1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, Canada
Indirect Support:
1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, Canada
1965
1997
755
160
JK to 12
JK to 12
Coed
Coed
Day
Day, eSchool
English
English
Academic
Academic
Progressive, International Baccalaureate
Traditional
16 to 20
10 to 13
Learning
Learning, Developmental, Behavioral
Dedicated gifted school
$40,350
$20,570 to $28,695
Yes
Yes
2%
10%
6 to 12
JK to 12
$5,000
$5,000
50
11
0%
0%
20%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades 6 - 11
Yes: grades JK - 12
Yes: grades 6 - 11
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
The aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
Read The Our Kids Review of Fieldstone School
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 reportThe aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
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" ... 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...
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"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 ...
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"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...
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"During the admission process, I did go through testing however, it wasn’t a process of elimination to see who was the smartest..."
Lexie Dias - Alumnus (Mar 10, 2020)
My experience at Fieldstone has shaped who I am today! The kind staff and teachers at Fieldstone all...
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"One thing I noticed was that the teachers came every day with a smile, ready to help the students through another day..."
Adham Ragab - Alumnus (Mar 25, 2020)
Fieldstone represented my first exposure to Canadian Society. It was during orientation that I got t...
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"The teachers could be approached with any question and it would be met with kindness and understanding."
Abigail Lewis - Alumnus (Apr 28, 2020)
My experience at Fieldstone King’s College School has been a enriching one that has pushed me to r...
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"A gender inclusive JK - Grade 12 International Baccalaureate (IB) school in midtown Toronto. Our Mission is to nurture curious learners to become globally minded leaders with integrity and purpose. We are renowned for our academic excellence, relationship-based approach and unparalleled preparation for university. Our teachers foster a love of learning and a community-oriented mindset on two urban campuses located on the subway line. Since our founding in 1965, we’ve believed that experience teaches; that’s why we take our students on local, national and international educational trips that challenge them to explore solutions to pressing world problems. As the first one-to-one laptop school in Canada, we embrace cutting edge technology that supports learning and ensures our students are future-ready. Our robust homeroom and advisor program gives students in every grade the opportunity to nurture meaningful relationships with teachers and peers, and engage in explicit social-emotional learning. Our vision is for every student to thrive as their authentic self and reach their fullest potential in a community where relationships are built on empathy, trust and mutual respect."
"Fieldstone is a small school with big school opportunities – large enough to provide a wealth of opportunities and small enough to support each student’s growth. As a Cambridge School, we teach a curriculum that sets the global standard for education designed to help students develop an informed curiosity and a lasting passion for learning."
"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."
"Our lower school students begin studying Cambridge English, Mathematics, and Science in Kindergarten and continue to Grade Eight. In the upper school, students continue their Cambridge studies through IGCSE and A Level programming while simultaneously earning credits towards their Ontario Secondary School Diploma (OSSD). Our signature Cambridge-Ontario Dual Programme provides students with limitless opportunities to extend their learning and achieve advanced standing in universities worldwide."
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"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."
"• Internationally recognized Core Knowledge and Cambridge curricula
• House system that promotes bonding and mentorship between grade levels
• Music composition in Kindergarten leading to Violin instruction beginning in Grade One
• Annual Shakespeare Production involving all Junior Kindergarten to Grade Eight students
• Character Counts Programme
• Standardized international examinations
• After-school tutorials at no extra cost"
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"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."
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"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."
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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.
Fieldstone was founded with two goals in mind. The first was to provide a strong foundation of knowledge upon which each student could build as they move into adult life. The second goal was to create a strong sense of self-worth and self-esteem within each student. The curriculum is used as a vehicle for accomplishing both of these goals. Students will grow in knowledge and self-confidence by being constantly challenged to achieve goals that appear to be slightly beyond their reach. Fieldstone students are presented with academic tasks that they may consider too difficult for themselves. With the guidance of their teachers in a caring and nurturing fashion, students find that indeed they can do what they thought they could not. As a result, their confidence grows and they willingly, in fact, eagerly accept new challenges.
At Fieldstone, we see not the child we meet, but rather who that child will become.
Traditional
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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.
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.
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.
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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.
