1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
139 Banbury Rd, Oxford, Oxfordshire, OX2 7AL, United KingdomIndirect Support:
1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
139 Banbury Rd, Oxford, Oxfordshire, OX2 7AL, United Kingdom
5,689.6 km
3,577.8 km
1965
1953
755
276
JK to 12
10 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Liberal Arts, International Baccalaureate
16 to 22
9
Learning
$45,065
$57,830
$123,525
Yes
No
2%
0%
9 to 12
None
$20,000
$0
50
92
0%
82%
20%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
information not available
information not available
information not available
Dec 01, 2025
Rolling
Not available
Rolling
Yes: grades 6 - 11
Yes: grades 10 - 12
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.
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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... View full review
"We feel it offers a high-quality program that is recognized internationally."
Glenn Asano - Parent (Dec 10, 2021)
Without hesitation, both our children (Gr. 8 and 11) cite their teachers at the school as being the ... View full review
"All three of my boys love The York School school and all for different reasons."
Heather Faralla - Parent (Jan 31, 2022)
I have three boys at The York School and started four years ago with my eldest in Grade 9. He is no... View full review
information not available
"A co-ed JK to Grade 12 International Baccalaureate (IB) school in the heart of Toronto, we offer exceptional learning experiences while prioritizing wellbeing and belonging. We empower our students to embrace curiosity, challenge themselves and contribute to an inclusive community. As a forward thinking school, we integrate the richness of the IB curriculum with hands-on experiential learning and the latest advances in technology. We are an urban school with a global outlook."
"St Clare’s, Oxford offers a distinctive sixth form experience as England’s oldest IB World School. With students from over 50 countries, we combine academic excellence with a truly international outlook. Our university-style environment develops independence, leadership, ambition and global awareness. Expert teachers, outstanding IB results and exceptional university guidance empower students to think critically, embrace challenge and shape their own future with confidence."
"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."
"St Clare’s stands apart through its long-standing expertise as England’s oldest IB World School. This is not just delivery of the IB curriculum, but active contribution to it - our educators train IB teachers globally and shape best practice, ensuring classroom teaching is at the forefront of international education. We combine this academic rigour with a university-style environment in Oxford that actively builds independence, leadership and intellectual curiosity. Students are trusted to manage their learning, supported by exceptional teaching, pastoral care and personalised academic guidance. Our global community of 50+ nationalities brings internationalism to life daily, while structured leadership and enrichment programmes develop decision-making, collaboration and ethical responsibility. The outcome is students who consistently outperform global IB averages, secure top scores, and progress confidently to leading universities worldwide with independence and purpose."
"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."
"St Clare’s has made clear, intentional choices to prioritise depth over breadth, independence over management, and academic challenge over uniformity. As the oldest IB World School in England, we focus exclusively on the International Baccalaureate rather than multiple exam systems. This means everything - teaching, expertise, resources - is dedicated to doing one thing exceptionally well. We trade tight control for trust, giving students real autonomy to manage their learning, time, and priorities, with guidance rather than constant direction. While less structured than traditional models, this approach builds the independence, resilience and self-discipline needed for top universities and beyond. Finally, we prioritise stretch and ambition over comfort and standardisation, encouraging students to think deeply, take intellectual risks, and step beyond familiar boundaries - resulting in outstanding outcomes and globally competitive graduates ready to thrive anywhere in the world."
"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."
"St Clare’s was founded in 1953 by Anne Dreydel OBE and Pamela Morris, two visionary educators who believed that education could bridge divides and build a more peaceful world. Shaped by Anne’s experience of surviving a wartime bombing that left her paralysed, the school was established with a powerful mission: to advance international education and understanding.
What began as an effort to bring young people from across post-war Europe together evolved into one of the world's leading IB schools and the oldest IB World School in England. Yet our founding purpose remains unchanged. Internationalism, open-mindedness and academic excellence continue to define our community. We challenge students to think independently, embrace different perspectives and engage with the world beyond themselves. More than 70 years on, our history is not simply part of our story - it actively shapes the globally minded, ambitious and compassionate young people we educate today."
"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."
"St Clare’s is a place for students who are curious, ambitious and ready to embrace challenge. The young people who thrive here are open-minded and internationally minded; they value different perspectives, ask thoughtful questions, and are willing to step outside their comfort zones to grow. They are motivated not only by academic success, but by a desire to understand the world and make a meaningful contribution to it.
