanding of the fundamental movement skills which will allow them to participate in a variety of activities. We do this by using the “Teaching Games for Understanding” model combined with the Primary Years and Middle Years Program guides and the IRP's from the BC Ministry of Education. We also have a strong Outdoor Environmental Education (OEE) program that starts in grade 4 and compliments the PE program. The OEE program focuses on water sports (kayaking, canoeing, sailing, stand up paddle boarding, dragon boating), winter activities (snow shoeing, cross country skiing, ice skating), hiking, rock climbing, Circus, and a number of service opportunities. The OEE program runs through grade 10.
Academic
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.
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.
Pear Tree School’s Early Years Program sets the foundations for your child’s education and the rest of their life. Our (M.Ed-educated) teachers are here to offer your child a warm welcome to grade school through creative, hands-on learning that centres students’ social, emotional, physical and academic well-being and nurtures their unique interests and abilities. Your child will shine, as their confidence, curiosity and love of learning grow with us in a small, intimate classroom setting.
The Primary Years Programme (PYP) is a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for success. At Stratford Hall, these elements combine to create a transdisciplinary learning opportunity that is engaging, relevant and challenges each student to meet and exceed their own expectations. The PYP framework is organized into three distinct area of curriculum focus: - What students learn; - The way in which teachers will teach; and, - The practice of effective assessment which supports how we know what we know about student attainment.
Standard-enriched
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.
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.
Pear Tree School's combined-grade approach means that our students have access to a greater range of academic potential and influence.
At Stratford Hall we know that no two children learn at the same pace. Our teachers are skilled in the art of differentiation and our small class sizes create an opportunity for our faculty to develop an in-depth understanding of the opportunities and challenges faced by each of their students
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.
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”.
We strive for our students to become exceptional, well-rounded individuals. This means that we work with our students on both their strengths and weaknesses. With the support of our masters-qualified teachers, we expect our students to continually try to do better, to become the best that they are capable of, and to take pride in the quality of the work that they create.
The culmination of the PYP and MYP programmes is the Diploma Programme - a challenging university preparatory programme. International research from the IBO shows that despite its challenge, "there are many benefits to choosing the DP over other 16-19 curricula including the fact that DP students are better able than their peers to cope with demanding workloads, manage their time and meet the expectations placed on them."
"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.
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."
Pear Tree School creates well-rounded individuals. We don't view one attribute as more important than another. Through our unique education method, we continuously develop our students academic, socio-emotional, and physical skills.
The IB forms the foundation of our pedagogical approach to teaching and learning and is divided into the Primary Years Programme, the Middle Years Programme, and the two-year Diploma Programme in which students undertake university-level work. All three phases are inquiry-based – driven by questions the students and teachers generate together – in order to develop knowledgeable and caring young people who are motivated to succeed.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
8 - 12
0%
0%
$0
$8,400
50%
100%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades K - 8
Yes: grades 3 - 11
No
Yes: grades 6 - 11
No
No
Yes: grades K - 8
Yes: grades K - 2
Yes: grades 5 - 8
No
No
No
At Pear Tree School, we seek students who not only embody curiosity, adaptability, collaboration, creativity, responsibility, and openness to growth but also deeply value being positive, kind, welcoming, encouraging, and inclusive. We view each class not just as a group of students but as a cohesive cohort where each member significantly impacts the class dynamics and the experiences of others: 1. Curiosity and a Love for Learning We look for students who are naturally curious about the world around them. They should have a genuine enthusiasm for exploring new ideas, asking questions, and engaging deeply with the learning material. This innate desire to learn drives their engagement with our theme and project-based curriculum, fostering a lifelong love for education. 2. Adaptability and Resilience Success at Pear Tree School requires students to be adaptable and resilient. Our innovative approach to education—The Pear Tree Method—encourages students to navigate through interdisciplinary themes, which differs from traditional subject-based learning. Students who thrive are those who adapt to new challenges with a positive attitude and view setbacks as opportunities for growth. 