1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
1400 Oxford Street, Halifax, Nova Scotia, B3H 3Y8, CanadaIndirect Support:
1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
1400 Oxford Street, Halifax, Nova Scotia, B3H 3Y8, Canada
5,689.6 km
4,943.6 km
1965
1887
755
366
JK to 12
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Progressive
16 to 22
18
Learning
Learning, Developmental, Behavioral
In-class adaptations
$45,065
$16,516 to $33,000
Yes
Yes
2%
18%
9 to 12
5 to 12
$20,000
$6,500
50
23
0%
0%
20%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
information not available
information not available
information not available
Dec 01, 2025
Rolling
Not available
Not available
Yes: grades 6 - 11
Yes
No
No
Every school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
Read The Our Kids Review of The York School
Armbrae feels like home. When you walk in the door, no matter who you are or where you’re coming from, you’ll feel instantly welcome and safe.
“We’re creating a culture based on the idea that we’re part of a family. We belong together, and this is our school.” — Steve Clarke, Head of School
“We always want to challenge our students and help them strive for excellence in both academics and sports.” — Ben Ur, Athletic Director and Social Studies Teacher
Read The Our Kids Review of Armbrae Academy
Every school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
View full reportArmbrae Academy is known for its close-knit, student-centred culture and its forward-looking approach to education. It has a rich history that goes back to 1887. Characteristics of the school include its small classes, a house and prefect system, and the motto Be Kind, Work Hard. The academic program of Armbrae combines Nova Scotia standards with Advanced Placement (AP) options, a strong guidance system, and innovative extensions like the online Summer Academy on Brightspace, alongside a 1:1 device policy. The school thoughtfully leverages the surrounding city in the learning experiences, connecting with museums, universities, and the beautiful outdoors. The school emphasize play and hands-on exploration, especially in the early years. Co-curricular life is broad and includes the arts and competitive athletics. The school community is strengthened through a strong advisory program, older-younger mentoring, parental involvement, and beloved traditions such as Celebration of Learning with grad speeches. The school currently has three nearby campuses (Oxford, Coburg, and South). Under Head of School Stephen Clarke, Armbrae is expanding access and programming, with tuition assistance and a plan to consolidate on a single campus.
View full report
" ... a community that shaped me into the person I am today"
Lani Stern - Alumnus (Jan 23, 2018)
The York School is a community that shaped me into the person that I am today. The list of opportuni... View full review
"We feel it offers a high-quality program that is recognized internationally."
Glenn Asano - Parent (Dec 10, 2021)
Without hesitation, both our children (Gr. 8 and 11) cite their teachers at the school as being the ... View full review
"All three of my boys love The York School school and all for different reasons."
Heather Faralla - Parent (Jan 31, 2022)
I have three boys at The York School and started four years ago with my eldest in Grade 9. He is no... View full review
information not available
"A co-ed JK to Grade 12 International Baccalaureate (IB) school in the heart of Toronto, we offer exceptional learning experiences while prioritizing wellbeing and belonging. We empower our students to embrace curiosity, challenge themselves and contribute to an inclusive community. As a forward thinking school, we integrate the richness of the IB curriculum with hands-on experiential learning and the latest advances in technology. We are an urban school with a global outlook."
"Founded in 1887, Armbrae Academy has a longstanding tradition of academic excellence and community engagement. We offer a liberal arts curriculum, enriched by AP courses, a robust CAS (Creativity, Action, and Service) program, and competitive sports. We emphasize inclusion and personalized support in a nurturing environment. Students benefit from integrated technology and tailored university guidance. Our family-like culture supports each student’s sense of belonging, grounded in our motto: Be Kind | Work Hard."
"We offer academically exciting programming that sparks student curiosity and engages them in real world problem solving. Our focus is to develop leadership, integrity, global mindedness and future vision. We work to empower every individual to reach their fullest potential and pursue ongoing growth. Renowned for our exceptional International Baccalaureate experience, we also boast unique, signature programs across all grade levels that engage, inspire and challenge students."
"MISSION | WHAT WE DO
Armbrae empowers each child to pursue personal growth and excellence.
VISION | WHY WE DO IT
To create critical thinkers, lifelong learners and engaged citizens.
VALUES | HOW WE DO IT
Armbrae enables each child to realise their full potential through uncovering their strengths, enabling exploration of their passions and supporting their personal pursuit of excellence.
