3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
371 Bloor Street West, Toronto, Ontario, M5S 2R7, CanadaIndirect Support:
3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
371 Bloor Street West, Toronto, Ontario, M5S 2R7, Canada
5,705.0 km
5,689.9 km
1989
1910
500
675
JK to 12
7 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Liberal Arts
14
20 to 22
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated gifted school
$12,740 to $15,000
$37,500
No
Yes
0%
20%
None
7 to 12
$0
$17,250
33
113
0%
0%
100%
20%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 9, 10, 11
information not available
information not available
Rolling
Dec 01, 2025
Not available
Not available
Yes: grades JK - 12
Yes: grades 7 - 11
No
No
information not available
information not available
Sherwood Heights intends to give students a strong foundation for further study, granted through a traditional, content-based academic program. Expectations are clear and explicit, including a demonstrable facility with the core curriculum and the development of watertight study habits. For many families that culture—one in which social currency is gained through academics—is a primary draw. Extra-curricular programs augment the core areas of instruction. The ideal student is one who is academically inclined, operating at the top of their peer group, and looking for an environment that prizes all of that.
View full reportUTS began its life in 1910 as a laboratory school within the University of Toronto department of education. Then, as now, it shared a building with that faculty. When it was founded the intention was that there would ultimately be more than one school, including a girls' school, as the initial enrollment was just boys. Hence the plural "schools" in the name, though there has only ever been one. UTS is remarkable for all kinds of reasons, including an alumni that includes 2 Nobel Laureates, twenty Rhodes Scholars, eleven Olympians, and three ambassadors. In the century since it was founded, UTS weathered some interesting times, including student protests in the 1960s. At one point a student presented the headmaster with a blank sheet of paper saying "this is a list of our demands." It might sound a bit silly now, but the school was at the centre of the debates that would, in time, bring some important advances to public schooling in Canada, including the abolition of matriculation exams and a 4-year secondary school program (rather than 5). Those changes, and many others, are symbolic of the school's excellence, and it remains one of the foremost schools in the country. While not a gifted school, at least in name, the ideal student is one who thrives within a challenging, brisk academic environment.
View full reportinformation not available
"I found it very encouraging to be in a community of like-minded learners."
Janine Burtnick - Alumnus (Jul 15, 2025)
UTS is a school that selects the smartest, most passionate students in the GTA. As such, the school ... View full review
"Sherwood Heights School is a leading private school in Mississauga, offering a comprehensive K–12 programme. Motivated students thrive in a structured and supportive environment where small class sizes allow experienced teachers to provide individualized attention that builds strong academic foundations and fosters confidence, knowledge, and excellence. In the elementary years, students develop essential skills in literacy, mathematics, and critical thinking through a rigorous, mastery-based approach that emphasizes problem-solving and clear communication. Learning is supported by both targeted academic support and enrichment, alongside French, science and technology, and integrated computer and business studies. A variety of clubs, events, and competitions further extend learning beyond the classroom. As students progress through middle and high school, they benefit from specialized academic pathways, leadership development, and diverse co-curricular opportunities. With a proven record of admission to competitive university programmes, Sherwood Heights provides a clear pathway to future success."
"UTS is an independent school for students in Grades 7 to 12, proudly affiliated with the University of Toronto and located in an iconic new home at the heart of its downtown campus. Our students arrive as curious, engaged young people with bold ideas, and they graduate as empowered leaders, innovative thinkers, and champions of change, ready to make a meaningful impact on the world. UTS is renowned for educating generations of outstanding graduates including two Nobel Laureates, 21 Rhodes Scholars, 55 Order of Canada recipients, and leaders in commerce, industry, academics, the arts, sports, and public service. At UTS, academic excellence is just the beginning. We ignite potential through a vibrant, inclusive, and caring community that celebrates diverse perspectives, encourages deep inquiry, and cultivates a lifelong passion for learning. And it starts from the very beginning: our admissions process is grounded in academic merit and potential, $3M in bursary support, and a strong and intentional commitment to equity, diversity, and inclusion. UTS is where bright minds from all backgrounds come together to challenge themselves, support one another, and shape the future."
