1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
1390 West 22nd Street, North Vancouver, British Columbia, V7P 2G4, CanadaIndirect Support:
1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
1390 West 22nd Street, North Vancouver, British Columbia, V7P 2G4, Canada
5,689.6 km
7,659.0 km
1965
2022
755
40
JK to 12
Preschool to 5
Coed
Coed
Day
Day
English
English
Academic
Nature-based
Progressive, International Baccalaureate
Progressive, Reggio Emilia
16 to 22
Varies
Learning
Dedicated gifted school
$45,065
$9,060 to $9,950
Yes
Yes
2%
5%
9 to 12
K to 5
$20,000
$500
50
4
0%
0%
20%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
K, 1, 2, 3, 4, 5
information not available
information not available
Dec 01, 2025
Rolling
Not available
Not available
Yes: grades 6 - 11
No
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
information not available
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 reportSaplings Nature School is an innovative educational institution that emphasizes nature-based learning and outdoor education. Founded on the belief that nature is a powerful teacher, the school nurtures in children a sense of wonder and a lifelong interest in the natural world. Classes are primarily conducted outdoors, allowing students to form a deep connection with the natural environment. This approach enables children to develop their adaptability and observational skills. The curriculum employs an inquiry-based and play-based learning model driven by student curiosity. This encourages children to develop theories, ask questions, and build critical thinking skills. Educators focus on documenting children's learning experiences and providing insights into their developmental journey, ensuring a personalized and responsive educational experience. The outdoor program promotes various skills, including problem-solving, creativity, and environmental stewardship. Students engage in activities such as using loose parts, creative play, shelter building, and practical skills like whittling wood and cooking on an open fire. Saplings Nature School aims to develop the whole child, addressing physical, social, cognitive, and emotional aspects of growth through nature-based experiences.
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
"The teachers are clearly passionate about what they do and deeply knowledgeable about the subjects they teach."
harrison kwan - Parent (Mar 04, 2025)
My daughter, who is typically shy and takes time to warm up, was initially hesitant about joining Sa... View full review
"I love the small class sizes and the student-teacher ratio—it has made a significant difference in the kids’ ability to connect and receive the attention they need from their instructors."
Katrina Lazzarotto - Parent (Mar 04, 2025)
My kids absolutely love Saplings—it was the change we all needed after coming from a public elemen... View full review
"My son is learning about nature in ways that I wouldn’t think to teach him."
Dinah Fast - Parent (Mar 05, 2025)
Saplings has been an amazing outlook for my son who has boundless amounts of energy and enjoys a dif... View full review
"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."
"Saplings Nature School teaches students to connect deeply to place, to be active citizens, and to engage critically in the world around them. Learning in, with, and from nature benefits a student's motivation, mental health, and engagement. Based on the belief that nature is a powerful teacher, Saplings’ students become intimately tied to the natural environment, responding to an ever-changing outdoor classroom. Students deepen their relationship with nature, themselves, one another their community"
"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."
"By supporting our students’ fundamental need to explore, discover, share, and create in both the indoor classroom as well as in the broader, natural community that surrounds us, Saplings’ students learn to take important risks, develop empathy, and develop a rich and meaningful relationship with the earth. By fostering an intimate daily relationship with the natural world, suffused with observations and questions, our classrooms are saturated with emergent moments of inquiry, sensory entanglements, spontaneous learning opportunities, provocative conversations, and meaningful connections. These connections to self, others, and place foster students’ lifelong understanding of the need for sustainable practices, and our responsibilities related to the earth’s preservation. We aim to ensure that every student, as is their right, will experience the natural world as part of their education now and into the future."
"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."