3. Collaboration and Communication Our school places a strong emphasis on developing 21st-century skills, among which collaboration and communication are key. We seek students who are willing to work cooperatively in diverse groups, share ideas respectfully, and listen to the perspectives of others. Effective communication skills, both verbal and written, enable students to contribute meaningfully to group projects and discussions. 4. Creativity and Problem-Solving Pear Tree School values creativity and the ability to think outside the box. Students who are successful in our environment often approach problems with innovative thinking and are not afraid to try unconventional solutions. They take joy in the creative process, whether in academic projects, arts, or extracurricular activities. 5. Responsibility and Ethical Awareness We look for students who demonstrate a sense of responsibility towards their learning, their peers, and the wider community. An awareness of ethical considerations and a commitment to positive social impact align with our focus on global citizenship and environmental stewardship. Students who are mindful of their actions and their impact on the world will find a nurturing home at Pear Tree School. 6. Openness to Growth and Feedback A successful student at Pear Tree School is one who is open to personal and academic growth. They should see feedback as a valuable tool for improvement and be committed to self-reflection and continuous learning. Our educational approach supports students in developing a growth mindset, preparing them for the challenges and opportunities of the future. 7. Positivity and Kindness Our ideal student radiates positivity and kindness in every interaction within the school community. They approach learning and collaboration with a positive outlook, contributing to a supportive and uplifting classroom environment. Kindness, both in actions and words, is essential, as it fosters a sense of safety and belonging for all students. 8. Welcoming and Encouraging We value students who are welcoming to everyone, regardless of background or ability. A student who takes the initiative to include and encourage others, especially those who may feel marginalized or unsure, plays a critical role in building a cohesive and dynamic cohort. This welcoming nature ensures that every student feels valued and supported in their educational journey. 9. Inclusivity and Support Inclusivity is at the heart of Pear Tree School’s ethos. We look for students who actively support and advocate for an inclusive environment where diversity is celebrated, and every voice is heard. They understand that each member of the community brings unique perspectives and strengths, and they actively contribute to creating a space where everyone can thrive. Admission Process In our admissions process, we assess not only the individual qualities of prospective students but also their potential to contribute to the positive, inclusive culture of their cohort. Through interviews, portfolio submissions, and interactions, we encourage families to share examples of how their child embodies these values of positivity, kindness, encouragement, and inclusivity. Our aim is to assemble cohorts where each student not only succeeds academically but also enhances the social and emotional well-being of their peers, creating a nurturing and dynamic learning environment. At Pear Tree School, we believe that a cohesive cohort enriched by diverse, supportive, and engaged students is fundamental to our holistic, forward-thinking educational approach. We are committed to fostering an environment where every student is empowered to make a positive impact, supporting not just their own growth but also that of their peers and the broader school community.
At Stratford Hall, we look for students who have a solid academic foundation, enjoy learning, have a variety of interests, and have a desire to contribute to our community. In addtion, the attributes of the International Baccalaureate Learner Profile (characteristics such as being caring, open-minded, and reflective) are all an integral part of who we are at Stratford Hall, and we look for prospective students and families who embody these characteritics as well.
Visit our Website for up-to-date information about our Admissions process [link]:
1. Apply online with a nonrefundable fee of $300 + GST
2. Submit required documents:
3. Student assessment and observation
4. Family interviews
Step 1: Application Form
Complete and submit an application form. A $300 one-time, non-refundable application fee is required (paid online with a credit card).
Step 2: Submit Supporting Documentation
Online checklist assigned upon submission of a completed application.
The SSAT and Character Skills Snapshot is a standardized test used by admission offices to assess the abilities of students seeking to enroll in an independent school. All students wishing to be considered for Grade 6 to Grade 11 must write the SSAT by January 31. Consideration for exemption will be given to students currently enrolled in an IB programme.
A list of test dates and locations can be found here.
Step 3: Schedule a Parent Interview
Once you have access to your online applicant checklist, you will be able to arrange your parent interview. This is for parents only. There is no need to make special arrangements to have your child attend this interview.