"At Sherwood Heights, we combine academic rigour with personal attention, balancing traditional instruction with purposeful innovation. We emphasize mastery of core subjects through clear expectations and consistent daily practice, while integrating technology across the curriculum to build confidence and digital fluency. Our Careers-in-Focus and enrichment initiatives connect classroom learning to real-world applications, inspiring students to see purpose in their studies. Families consistently note that our blend of structure, enrichment, and warmth is what truly sets Sherwood Heights apart."
"Right away you’ll notice that UTS offers something different than other schools. It’s not just our spectacular facility that blends transition with innovation, or our unique downtown location on the University of Toronto campus. It’s the students. Students take 10 courses instead of 8, allowing for deeper exploration across disciplines. Our enriched and accelerated curriculum prepares students for top universities and lifelong learning. Blending academic challenge with a supportive, student-centered environment, learning in the classroom extends into 100+ clubs, outdoor education, and real-world experiences. UTS students are curious, motivated, and eager to grow - while being supported by peers and educators who value both excellence and well-being. For students ready for the challenge, UTS is a pathway to confidence, capability, and a strong future."
"At Sherwood Heights, our commitment to a strong academic foundation means we prioritize depth over breadth, focusing on the essentials—language, mathematics, science, and critical thinking—rather than following fleeting educational trends. This deliberate approach ensures that students build lasting knowledge and disciplined study habits. While our structured and rigorous environment may not suit families seeking a fully self-paced or alternative style of learning, our students thrive when they embrace high expectations, consistency, and personal accountability."
"Our focus on academic rigor means we don't have the same focus on certain traditional school features like homerooms, pep rallies and uniforms. These trade-offs allow us to create time and space for intellectual exploration, student-led initiatives, and close mentorship. The pace can be challenging, but it’s carefully balanced with strong student support, individualized learning, and a culture that values curiosity and well-being. We believe that by nurturing motivated learners in a thoughtful, focused environment, we help them develop the skills and confidence they need to thrive, now and in the future."
"Founded in 1989, Sherwood Heights began as a small, independent elementary school and has since grown into a thriving institution with two campuses serving students from Preschool to Grade 12. Over more than three decades, we have expanded our facilities, introduced new academic streams, and enriched our extracurricular programmes to support well-rounded student growth. Our high school facility features modern innovation labs, state-of-the-art science and art studios, and collaborative learning spaces that reflect our ongoing commitment to providing a forward-looking, dynamic education for every student."
"Since 1910, UTS has grown through pivotal moments that continue to shape who we are. One defining moment came in the 1970s, when UTS became a co-educational school. This decision not only expanded access to our academic program, but also shaped the inclusive, collaborative culture that defines our school today.
More recently, our historic building underwent a major transformation, expanding into a six-storey, 120,000 square foot facility that blends tradition with innovation.
And in 2024, we launched a bold new strategic plan to guide our mission, which guides our mission to ignite the brightest minds to make a difference in the world. Grounded in our values and future-focused, this plan unifies our efforts to support students intellectually, socially, and ethically as they prepare to lead in an ever-changing world."
"Students who thrive at Sherwood Heights are motivated learners who embrace challenge and structure. They approach their studies with curiosity, responsibility, and a genuine desire to achieve their personal best. Within our supportive and disciplined environment, they learn that effort, respect, and achievement go hand in hand. At Sherwood Heights, students value a culture where academic excellence is celebrated alongside creativity, leadership, and good citizenship—preparing them to succeed with confidence both in school and beyond."