"At Saplings, our commitment to outdoor, play-based, and child-led learning means embracing tradeoffs. We intentionally de-emphasize standardized academics in favour of nurturing curiosity and developmental growth at each child’s pace. Technology use is limited, as we prioritize sensory-rich, nature-based experiences that foster ecological identity. We value adaptability over indoor structure, choosing year-round outdoor learning even in challenging weather. Our focus on relational teaching means we deprioritize rigid discipline in favour of emotional safety and self-regulation. These tradeoffs may not align with every family’s expectations, but they reflect our core belief: children thrive when they are connected to nature, to themselves, and to their community. By clearly naming what we prioritize—and what we intentionally let go of—we aim to build trust and transparency with families seeking meaningful, values-driven education."
"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."
"Saplings Nature School was born from a deep-rooted belief in the power of the natural world to inspire, ground, and teach children. A key influence has been founder Heather Fraser’s grandmother, Susan Fraser, whose work in Authentic Childhood brought the Reggio Emilia approach to Canadian classrooms. Her legacy shaped our values: listening to children, honouring their voices, and seeing them as capable citizens of their community. Another turning point was the COVID-19 pandemic, which forced many programs indoors or online—but for us, it was a catalyst. We moved fully outdoors, embraced by the forest and shoreline, which reaffirmed our commitment to outdoor learning. These moments—one personal, one global—shaped our identity. Today, our practice is rooted in relational pedagogy, ecological identity, and child-led inquiry, deeply shaped by both ancestral wisdom and the challenges of our time."
"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."
"A child who thrives at Saplings Nature School is curious, imaginative, and eager to explore the world through hands-on, play-based learning. Our ideal student is one who benefits from open-ended inquiry, time in nature, and meaningful relationships with peers and educators. They are supported by families who value connection to land, community, and a slower, more intentional rhythm of childhood. Children who do well here often enjoy movement, creative expression, and solving real-world problems collaboratively. Our approach especially suits learners who may feel constrained by traditional classrooms and who flourish in environments that honour their voice, autonomy, and emotional development. We welcome all children as capable citizens and encourage those who are ready to grow not just academically, but as whole people—deeply rooted, joyful, and resilient."
"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."
"We want every child to thrive, and that begins with a strong alignment between our values and a family’s expectations. Saplings may not be the best fit for children who are consistently uncomfortable being outdoors or who prefer highly structured, indoor environments. Our program is rooted in nature-based, play-driven learning that takes place outside in all weather. If a child finds this overwhelming or resists engaging in open-ended exploration, they may feel out of place. Similarly, families seeking a traditional academic model with worksheets, grades, or a set curriculum may find our emergent, child-led approach does not align with their goals. Our strength lies in fostering curiosity, resilience, and a deep connection to the land—and we’re best suited to families who share and support that vision."
"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."
"Families choose Saplings because they’re looking for something different—something more intentional, connected, and aligned with their values. Many are seeking an alternative to conventional classrooms: a place where their child can grow at their own pace, build confidence, and feel a genuine sense of belonging. Our strong relationships—between educators, children, and families—are at the heart of what we do. Parents value the way we truly see their children and honour their individuality. They’re drawn to our commitment to outdoor, play-based learning and the way we foster curiosity, resilience, and ecological awareness. Families tell us they appreciate the space we create for joy, risk-taking, and meaningful connection to the land. Ultimately, they choose Saplings because they want their child to love learning—not just for school, but for life—and they trust us to guide that journey with care and intention."
"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."
"We believe Saplings is seen as a trusted, heart-led alternative to conventional schooling. Amongst the public—especially families seeking a values-aligned, nature-based education—we are known for our commitment to outdoor, child-led learning and our deep relationships with children and families. Our school is viewed as progressive, nurturing, and grounded in purpose. Many admire our focus on curiosity, creativity, and emotional growth, as well as our ability to help children develop confidence and resilience in the natural world. While some may initially view our approach as non-traditional, those who know us recognize the depth of thought and care in all we do. Word of mouth and community trust have been central to our growth and strong public image."
"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."