We do this through:
• Fostering Inclusivity & Sense of Belonging
• Providing Individualised Attention & Support
• Challenging Students To Be The Best They Can Be
• Nurturing an Engaged & Supportive Community"
"Our experiential, interdisciplinary approach to the International Baccalaureate (IB) means that across subjects learners study similar themes and concepts that prepare them for success beyond The York School. We believe the best way to nurture curious learners to be globally-minded leaders is to take them out into the world to explore innovative solutions to pressing problems. Our two, state-of-the-art, purposefully designed urban campuses make it easy for classes in every grade to make discoveries in Toronto’s parks, ravines, museums, art galleries and performance venues.
Academic success is deeply connected to social and emotional wellbeing. York’s Student Wellbeing Team supports our commitment to creating a welcoming, inclusive space where students can gain the social-emotional skills, mindset and strategies they need to achieve agility and adaptability in today’s fast-paced and uncertain world."
"Armbrae's strategic plan states that we “empower each child to pursue personal growth and excellence.”
We aim to help each student become the best version of themselves, both in academics and in character. Our hope is that our students know they are valued and feel like they belong. Students at Armbrae are known and valued, not just as learners, but as unique individuals with their strengths, interests, and potentials. We also emphasize challenging student, we expect them to work hard, take risks, fail forward, and stretch beyond their comfort zones. Armbrae prides itself in its nurturing, supportive community where students feel they belong. Armbrae prioritizes inclusion, respect, care, and makes sure everyone in the school feels like they are part of something. We also have high expectations & rigour in our curriculum"
"The York School was founded in 1965 as a co-ed, primary program built on academics, inquiry and relationships. It quickly grew into one of Toronto’s most respected schools. By its 20th anniversary, York had graduated its first Grade 8 class. In 2001, our first class of IB Diploma students graduated, and by 2005, we were accredited as the first English-language IB World School in Canada to offer all three IB programs – the Primary Years, Middle Years and Diploma programs. Becoming the first school in Canada to offer the full IB continuum solidified our commitment to global, inquiry-based education.
The early 2000s, with passionate faculty, saw the launch of signature programs like Challenge Week, Integrated Canadian Experience (ICE), a one-to-one laptop program, and international service trips. In 2023, we launched the Embrace Curiosity strategic plan. The York School celebrated its 60th anniversary in 2025, marking six decades of curiosity, challenge, and community."
Information not available
"The York School is a great fit for students who are curious, collaborative and enjoy academic challenges. Students who are ready to take risks, think critically and contribute to our welcoming and inclusive community are well-suited to thrive here. Our graduates consistently score well above the IB World average and receive offers from prestigious universities in Canada and around the world."
"Armbrae is looking for student athletes, students with unique co-curricular interests and students who want to reach their potential while being supported by a nurturing faculty."
"We invite all interested families to learn more about a York School education. Our world-leading IB educational framework emphasizes inquiry, critical thinking and problem solving, and sets the student in the centre of learning through a robust curriculum that is contextualized with global concepts. Our programs develop knowledgeable, caring young people who are engaged citizens of the world."
"If a family is considering Armbrae and the student has needs we can not meet, we will be honest with the family and let them know we cannot support their student at this time. We will work to assist the family to find a school that can allow their student to become their best self."
"97% of our parents selected The York School to enhance their child's academic abilities.
91% say they enrolled their child at The York School to help them find their passions.
92% selected The York School because of the opportunities that they will have once they graduate from The York School."
Information not available
"We’re known as a co-ed, forward thinking, inclusive school with strong academics and a global outlook. Families and educators respect the future-ready education we offer, our welcoming community and our commitment to student wellbeing. We’re known for a University Counselling program that matches each student with a counsellor as soon as they enter Senior School. This enables the counsellor to develop a good understanding of the learner’s academic goals, career aspirations and extracurricular interests, and helps the student identify post-secondary environments where they’ll thrive. We’ve built a strong reputation for innovation, inquiry and preparing students not only for university, but for life."
"Since 1887 Armbrae has been nurturing and challenging students within a safe and supportive community. Our students excel in many areas including the speaking arts (debate, public speaking, MUN), mathematics and science, and in the arts (music, drama). We are committed to providing learning, language, and social-emotional support to our students. Co-curricularly we are known for our strong student athlete programme with particular strengths in basketball, volleyball, soccer, and track and field. For over 100 years, Armbrae has been the vanguard of educational leadership in the Province of Nova Scotia."