"Students who thrive at UTS are intellectually curious, self-motivated, and eager to engage deeply with their learning. They’re excited by challenge, not for the sake of competition, but because they genuinely want to grow. Our pace is fast, and expectations are high, but students who succeed here are not just academically capable, they are also empathetic, reflective, and grounded in purpose.
The students who make the most of their time at UTS care about the world and their place in it. They value different perspectives and foster a culture of inclusion, where everyone feels they belong. Our school is home to many identities, and we welcome students who are open-minded, kind, and ready to learn from others.
Students and families who value academic excellence, integrity, and active participation in a community grounded in anti-racism, equity, diversity, and inclusion will find UTS a place where the whole family can flourish."
"Sherwood Heights offers a structured and academically focused environment that may not align with families seeking a highly flexible or alternative approach to education. Our programme is designed for students who respond well to clear expectations and steady academic challenge. While we provide individual attention and support, the pace may feel demanding for those who require extensive accommodations. Our priority is always each child’s success and well-being, and we work closely with families to ensure that Sherwood Heights is the right environment for their child to truly flourish."
"The right fit is critical when choosing a school. We would advise families to consider other options if their child is not ready for a fast-paced, academically intensive environment that requires independence, self-direction, and resilience. Our curriculum is enriched and accelerated, and while we offer strong support through a dedicated and caring staff, students are expected to manage a demanding pace of learning with curiosity and care for others.
Equally important is the fit for families. Families are partners in our learning journey. Those seeking a more traditional or transactional school, one focused primarily on grades, rankings, uniforms, or gated routines, may not feel aligned with our values.
We are deeply committed to anti-racism, equity, diversity, and inclusion. Families who embrace those principles, and who see education as preparation for a meaningful, purposeful life, beyond the name of a university, will find a strong sense of belonging and shared purpose at UTS."
"Families choose Sherwood Heights for its rigorous academics, individualized attention, and welcoming school environment that fosters meaningful connections among students and teachers. They value our proven results—graduates who consistently earn admission to competitive university programmes—and the personal care that defines everyday life at our school. With a strong reputation for academic excellence, dedicated teaching, and small class sizes, Sherwood Heights continues to attract families who seek a nurturing and achievement-oriented education for their children."
"Families are drawn to UTS for our reputation for academic excellence, backed by a school-wide commitment to equity, diversity, and inclusion. Our school attracts engaged, curious students with ambition and ideas who aspire to have an impact on society. Families select UTS because they feel our school offers the best education and greatest opportunities within a supportive environment for their high-achieving students. The enriched and accelerated curriculum and wide array of co-curriculars allow students to deeply explore their academic and intellectual interests in the company of like-minded peers. The school’s unique affiliation with the University of Toronto and location on the St. George Campus provide students with unparalleled access to world-class resources. A robust bursary program, extensive guidance and counselling services, and emphasis on innovation, experiential learning, and global citizenship also appeal to families."
"Sherwood Heights is widely recognized within the community as one of Mississauga’s leading private schools, known for combining high academic standards with a welcoming and supportive atmosphere. Our reputation is built on exceptional student achievement, the professionalism and dedication of our staff, and the strong character of our students, who embody the school’s core values of integrity, effort, and kindness in all that they do."
"UTS is widely known as a school for motivated students who love to learn. In the public eye, we’re recognized for our academic rigour, accelerated curriculum, and strong outcomes: our graduates regularly attend top universities, including Ivy League schools, and our alumni include Rhodes Scholars, Nobel Laureates, Olympians and even a Marvel superhero. We’re also seen as a STEM-focused school, with a reputation for excellence in math, science, and innovation.
While that image captures part of who we are, it’s only the tip of the iceberg. Behind the reputation is a diverse, inclusive community of deep thinkers, creative problem-solvers, and students who are as committed to making a difference as they are to excelling academically. Families may come for the challenge, but they stay for the purpose, connection, and growth."