"One of the most underappreciated aspects of Saplings is the intentionality behind everything we do. While families often see the joy and freedom in our outdoor program, they may not fully see the deep thinking, collaboration, and care that goes into creating those experiences. Our educators spend countless hours observing children, planning provocations, and thoughtfully designing small group work that supports each child’s interests, needs, and development. We are constantly adjusting the environment—physically, emotionally, and pedagogically—to reflect what the children are telling us through their play. The fluidity and responsiveness of our approach can look effortless, but it’s grounded in rigorous professional reflection, dialogue, and trust in children as capable learners. This behind-the-scenes work is what makes our program feel so alive, and it’s a quiet strength that deserves more recognition."
"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."
"Families are often surprised by just how much depth, structure, and intentional learning happens in what looks like “just play.” While our outdoor, child-led environment may appear unstructured at first glance, there is a deep level of planning, observation, and pedagogical intention behind every part of the day. Parents are also surprised by how resilient, capable, and self-directed their children become—from confidently navigating forest trails to engaging in meaningful peer collaboration and problem-solving. Another surprise is how strong the relationships are—not just between children and educators, but within the whole community. There’s a real sense of belonging, trust, and shared responsibility that grows over time. And finally, many families are amazed at how their child’s connection to nature transforms into empathy, confidence, and a lifelong love of learning."
"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."
Information not available
"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."
"Over the next five years, Saplings Nature School will continue to grow intentionally while staying rooted in our core philosophy of outdoor, child-led learning. We plan to expand our grade offerings to support children as they move through their elementary years, allowing families to stay connected to our community for longer. This includes welcoming more students and possibly opening new nature-based learning spaces that reflect our commitment to land stewardship and ecological identity. As we grow, we are also investing in deeper professional development for our educators and expanding our documentation and assessment practices to better tell the story of each child’s learning. While we may grow in size, we are committed to maintaining small group experiences, strong relationships, and the thoughtful, responsive environments that make Saplings unique. Our growth will always be guided by what’s best for children, families, and the land we learn on."
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.
Welcome to Saplings Nature School, a unique opportunity for your children to delve into the BC curriculum while learning with, in, and from nature. Here, we believe that children learn best and thrive socially and emotionally when given the freedom to explore, play, and connect with the natural world. Saplings fosters a student’s sense of wonder for the great outdoors through inspirational, stimulating, and hands-on experiences, which in turn promotes lifelong learning and supports student-driven interests.
Like the BC curriculum, Saplings aims to be learner-centered, flexible and focused on literacy and numeracy while supporting deeper learning through concept-based and competency-driven approaches. Key content, concepts, competencies, skills, and big ideas that foster higher-order thinking will also be addressed. Our goal is to help prepare students to engage in and respond to the ever-changing and demanding world they are entering. Through personalized, place-based, and curated learning experiences, Saplings' students are supported in becoming aware, thoughtful, engaged, creative, flexible, self-motivated, principled, respectful, and informed citizens who can think critically, communicate effectively, and make independent decisions.
As Head of School, who has helped Saplings transform from a home-schooling program of choice to a fully-fledged independent school, I understand how important it is to value and celebrate all of our learners' diverse abilities, identities, and experiences. I have a strong commitment to equity, and inclusivity, and to fostering an atmosphere of respect and trust for families, students, and staff. Welcoming families and staff members from diverse backgrounds, experiences, and ideas is what makes Saplings a place where everyone can feel like they belong.
Progressive
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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.
Our curriculum is project-based, and so is aimed to teach students a variety of skills and content relevant to their lives and interests. Projects aim to integrate components of literacy, math, science and the arts into each topic, thereby drawing the connections between the content and the core competencies as outlined in the BC curriculum. As student interests guide project inquiries, teachers provide explicit instruction in processing information and interacting intellectually through research, analysis, and thinking skills. Students are encouraged and supported to delve deeply into their learning through dialogue and experience.
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 math curriculum seeks to prepare students to apply their skills in a variety of real-life, approachable situations. Embedded within our project inquiries, students learn the connections between mathematical concepts and the real world. Students learn math skills including, but not limited to, graphing, measurement, arrays, functions, comparison, and patterning through interaction with physical and visual representations and introductions to more complex mathematical concepts as students become ready. Supported by student-lead class initiatives (class economy, fundraisers, and design projects etc.), math centres, complex reasoning games, differentiated math groups based on readiness and ability, and skills development lessons. Students practice math skills daily during various indoor and outdoor activities as well as specialized pull out skill-building sessions with a staff member. Our overall math curriculum is supplemented by the Singapore Math system.