"The York School is the first school in Canada accredited to offer the International Baccalaureate (IB) from Junior Kindergarten to university entrance. We have a strong working relationship with the International Baccalaureate Organization (IBO), allowing us to be on the cutting edge of IB innovation. Our graduates consistently score well above the IB world average. As Canada’s first one-to-one laptop school, we embrace technology that ensures students in every grade will be future-ready."
"Armbrae is a small school with exceptional matriculation data. Our graduates attract offers from the best universities around the world, earning unparalleled scholarship offers in the process."
"Since our founding in 1965, we've offered students an innovative, contemporary education. We’ve evolved to ensure our curriculum is informed by the latest research and gives students opportunities to explore solutions to current world problems. In the early days, our school uniforms were formal and traditional. Today, they’re more casual, practical and comfortable. In another nod to our modern approach to teaching and learning, our school motto Experience Teaches is no longer in Latin."
Information not available
"The York School offers the highly respected International Baccalaureate (IB) Diploma Program for the final two years of Senior School.
We recently introduced the Personalized Pathway Program to give students greater flexibility. Students receive the IB course transcript and an Ontario Secondary School Diploma (OSSD). They complete most courses, but benefit from greater flexibility in choosing a course composite that meets their needs. This pathway is ideal for students who wish to focus intensely on subjects (e.g., three senior Science courses) or for competitive athletes needing scheduling flexibility.
In recent years, we've developed open, flexible campus spaces that encourage collaboration and connection. Currently, we are renovating our Junior School campus to create a larger cafeteria, a second gym, a community lounge, an outdoor classroom, and a new library, further supporting learning."
"Our school has three campuses housing our Lower, Middle and Upper School - state of the art athletics centre and two gyms and a dining hall. - All of this has happened in the last five years."
"Over the next five years, we will invest in our learning environments so we can continue to infuse innovative technologies into our programs in meaningful ways. We plan to deepen our work in wellbeing, belonging and global citizenship, and to grow our signature programs and develop partnerships with industry leaders. Professional development for teachers and new support systems for students will keep our community strong and connected. Our goal is to make sure every York student is future-ready—academically, emotionally and socially. We will continue developing a culture of philanthropy so our community can help build York’s Financial Assistance (FA) program, allowing us to welcome more talented students whose families require tuition flexibility."
"Armbrae is hoping to expand our dining hall, include bussing and build an Arts Centre"
The York School is an International Baccalaureate, coeducational, non-denominational school located in midtown Toronto. The International Baccalaureate curriculum, in simple terms, helps guide students in the junior grades to ask lots of questions, in the middle grades to question their understanding of the world, and in the senior grades to challenge themselves to be the very best version of themselves as they look towards the opportunities available at The York School and beyond.
We work hard to ensure all of our students embody our mission statement which is to “develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.”
Please read more about our fantastic programming and opportunities on our website. I encourage you to make an appointment with our Admissions team to come in and experience The York School's inclusive, international and exceptional community.
When you have a moment, please take a look at our strategic plan. It represents our entire community’s vision of who we are, why we exist, and the promises we have made to each other. Our plan's theme is Unleash Your Potential — a concept that is very personal for our students, but also stands as a roadmap for our entire community, challenging us to be excellent and to pursue our potential as a school.
Let's unpack our plan from both of these perspectives, starting with the first word in our theme: unleash (verb). Unleash means to set loose or to pursue. This is not a passive word. It is a call to action — similar to our school motto: Be Kind | Work Hard. Armbrae students are not simply empty vessels that are meant to be filled with knowledge, skills, and attitudes. We want our students to be proactive learners who create content and knowledge! Next up is the word your (pronoun). In this instance, the word your is a possessive adjective that clarifies who owns something. What an inspirational thought: each student owns their potential! Finally, we come to the word potential (noun), defined as latent qualities or abilities that may be developed and lead to future success or usefulness. What a privilege it is to be in the presence of young people that are each on their own personal journey of growth, joy, and discovery.
Be Kind | Work Hard
Progressive
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
Our curriculum meets both the Ontario Ministry of Education and International Baccalaureate Programme requirements. Our IB approach is cross-curricular and project-based, which means that from English, to Arts, to Science and Technology, our students are studying similar themes and concepts that equip them with future-ready skills. We’ve also developed signature programs across all grade levels that engage, inspire and challenge students.