"Families are often pleasantly surprised by the warmth and personal connection that define life at Sherwood Heights. Behind every academic success is a dedicated teacher who notices the small details, offering encouragement, guidance, and mentorship along the way. This genuine focus on relationships—built on care, respect, and support—is one of the school’s greatest strengths, shaping an environment where students feel seen, valued, and inspired to do their best."
"While UTS is best known for academic excellence, especially in math, science, and research, what’s often underappreciated is the remarkable strength of our arts and athletics programs. Families may expect a deeply intellectual environment, but they’re often surprised by the level of creativity, performance, and physical skill that thrives here.
From showstopping theatre productions and award-winning music ensembles to passionate visual arts showcases and high-performing athletic teams, our students pursue excellence in all facets of learning. These programs, both classroom-based and co-curricular, are vital parts of the UTS experience, helping students build confidence, collaboration, and joy. Academic challenge is often what draws families in, and they find the creative expression of our Expressive Arts program and phenomenal Athletics program brings our school community to life."
"Many new families are pleasantly surprised by the advanced level of study at Sherwood Heights, even in the early grades, and by how quickly students rise to meet those challenges with confidence. They also appreciate the wide range of opportunities that extend beyond the classroom, including clubs, robotics, music, athletics, and leadership activities, all of which help students develop a balanced set of skills and discover their individual strengths and interests."
"Families might be surprised by our extensive commitment to experiential learning – outdoor education and school trips are vital to the UTS program and provide many unforgettable memories for students. The UTS Lang Innovation Lab exemplifies this dedication, providing students with space to innovate and bring their ideas to life. UTS is also highly committed to furthering research in education, thanks to our affiliation with the University of Toronto and our research institute, the Eureka! Institute at UTS. Families may not initially realize the breadth of co-curricular opportunities we offer, from robotics and artificial intelligence to performing arts and athletics and the strong emphasis on student wellness and mental health. Lastly, our school-wide commitment to Reconciliation and sustainability efforts reflect our proactive approach to contemporary global challenges, preparing students to become informed, responsible global citizens."
"In recent years, Sherwood Heights has enhanced every aspect of the student experience. Our high school facilities now feature modern innovation and science labs, dedicated art and music studios, and a bright, open atrium that inspires collaboration and creativity. We have modernized our technology infrastructure to ensure students learn in a secure and connected environment, while expanding our curriculum to include leadership development, French at all levels, and integrated computer and business studies. In addition, we continue to grow our extracurricular offerings, helping students discover their passions, build teamwork skills, and develop strong character."
"Recent changes at UTS reflect our deep commitment to academic excellence, student well-being, and community connection.
Our renewed facility—a six-storey, 120,000 sq. ft. space—supports collaborative, future-focused learning.
In 2024, we launched a new strategic plan to guide our vision and strengthen purpose across all programs.
And we’ve expanded our student support network to include over a dozen guidance counsellors, social workers, student success teachers, and a dedicated university counsellor, ensuring students are supported at every stage.
To foster strong relationships and age-appropriate guidance, we’ve also introduced dedicated Heads of Middle and Senior School. These leaders support social-emotional growth, academic engagement, and a deeper sense of belonging as students navigate key transitions.
Each change is designed to ensure every student has what they need to thrive intellectually, emotionally, and in a strong, vibrant community."
"Looking ahead, Sherwood Heights will continue to expand its facilities and programmes to meet the evolving needs of students. We plan to introduce advanced academic pathways, strengthen partnerships with universities and community organizations, and integrate new technologies that promote creative, critical, and collaborative learning. As we grow, our mission remains the same—to prepare students for success in university and beyond, guided by the enduring values of confidence, knowledge, and excellence that define the Sherwood Heights experience."
"In the next five years, UTS will continue to lead by embracing change with thoughtfulness and purpose. As part of our commitment to preparing students for an evolving world, we are prioritizing the ethical and critical use of emerging technologies. This includes the appointment of a Director of AI Integration to help embed responsible, research-based approaches into our teaching and learning.