Students who flourish at St Clare’s enjoy the freedom to think independently and take ownership of their learning. They are prepared to balance autonomy with responsibility and see challenge as an opportunity rather than an obstacle.
The best-fit families share these values. They seek an education that develops character as well as academic achievement, prioritises global understanding alongside outstanding outcomes, and prepares young people not just for university, but for life in an interconnected world."
"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."
"St Clare’s may not be the right fit for families seeking a highly traditional, closely supervised school experience with rigid structures and constant direction. Our university-style environment gives students increasing autonomy and expects them to take responsibility for their learning, decisions and personal growth.
Similarly, families looking for a broad range of examination pathways may prefer a school offering multiple curricula. We are unapologetically focused on the International Baccalaureate Sixth Form, valuing depth, critical thinking and global perspectives over choice between qualifications.
Students who thrive here embrace challenge, intellectual curiosity and engagement with people from different cultures. Those seeking a more homogeneous environment, a narrower definition of success, or an education centred primarily on comfort rather than growth may find that our values and approach do not align with their expectations."
"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 St Clare’s because they are looking for more than excellent results; they want an education that prepares their children to thrive in a global, rapidly changing world. They are drawn to our unique combination of academic excellence, internationalism and independence. Many choose us for our unrivalled IB expertise, our consistently outstanding results, and our exceptional university guidance, with 95% of students progressing to their first-choice destination. Just as importantly, they value our diverse community of 50+ nationalities, where global understanding is lived every day rather than taught in theory. Families often tell us they appreciate our university-style approach: the balance of freedom and support, the emphasis on personal responsibility and leadership, and the way students are encouraged to step beyond their comfort zones. They choose St Clare’s because it develops not only successful students, but confident, compassionate and globally minded young adults."
"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."
"St Clare’s is widely recognised as one of the UK's leading IB schools and a pioneer of international education. In the public eye, we are known for academic excellence, outstanding IB outcomes, and our status as the oldest IB World School in England.
Equally, people associate St Clare’s with an open-minded, globally diverse community where students from over 50 countries learn alongside one another. Our Oxford setting, university-style atmosphere, and emphasis on independence create an image of a school that prepares young people not only for top universities, but for life in an interconnected world.
At its heart, St Clare’s is seen as a place for ambitious students who think differently: academically rigorous yet welcoming, internationally minded yet deeply personal, and committed to developing confident, compassionate future leaders."
"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 aspect is the transformative power of the environment we create. Families often recognise our outstanding IB results and university destinations, but may underestimate how those outcomes are achieved: through a culture that develops independence, confidence, wellbeing and global awareness. Learning alongside peers from over 50 nationalities challenges students to broaden perspectives, communicate across cultures and become more open-minded and adaptable. In the process, students form deep friendships that span continents and last a lifetime. Likewise, the autonomy students are given is not simply a lifestyle choice; it is a deliberate approach that prepares them for university and adult life. By the time students leave St Clare’s, they have gained far more than excellent grades. They leave as happy, fulfilled young people with the maturity, resilience and intercultural understanding to navigate an increasingly complex world with confidence, purpose and a lifelong global network."
"Since our founding in 1965, we've offered students an innovative, contemporary education. We’ve evolved to ensure our curriculum is informed by the latest research and gives students opportunities to explore solutions to current world problems. In the early days, our school uniforms were formal and traditional. Today, they’re more casual, practical and comfortable. In another nod to our modern approach to teaching and learning, our school motto Experience Teaches is no longer in Latin."
Information not available
"The York School offers the highly respected International Baccalaureate (IB) Diploma Program for the final two years of Senior School.
We recently introduced the Personalized Pathway Program to give students greater flexibility. Students receive the IB course transcript and an Ontario Secondary School Diploma (OSSD). They complete most courses, but benefit from greater flexibility in choosing a course composite that meets their needs. This pathway is ideal for students who wish to focus intensely on subjects (e.g., three senior Science courses) or for competitive athletes needing scheduling flexibility.
In recent years, we've developed open, flexible campus spaces that encourage collaboration and connection. Currently, we are renovating our Junior School campus to create a larger cafeteria, a second gym, a community lounge, an outdoor classroom, and a new library, further supporting learning."
"Recent developments at St Clare’s reflect our commitment to academic excellence, independence, wellbeing and global readiness. We have significantly expanded our co-curricular provision, strengthening leadership and enrichment programmes alongside a more structured careers programme that provides earlier, more personalised guidance for university, internships and future pathways.