Armbrae Academy’s motto, "Be Kind, Work Hard," is a guiding principle woven into the curriculum at every level. The school's academic approach is structured to support students from their earliest years through to graduation, preparing them for future success. In the Foundation Years (Pre-Primary and Preschool), the curriculum is play-based and designed to integrate seamlessly into the Lower School. The school's unique approach allows young students to build connections with other grades, ensuring a smooth transition. Students in the Lower School begin following the Nova Scotia curriculum, with core subjects and specialized classes like music and art. The Middle and Upper Schools continue this rigorous path, with the curriculum carefully structured to meet provincial graduation requirements and additional Armbrae-only requirements that emphasize leadership and career education. Armbrae also offers Advanced Placement (AP) courses, which allow students to earn university credits and develop critical skills before graduation. This provides an enriched experience for those seeking a greater challenge and a competitive edge in post-secondary applications.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. Students intrinsically appreciate the fascination of mathematics and explore the world through its unique lense. Students often describe themselves as “authors” or “artists”; a school’s programme should also provide students with the opportunity to see themselves as “mathematicians.” In the IB Primary Years Programme (PYP), mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to memorize.
Our Mathematics program builds deep conceptual understanding and strong numeracy skills. Through a carefully structured spiral approach, concepts are introduced, revisited, and expanded upon over time to ensure lasting comprehension and confidence. Students in Grades Primary-9 explore key strands including number sense, algebra, geometry, measurement, data, and probability through engaging, developmentally appropriate lessons. Instruction includes whole-class teaching, small-group collaboration, hands-on activities, and interactive SMART Board lessons. Students at all grade-levels strengthen their problem-solving and mental math skills through guided discovery, games, and real-world applications. Differentiated instruction allows for both remediation and enrichment, ensuring every learner is supported and challenged. By combining procedural fluency with conceptual understanding, our program equips students with the mathematical thinking and confidence needed to approach complex problems — both in the classroom and in the world beyond.
JUMP Math (Grades Primary - 8) Math Makes Sense (Grades 7-9)
Information not available
Phonics-intensive
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.
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.
The development of language is not only fundamental to communication but also supports and enhances our thinking and understanding. Language permeates the world in which we live. The language learning process in the Junior School involves learning language, learning about language and learning through language. Students are provided authentic learning experiences to support their growth in oral communication, reading, writing and media literacy.
Foundations of Literacy Development: We provide explicit, structured instruction in the core skills of reading: oral language, phonemic awareness, phonics, fluency, vocabulary, and syntax. By following a clear and systematic approach, students build a strong foundation for literacy, enabling them to approach reading and writing with confidence and growing independence from the earliest stages of learning. Developing Reading Comprehension: We focus on teaching students how to apply foundational skills to make meaning from text. Instruction emphasizes strategies for analyzing, synthesizing, and interpreting information, helping learners connect ideas and deepen understanding. Through exposure to varied texts and genres, students strengthen critical thinking, broaden perspectives, and develop a lasting appreciation for reading as a tool for learning and self-expression.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Systematic approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Armbrae Academy’s approach to writing instruction emphasizes helping students communicate their ideas clearly, purposefully, and creatively. Explicit teaching of the writing process—including brainstorming, planning, drafting, revising, editing, and publishing—guides students through each stage of development. Instruction also focuses on writing mechanics, such as spelling, grammar, and transcription, ensuring accuracy and fluency. Students practice expressing their thoughts not only through traditional writing but also through digital formats and other ways of representing ideas, such as diagrams, charts, and multimedia. Regular opportunities across genres and purposes allow learners to apply foundational skills while developing creativity, critical thinking, and adaptability. This approach fosters confidence, independence, and ownership of their work, preparing students to communicate effectively for a variety of audiences and contexts. Ultimately, it nurtures a lifelong appreciation for writing as a tool for learning, problem-solving, and self-expression.
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.
Armbrae’s Science program fosters curiosity, creativity, and critical thinking through a hands-on, inquiry-based approach. From Primary to Grade 5, students explore life and physical sciences, developing core scientific process skills: forming hypotheses, conducting experiments, analyzing data, and drawing conclusions. Lessons are designed to encourage exploration through collaboration and individual discovery, building strong scientific vocabulary and communication. Throughout the program, students engage with the scientific method and engineering design process. Notably, Grade 7 and 8 students complete a formal Science Fair project, with winners advancing to the Regional Science Fair. Safety and collaboration are emphasized at every stage, aiming to inspire a lifelong love of science and equip students with the confidence to investigate the world around them.