We will expand student research opportunities and further develop curriculum that equips learners to engage with AI and other transformative tools not just as users, but as thoughtful, ethical contributors and leaders. These efforts reflect our mission to ignite the brightest minds to make a difference in the world. By anchoring innovation in inquiry, reflection, and equity, UTS will continue to offer a future-focused education that empowers students to navigate complexity with curiosity and purpose."
I am forever bursting with gratification over what our students and faculty are able to achieve. The multitude of accomplishments are varied and far-reaching, and make our school environment exciting, rewarding, engaging, and satisfying. We are relentlessly working towards one theme, and that is ‘Making It Happen’. Students ‘make it happen’ as they are fully engaged in a wonderful array of exhilarating events, clubs, competitions, tournaments, festivals, and fairs. Guided by their teachers, students are fully immersed in their pursuit to do their best and learn from their experiences. The children participate in a wide array of stimulating activities which include the Science Fairs, Math Competitions, Public Speaking Competitions, Music Festivals, Spelling Bees, Shows, Sports Tournaments, and much more. Also, the clubs are a big hit with the students and serve to broaden their horizons. From the Leadership Club to the Chess Champions Club, students stir in the hallways with anticipation and excitement. The activities are many and students from every section of the school participate in large numbers and with tremendous success. It is truly amazing. Thank you to our faculty who are an essential element in the ‘making it happen’ theme. Our teachers provide wise guidance as they nurture, support, and motivate our students. They have made a name for themselves as very special committed individuals with great qualities and stamina! As time races ahead, year after year, “Together, We Make It Happen!”
Imagine a school where students not only act on stage but write and direct the play, where learning an instrument for the first time sparks a desire to compose and conduct, and where a commitment to environmentalism leads to a student-designed research project that is presented at an international symposium.
This is UTS, a place where the curiosity, passion and imagination of our students are transformed into higher levels of learning through the skill and dedication of our outstanding faculty.
We are a diverse, vibrant and dynamic academic community that has been nurturing young minds since 1910. Our commitment to antiracism, equity, diversity and inclusion is authentic and strong, leading to brave conversations within a culture of compassion and care that helps students grow into young leaders, ready to tackle the challenges of a rapidly changing world. Most importantly, we are a community where students and their families come together to learn, laugh and forge friendships that will last a lifetime.
I invite you to explore our website where you will find information about our challenging academic programs, exciting opportunities outside the classroom, our important research initiatives, international partnerships and our incredible community. We are a school like no other – a school where curious, innovative and high-potential students find a place to call home.
I am thrilled to serve as the 15th principal of UTS, and look forward to connecting with UTS families past, present and future!
Dr. Leanne Foster earned a Bachelor of Arts at the University of Toronto where she pursued her love of English Literature and History. She completed her Bachelor of Education and Masters of Education at the Ontario Institute for Studies in Education (OISE/UT). Dr. Foster earned her Ph.D. in Educational Administration from the University of Toronto in 2009. Her doctoral work and research focused on school improvement and educational change management.
A dedicated and experienced educator, Dr. Foster’s career in teaching has taken her from kindergarten classrooms to university lecture halls. Throughout her career, she has demonstrated a commitment to education and academic excellence.
Liberal Arts
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
Sherwood Heights follows an enriched and well-rounded curriculum for students from Kindergarten to Grade 12. The comprehensive curriculum emphasizes the basic subjects of language arts, mathematics, science, social studies, French, and computers; and addresses the importance of music, the arts, and physical fitness.