Fieldstone Day School (FDS) - JK to Grade Eight: Cambridge Primary and Secondary I stages develop primary learners' skills and understanding of English, Science, and Mathematics. - Cambridge Primary and Secondary I Curriculum: English, Science, and Mathematics. - Core Knowledge: History and Geography. - Ontario Elementary Curriculum: Arts, Music, French, and Physical Education. Fieldstone King's College School (FKCS) - Grade Nine to Twelve: FKCS offers a unique curriculum blending Cambridge IGCSE and A Levels with Ontario courses. The combination of an Ontario Secondary School Diploma and distinguished Cambridge qualifications gives our students a jump start on their university studies.
Traditional Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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 math classes are structured such that advanced students can jump a grade (sometimes two) to ensure students are appropriately challenged. Additionally, our Cambridge programme offers progression tests and Checkpoint Examinations as a capstone evaluation ensuring that full mastery is achieved. For an additional challenge our Grade Seven and Eight students can begin preparing Cambridge IGCSE mathematics which is typically written by high school students. Our programme offers limitless challenges for even the most exceptional students in mathematics.
We use a variety of texts and supplementary materials which are dependent on the course. Both Ontario and Cambridge-specific texts can be used in different courses.
Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.
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.
We have a balanced approach to literacy. We use Core Knowledge Language Acquisition for phonics and incorporate "Jolly Phonics" resources as additional learning anchors. Children are given many opportunities to practice working with letters and sounds in order to develop a good initial understanding of how language works. As they progress through the grades, their oral language, including speaking and listening develops. Our children hear good literature, both fiction and non-fiction and read aloud often. They are asked to summarize and retell what they have read and engage in many conversations with peers and teachers.
Equal balance
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.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
We believe in an equal balance between teaching the nuts and bolts of language and nourishing the children with a rich diet of poetry, fiction, and nonfiction. This philosophy guides our approach to teaching writing. We place an emphasis on spelling, decoding skills, handwriting, punctuation, grammar and vocabulary all are embraced equally along with an opportunity to read rich and meaningful texts. This approach encourages and emphasizes creative 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.
Our science programme provides students with a strong foundation for future studies while providing students with the chance to develop their analytical skills. Our aim is to provide at least one laboratory activity per week to support the theories learned throughout the week. In Cambridge tutorial, practice practical examinations are provided to prepare for practical examinations. Co-curricular activities are offered to our students to apply the theories from the classroom to the real world. These have included: Science Olympics Teams, Community Garden Club, Computer Programming Club and Environmental Club.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Our English courses expose students to great works of literature, both from the Canadian canon and beyond. Students analyze a range of texts (plays, poetry, essays, short-stories, and novels) from various periods, countries, and cultures. They also create oral, written, and media texts in a variety of forms. At all levels, we teach our students to confidently and coherently compose academic essays, as we recognize this to be a vital skill for many post-secondary ventures. Students graduate from our English programme with a firm grasp on reading challenging texts, analyzing these, and composing their own pieces of writing. Moreover, through their studies at Fieldstone, our students acquire a deep appreciation for the power of the written word.
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
Core Knowledge
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.
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).
Our social studies curriculum introduces children to a variety of people, places, and historical events in order to broaden their horizons. An early introduction to history and geography can foster a child's understanding of the cultures and landscapes beyond their local community. Appreciating the "wider world" helps students to prepare for being future global leaders.
Perennialism
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.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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Students in social sciences and humanities develop an awareness of critical issues in our complex, and diverse society. Our courses help to build understanding of individuals, communities, and nations both throughout history and in the present day. Through sustained practice, students develop their planning, processing, problem-solving, and decision making capabilities, often while exploring issues of deep personal and global significance. Discussions and assignments explore critical social, cultural, economic, technological, and environmental issues, helping students to be informed and engaged citizens.
Communicative
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.
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.
At The York School, there is an emphasis on authentic contexts and fluency.
Our language courses provide opportunities for students to learn and practice a new language, and to increase their appreciation for cultural and linguistic diversity in our increasingly globalized world. Students develop their skills in listening, speaking, reading, and writing through creative and hands-on approaches. They also increase their understanding and appreciation of diverse French-speaking communities, and develop skills necessary for lifelong language learning.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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 courses focus on enabling students to create and present art works using a variety of traditional and emerging media and technologies. Our hands-on approach invites students to explore a range of materials, processes, and techniques and apply these to their own artistic projects. Reflection is also a key component of art-making. Students use the critical analysis process to critique art works and connect themes to the wider world. They are also encouraged to make connections between various works of art in personal, contemporary, historical, and cultural contexts.