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Armbrae Academy's literature program achieves a balanced approach by integrating Traditional and Social Justice methodologies. The Traditional approach provides a rigorous focus on the core mechanics of texts: Students practice annotating, gathering evidence, and developing compelling arguments through critical essay writing and class discussions, which builds essential analysis and communication skills. Simultaneously, the Social Justice component incorporates diverse authorial voices and a wide variety of texts, exposing students to both canonical and modern literary works. Students are empowered to interpret and critique texts through the lens of their own identity and lived experiences. Assessments are broad, moving beyond essays to include presentations, portfolios, and student-led seminars. This comprehensive integration ensures students gain both deep textual analysis skills and a critical, context-aware focus.
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.
The Lower School Social Studies program nurtures global awareness, empathy, and critical thinking by helping students explore their identities, communities, and the broader world. Beginning with an understanding of self and local community in Primary, students gradually expand their perspective to include cultural diversity, historical inquiry, and global citizenship. Through hands-on projects, discussions, guest speakers, and cross-curricular connections, students investigate topics such as culture, change, human-environment interactions, and exploration. They learn to ask thoughtful questions, consider multiple viewpoints, and reflect on the impact of decisions over time. From imagining future innovations to examining past civilizations and Indigenous histories, students are encouraged to see themselves as active participants in a dynamic world. The program emphasizes sustainability, collaboration, and respect for individual and collective identities—preparing learners to become responsible, informed citizens in a diverse and evolving society.
Pragmatism
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.
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.
Information not available
Middle and Upper School Social Studies at Armbrae Academy are focused on developing informed, engaged citizens by integrating concepts from history, geography, civics, and economics, with a strong emphasis on inquiry-based learning and critical thinking about local, national, and global issues. In grades 7-9, students explore topics like the history of the Maritimes and Canadian identity, geography, and citizenship, while grades 10-12 offer a range of specialized courses, including Diverse Perspectives of Canadian History 11, and advanced global studies courses such as AP World History, AP Micro and Macro Economics 12, and AP Psychology 12. The overall goal is for students to examine multiple perspectives, analyze historical and contemporary conditions, and apply competencies like effective communication and responsible action.
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.
At The York School, there is an emphasis on authentic contexts and fluency.
French Program: Lower School teachers employ the AIM methodology. As students move into older grades, we incorporate the DELF levelled textbook series, À la une (1-4). This series offers a global look at the Francophone world and opportunities to expand upon all modalities: Speaking, Listening, Reading, Writing. We supplement this with a wide variety of CI (Comprehensible Input) activities that focus primarily on comprehension, moving towards accurate and comfortable production through whole-class, small-group, and independent tasks. English as an Additional Language (EAL) Program: We offer EAL classes in Middle and High School using the National Geographic Learning series to build academic language through engaging global content. In the Lower School, support uses a push-in model to develop English skills within classrooms. The primary goal of the EAL program is to build confidence and proficiency across all language domains so that students can fully exit EAL support by 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
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Our Fine Arts program goes beyond basic craft to cultivate creative expression and critical appreciation. We focus on both process and product in visual art, music, and drama. Students are encouraged to take risks and develop a personal voice through hands-on creation and performance. We employ an interdisciplinary approach, using the arts to explore concepts in other subjects, fostering innovation, communication, and complex problem-solving—skills vital for future success.
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.
At The York School, our approach to technology is not about gadgets and gizmos – it is about a progressive approach to education and a school-wide commitment to innovation. We offer a culture of creativity that inspires teachers and students to think differently, explore confidently and adapt skillfully. This approach means that we are constantly searching for technological opportunities that will enhance learning. When exploring options and making choices about technology in the classroom, we focus on ways to enrich the IB inquiry method and to empower students and teachers to access the full potential of their imaginations. Led by our Learning, Technology & Innovation department, the school constantly adapts to technological opportunities that arise and responds with new initiatives and programmes. We regularly assess the needs of our community and participate in a rigorous process of goal setting and reflection each year.
While we might qualify as 'light integration' in our Lower School, by Middle School teachers are integrating technology into student learning on a regular basis, and are intentionally teaching the safe and responsible use of these tools. We believe that in spite of the native comfort many students have with tech, competency cannot be taken for granted. In the Upper School, technology is more widespread in our curriculum. We integrate the teaching of tech competencies into various classes, and we offer courses in Comm Tech and AP Computer Science. That said, in most cases technology remains a tool used to enable learning rather than the learning goal itself: we would not suggest that "teachers should find ways to connect every lesson back to technology." We offer robotics as a co-curricular activity in both the Middle and Upper Schools.
Web design
Robotics
Computer science
Physical education is more than just students participation in sports and games. The focus is on developing transferrable skills that promote physical, intellectual, emotional and social development. One of the main goals of the physical education programme is develop an appreciation and understanding of the importance of living a healthy lifestyle.