UTS offers an enriched and accelerated curriculum designed to challenge high-achieving students and support them in becoming thoughtful, engaged citizens. Students take 10 courses per year (beyond the standard 8) allowing for greater breadth and depth across disciplines. Our program includes a wide range of AP and university-preparatory courses in the sciences, humanities, arts, and mathematics, alongside distinctive offerings in languages, social justice, and interdisciplinary studies. Learning is inquiry-driven and designed to promote critical thinking, creativity, and ethical leadership. While our academic standards are rigorous, our approach is holistic: students are supported by a robust network of counsellors, student success staff, and educators who nurture both intellectual and personal growth. The UTS experience includes over 100 co-curriculars, outdoor education, and research opportunities that connect classroom learning to real-world contexts. Grounded in our mission to ignite the brightest minds to make a difference, the curriculum reflects our core values: curiosity, purpose, and a commitment to anti-racism, equity, diversity, and inclusion.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
A traditional, comprehensive, challenging and modernized math programme.
UTS mathematics education is accelerated and conceptually rigorous. Students are introduced to algebra, geometry, and data analysis earlier than typical grade-level standards. From Grade 7 onward, students are encouraged to explore mathematical reasoning through problem-solving, abstraction, and inquiry-based learning. Senior students have access to university-preparatory and AP courses as well as enriched mathematics electives, supporting competition-level thinking and applied understanding.
No textbooks used for math courses.
Not applicable
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.
Not applicable
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning.
Information not available
Not applicable
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.
Not applicable
Phonics, handwriting, spelling, grammar concepts, reading and reading comprehension are important components of our writing programme.
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Rigorous science programme.
Science instruction begins with an integrated approach in the younger grades, combining physics, biology, and chemistry to build foundational inquiry skills. Emphasis is placed on hands-on experimentation, observation, and critical thinking. As students progress, the sciences are taught as discrete subjects with increasing complexity. Senior students can pursue AP Biology, Chemistry, and Physics courses, alongside research-focused electives, fostering both scientific literacy and advanced investigation skills.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Reading and reading comprehension, novel studies and various literature programmes are all offered.
From Grades 7 to 12, English focuses on analytical reading, thoughtful writing, and critical discourse. Students read widely across genres and cultures, with a deliberate emphasis on global and contemporary voices. Literature study is paired with skill-building in persuasive, narrative, and expository writing. Senior students engage in intensive literary analysis and research, preparing them for university-level English and humanities programs.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Not applicable
Teaching history and geography from the beginning with an international approach from a Canadian perspective.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Rigorous history and geography programme based on the Ministry of Education guidelines.
Social responsibility and global citizenship are the core subject matter of UTS’ offerings in Canadian and World Studies which seek to build, by reflecting upon the past, understanding the present, and planning for the future, competencies in the skills, knowledge, and attitudes we require to make effective decisions fully aware of their implications for ourselves and the wider communities of which we are a part. In the early years, students explore geography and history through case studies and inquiry-based projects. At the senior level, Canadian and World Studies offers a number of courses in specialized disciplines, including Civics, Law, Politics, Economics and Philosophy. This specialization exposes students to the study of various social science and humanities disciplines which they may choose to pursue in further depth at the university level.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
An academic balanced approach.
The goal of the French program is to give students the opportunity to become functionally bilingual, to achieve a high degree of proficiency. Learning cooperatively is an essential part of this program. The German and Spanish programs provide students with opportunities to develop thinking, analytical and communication skills in everyday and literary usage of these languages. Students will acquire a high degree of language proficiency. In addition to classroom, computer lab and library research activities, additional language immersion experiences are offered. The Latin program offers students the opportunity to study the foundation language and culture of the Romans, Extensive work in etymology and linguistic comparison direct the students to make connections between Latin and English and other modern languages.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Fine arts is an important part of our curriculum.
Expressive Arts at the University of Toronto Schools includes Drama, Interdisciplinary Studies (Art and Design), Music and Visual Arts. Students develop creative and critical thinking skills and apply the creative process through these subject areas while building on vital forms of communication. The arts are integrated throughout the UTS experience, with required courses in music and visual arts in early grades and expansive electives in later years. Students can participate in band, strings, and choir, or explore media arts, drama, and studio practice. Emphasis is placed on creativity, critique, and interdisciplinary expression, with many students earning external recognition in the arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A constructivist, collaborative approach to teaching and integrating technology.