Singapore Math
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.
Our literacy program is designed to engage students in and aid their understanding and use of a variety of communication skills including writing, reading, image reading, and oral language use to understand and convey meaning. The aim is to help students understand that language is a system whose parts work together. This approach is supplemented by UFli, a phonics program to help early literacy students recognize letters, sounds and sound pairings. Supported by a variety of activities including, but not limited to: literacy component of inquiry projects, daily quiet reading, differentiated reading and writing groups, oral storytelling practice, student read-alouds, sounds of the week for early learners, literacy centers, book studies for more ready learners, and journal writing.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
PlayRoly, Dolch Pre-primer and primer
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.
Information not available
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Our science curriculum is designed to support our students’ growing connection to the world around them, specifically our outdoor classroom areas. With an abundance of natural processes apparent and available to the students during the 3-4+ hours they spend outside daily, science is approached live in action. Inquiries surround what is going on at the time combined with the students’ observations and interests. Our outdoor classroom space contains forest, stream, and more urban areas and so provides a rich diversity of experience. Students discuss conservation, sustainability, responsibility, and reciprocity, and gain awareness that we are all part of one large system. Supported through daily free and guided inquiry sessions, frequent discussions, as well as the Learning in Depth program.
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.
Information not available
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.
Information not available
Not applicable
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.
Not applicable
Information not available
Information not available
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.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
Along with the computer lab in the classroom, we also offer access to our STEM space which has 3D printers and Lazer cutters for the children to access while working on projects.
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.
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Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our 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.
Saplings mission is to foster a sense of wonder, vitality and joy into the young students educational experience by supporting their fundamental need to explore and discover. By taking students outside the classroom and into a dynamic natural environment. Students deepen their relationship with nature, resilience, practice balance, and enjoy social growth. Saplings seeks to grown and support the every changing child with our dynamic curriculum based in experiential education. By fostering a students sense of wonder that promotes life-longing learning and interests we aim to ensure that every student, as is their right, will experience the natural world as part of their education now and into the future.
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 encouraged to work at their own pace in order to grow their skills and abilities in a supportive environment.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
9 - 12
K - 5
2%
5%
$20,000
$500
20%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
K, 1, 2, 3, 4, 5
Dec 01, 2025
Rolling
Not available
Not available
Yes: grades 6 - 11
No
No
No
No
No
Yes: grades 2 - 11
No
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.
At Saplings Nature School, we welcome children who are curious, imaginative, and eager to learn through exploration, play, and connection with the natural world. We are looking for students who are open to being outdoors in all seasons, who enjoy asking questions, solving problems, and engaging in collaborative experiences. Children who thrive here are often independent thinkers, creative storytellers, deep observers, and joyful movers. They may not fit neatly into traditional classroom settings but shine when given time, space, and trust to follow their interests. We value children who bring their full selves—big emotions, bold ideas, and quiet wonder—and are supported by families who believe in unhurried childhoods, strong relationships, and learning that goes beyond academics. We are looking for students who are ready to grow not just in knowledge, but in confidence, empathy, and connection—to themselves, others, and the land.
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 begin the application process by completing an initial application form through Lillio. Once we receive your application, we will invite you to attend one or more Stay & Play events. These visits give families and children an opportunity to experience our environment and allow us to get to know each other in a relaxed, natural setting.
Following the Stay & Play, if we feel the program is a good fit and there is available space, we will offer your child a spot. To confirm enrollment, families must submit a non-refundable deposit of $500, which will be applied toward the year’s tuition.
Please note that spaces are limited, and applications are reviewed on a rolling basis. We encourage families to apply early and to ensure alignment with our values of outdoor, play-based, child-led learning.
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