Our Physical Education department’s mission is to create an inclusive, welcoming environment where every student feels safe, seen, and motivated to move. We offer a diverse range of sports and activities that intentionally mix abilities and skill levels so students can learn with and from one another. Through developmentally appropriate, student-centred programming, we foster personal growth, confidence, and lifelong engagement in physical activity. Social-emotional learning is woven into every lesson: students practice teamwork, fair play, and leadership; learn conflict resolution, communication, and empathy; and develop game sense through strategizing, problem-solving, and decision-making. We prioritize universal design, diverse assessment, and student choice, ensuring equitable access and meaningful challenge for all learners. Our goal is for students to develop the knowledge, skills, and attitudes to be active, resilient, and community-minded, ready to thrive in sport, school, and life. We follow the Nova Scotia and Ontario curriculums, covering all outcomes/expectations from both.
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.
Our play-based, inquiry-driven, full-day, all-inclusive Kindergarten program empowers young children to become agents of their own learning. Inquiry-driven learning guides students to ask questions, research, experiment, think critically and draw conclusions. This approach promotes independent thinking, problem-solving and lifelong learning.
Our philosophy blends academic learning with the natural joy of play and discovery. Children engage in a rich variety of experiences, from Jolly Phonics, math connections through science and art, singing, creative projects, and ample outdoor play. Each day balances teacher-guided instruction with child-led exploration, along with group activities that build confidence and collaboration. Guided by Montessori principles, we honor every child’s unique learning journey, fostering curiosity, cultural awareness, and independence. By nurturing individuality and supporting emotional, social, and academic growth, we create an environment where each child thrives and develops a lifelong love of learning.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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.
Information not available
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”.
We strive to encourage every student to pursue personal excellence. Our culture establishes high expectations of every student through exceptional academics to challenge them to be the best they can be. We operate on the guiding principle of “Be Kind | Work Hard”. Students are expected to be proactive learners who create content and knowledge, rather than passive recipients. The programming is based on excellence and delivered with best practices to challenge and help your child grow. We aim to empower every student to meet their potential by prioritizing a growth mindset and focused attention on future-ready skill development.
"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."
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."
Armbrae employs a balanced approach that includes fostering the emotional and physical wellbeing of all students. This balance incorporates strong social support and instills a sense of belonging within a supportive, nurturing community. Intellectually, students are shaped into proactive learners who create content and knowledge, rather than being passive recipients. The focus is on exceptional academics to develop students into critical thinkers capable of future-ready skill development. Students are enabled to realize their full potential through uncovering their strengths and pursuing excellence.
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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We support external supports working with students within the school, such as occupational therapy and speech-language therapy, but do not have in-house specialists in these areas.
Information not available
At Armbrae, we support students with learning needs whether those needs are identified before they arrive or develop while they are with us. A diagnosis, new or existing, is not viewed as a limitation but as valuable insight. When a student begins to struggle, we act early: gathering feedback, collaborating with families, and implementing strategies through the Student Success Centre. If more information is needed, we may recommend a psycho-educational assessment with trusted external partners. Many students with learning profiles thrive here because of our small class sizes, close relationships with teachers, and flexible, responsive approach. With shared commitment between home and school, students with diverse learning profiles don’t just manage at Armbrae, they flourish.
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RecreationalRec. |
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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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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
9 - 12
5 - 12
2%
18%
$20,000
$6,500
20%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Dec 01, 2025
Rolling
Not available
Not available
Yes: grades 6 - 11
Yes
No
No
No
No
Yes: grades 2 - 11
Yes
No
No
No
No
- Demonstrated ability to thrive in an academically rich and challenging environment. - Evidence that the applicant will add value to The York School community and their aspirations and expectations align with The York School’s mission. -Open minded and curious; enjoys trying new things; recognizes that failing is often part of learning and growth.
We are looking for a well rounded students that are curious and hard-working academically, and who want to engage with our community through sports, activities, and service.
Prospective families are encouraged to visit The York School's website to view the complete list of application requirements. Applications are started online by clicking "Apply Now" on the website.
Families applying to Armbrae apply online. Once we receive the application which includes school reports, additional testing information if applicable, parent statement and reference, we will contact the family to review the application and set up an interview and assessment time. The student can choose to spend a day at the School and do the assessment at that time or do them separately. If all goes well we will then send a letter of acceptance and we will request the deposit to hold the seat.
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