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.
Fieldstone believes that studies of computers and technology are relevant for all our students because they incorporate a broad range of transferable problem-solving skills and techniques, including logical thinking, creative design (our 3D printer is very popular), synthesis, and evaluation. These courses also teach useful skills in such areas as communication, time management, organization, and teamwork. Students live in a technologically-rich world, and courses in this field will provide them with the knowledge and skills to understand the underpinnings of current computer technology and prepare them for emerging technologies of the future.
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.
Fieldstone's approach to teaching Physical Education is to educate students on the importance of active living as a part of a healthy lifestyle. Students are given the skills necessary to participate in a variety of individual and team-based activities. Emphasis is placed on skill development, leadership, teamwork, and sportsmanship. Students of all skill levels are able to participate in activities in a safe environment with positive messages about participation and the benefits of activity.
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.
The Fieldstone Global Knowledge curriculum was carefully designed to be rich in content and sequential in presentation. Kindergarten students are introduced to all academic disciplines, including French, History and Geography. Students experience an engaging and enduring subject matter that lays a foundation for their future schooling and instills a love of learning in them. The English, Math, and Science curriculum is administered following the Cambridge Primary guidelines and philosophies. This prepares students for the completion of the entire Cambridge programme.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Students are grouped according to ability in the classroom. They all complete and study the same programme; however, assessments and expectations vary depending on ability.
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”.
Fieldstone promotes a rich academic environment and celebrates academic performance. Students are provided with additional academic support in both curricula through the use of our after-school tutorial sessions. Students are also encouraged to demonstrate their academic abilities in math contests, science competitions, and after-school clubs.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
At Fieldstone, we prepare our students to be future global leaders. We encourage them to take risks, challenge themselves, and take an active role in the community. We cultivate and celebrate our students' individual strengths and successes. We ensure that they are supported throughout their time at Fieldstone and that they are prepared for further success at the post-secondary level.
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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| Forms of Support | Environments | Forms of Support | Environments | |
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. | ||||
| Learning disabilities | ||||
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. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
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. | ||||
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. | ||||
| Developmental | ||||
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). | ||||
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. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
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). | ||||
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. | ||||
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. | ||||
| Behavioral and Emotional | ||||
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. | ||||
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. | ||||
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. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
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. | ||||
| Physical | ||||
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. | ||||
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. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
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. | ||||
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. | ||||
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." | ||||
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). | ||||
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. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Students with a clinically-diagnosed learning disability are invited to apply. Our school will review psychological education reports, report cards, and any other reports to assess if our school is the right fit for the student. A 'Buddy Day' (half or full-day visit to our school) and assessments may be required before acceptance is offered. If enrolled, a Student Success Plan (SSP) will be developed to support the student. This plan will outline the students' strengths and needs and will include accommodations and modifications necessary to promote student achievement.
Information not available
When one of our teachers has a concern about a child's learning, they first meet with our Head of School. Our Head of School will then work with the student both in the classroom and in a one-on-one setting in order to get a better idea of the student's learning needs. The teacher and Head of School will meet with parents to develop a student success plan that outlines individual learning goals and accommodations. If, after the plan has been implemented, it is believed that more support is needed, the school will recommend a psychological education assessment, occupational therapy support, or speech therapy.
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
6 - 12
JK - 12
2%
10%
$5,000
$5,000
20%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades 6 - 11
Yes: grades JK - 12
Yes: grades 6 - 11
No
Yes: grades 6 - 11
No
No
Yes: grades 9 - 12
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.
Fieldstone is a welcoming community where we look for students who are involved in the school community and have a constant drive for success, character development, and knowledge acquisition. To achieve success at our school, students need to participate in the life of our school with an open-minded and growth-oriented attitude. They need to be reflective and seek help when required. They need to be honest to their peers, teachers, and themselves. We firmly believe that every student is capable of success and overcoming challenges. By working with the faculty and being involved in the school, students receive an individualized education to become well-educated global citizens.
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.
We support all families through the application process. In order to apply for our school, we require two years of report cards (not applicable to JK/SK candidates), a completed application form, observation, and an interview. We help your family to have a positive and successful start to your Fieldstone experience.