Computers and technology at UTS are approached with both purpose and foresight. While formal computer science courses begin in high school, digital tools and platforms are integrated throughout the curriculum to support learning from earlier grades. Students build essential digital literacy, problem-solving, and critical thinking skills across subjects. In senior grades, learners explore computer science, software development, and the ethical use of technology through enriched, future-focused offerings. With a commitment to responsible AI use, research, and interdisciplinary application, our program equips students to become thoughtful digital citizens and leaders in a rapidly changing world.
Web design
Robotics
Computer science
Learning the rules of the game and good sportsmanship are important. House league teams, sports teams, intramural sports.
Health and Physical Education at UTS supports students' physical well-being, social-emotional development, and lifelong healthy habits. In the earlier grades, students participate in a wide range of movement-based activities that build physical literacy, teamwork, and confidence. Health education topics are integrated and age-appropriate, addressing mental wellness, identity, relationships, and decision-making. The curriculum emphasizes inclusivity, resilience, and the connection between physical and emotional health. Co-curricular athletics and outdoor education further extend these learning goals. UTS’s approach reflects a holistic commitment to student development, balancing academic challenge with well-being, movement, and character-building experiences that carry beyond the classroom.
Not applicable
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.
Not applicable
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning. Students are introduced to the fundamentals of reading, writing, mathematics, social science and French. Students will also expand their language skills through conversation, word activities, stories, audio and visual material, and computer software. Gross and fine motor skills and co-ordination are developed through physical and educational activities and the use of paints, crayons, clay, sand and water. Creative expression is encouraged through arts & crafts, music, and drama.
Information not available
Accelerated
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Enriched as well as extra-help material is available to all students to meet their individual needs.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
UTS fosters a vibrant academic culture rooted in curiosity, challenge, and purpose. Most students are high-achieving and many are identified as gifted, but success here is not just about grades. It’s about depth of thinking, meaningful inquiry, and personal growth. Students are expected to take ownership of their learning, contribute thoughtfully, and support one another in a collaborative environment. The pace is fast, and expectations are high, but so is the support, from peers, faculty, and student success teams. UTS students frequently earn national and international recognition in academics, research, and innovation. More importantly, they value learning for its own sake, and are encouraged to explore, question, and lead with both confidence and integrity.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
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."
Vision Statement UTS is a transformative learning community focused on intellectual growth and individual development. We build on a tradition of academic distinction and leadership to develop socially responsible, global citizens.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
UTS employs a comprehensive, student-centered support model. Students are supported by a dedicated team including a Dean of Students with a team of guidance counsellors, social workers, student success teachers, a school nurse, and a university counsellor. UTS also has a designated Learning Strategies teacher who works closely with students to develop individualized learning plans. Students with identified learning differences are provided accommodations based on psycho-educational assessments or medical documentation, and supports may include assistive technology, flexible assessment timelines, or skill-building strategies. All accommodations are grounded in evidence and aligned with the Ontario Human Rights Code. UTS is committed to fostering a learning environment where all students, regardless of learning profile, are empowered to thrive academically, socially, and emotionally.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
20%
$0
$17,250
100%
20%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 9, 10, 11
Rolling
Dec 01, 2025
Not available
Not available
Yes: grades JK - 12
Yes: grades 7 - 11
No
No
No
No
Yes: grades JK - 12
Yes: grades 7 - 11
No
No
No
No
A student with a love for learning.
We admit students on the basis of academic and overall performance. Our students are intellectually curious, eager to take initiative, and supportive of one another, with strong character skills and self-awareness.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
Eligibility requirements
The applicant’s citizenship must be one of:
AND the applicant is:
Stage 1 components
Stage 2 components (for selected applicants only)
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