Our IB offer has also been enhanced, including the introduction of new subjects such as Computer Science and greater flexibility in allowing students to study popular subjects at both Higher and Standard Level.
Pastoral and academic support has been further strengthened through a refined leadership structure, including a Head of Boarding to oversee student wellbeing and a Head of Year system to support academic progress and personal development. Together, these changes ensure a more connected, supportive environment that still prioritises independence, responsibility and growth."
"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, St Clare’s will continue to strengthen its distinctive IB Sixth Form through expanded enrichment, leadership and careers programmes, offering more opportunities for global engagement, mentoring and real-world experience. We will further develop our alumni, university and employer networks to enhance guidance and pathways, while broadening IB subject options in response to student interests and global change. Throughout, our focus remains consistent: deepening independence, academic excellence, wellbeing and international understanding so students are fully prepared to thrive in a changing world."
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 St Clare's, Oxford!
Founded in Oxford after the Second World War by Anne Dreydel and Pamela Morris, our mission was clear from the beginning: to advance international education and understanding.
This vision, of fostering peace and progress through shared intercultural understanding, remains as important today as it was in 1953.
Today, we are proud to realise our mission by providing an outstanding international education for students at several different stages of their lives.
As the oldest IB World School in England, we are specialists in preparing students aged 15–18 for success at leading universities worldwide. Our expert teaching, personalised support and rich extracurricular programme help students achieve outstanding results while developing confidence, leadership and independence.
Our International College offers further education for older students and adults, including a university foundation programme, study abroad programmes for undergraduates, and specialist English and academic courses.
In the summer, we welcome students of all ages to our vibrant and long-established Summer School. For many decades we have been seen as one of the top summer schools in the UK because our team combines an academically stretching programme on our beautiful campus with an exciting enrichment programme of trips and activities.
We also understand the need to have the very best teachers. As a highly-respected IB World School, we organise an annual programme of teacher training on behalf of the International Baccalaureate Organisation delivered by IBO-certified workshop leaders: each year teachers travel from all over the globe to take teacher training workshops at St Clare’s to improve their practice. We also run bespoke teacher training courses for teachers from different countries, as well as CELTA and DELTA courses to help equip the next generation of EFL educators with the skills to teach effectively across the globe.
Whatever your path - Sixth Form, further study, or a short course - you will find an inclusive, supportive and ambitious environment. Our students leave St Clare’s with more than excellent grades: they gain resilience, independence, lifelong friendships and the confidence to shape a better world.
It is a privilege to be part of every student's journey.
Welcome to St Clare's, where you can unlock a world of opportunity.
Liberal Arts
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
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.
Information not available
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.
St Clare’s IB Mathematics programme most closely aligns with an equal balance of traditional and discovery approaches. Students develop strong procedural fluency through clear teaching of core methods and regular practice, particularly at Higher Level where rigour and accuracy are essential. At the same time, they engage in conceptual and inquiry-based learning, applying mathematics to unfamiliar problems, modelling, real-world contexts, and investigation tasks typical of the IB. This combination reflects the IB ethos: ensuring students are confident with foundational techniques while also being able to reason, problem-solve, and transfer knowledge across contexts.
Not applicable
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.
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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.
Information not available
Not applicable
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.
Not applicable
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
St Clare’s IB Sciences most closely reflect an equal balance of expository and inquiry approaches, in line with the International Baccalaureate framework. Students build a strong foundation of scientific knowledge through structured teaching, clear explanation of key concepts, and regular assessment to ensure secure understanding of core content across Biology, Chemistry, Physics and Computer Science. Alongside this, students engage extensively in inquiry-based learning through practical laboratory work, investigations, and the IB Internal Assessment. They are encouraged to design experiments, analyse data critically, and apply scientific thinking to real-world contexts. This balance ensures students are both confident in essential scientific theory and skilled in the processes of scientific investigation, developing the analytical, experimental, and evaluative skills needed for success in higher education and global scientific fields.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
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.
St Clare’s IB Literature programme most closely reflects an equal balance of traditional and socially engaged approaches, consistent with the IB Language and Literature course. Students develop strong analytical and interpretive skills by studying a wide range of canonical and contemporary texts, focusing on language, structure, themes, and authorial craft. Close reading, essay writing, and discussion remain central to developing rigorous critical thinking and communication skills. Alongside this, students are encouraged to explore how texts relate to broader social, cultural, and global contexts. They examine perspectives, representation, and power in literature, and connect texts to real-world issues and lived experience, fostering empathy and critical awareness. This dual approach ensures students appreciate literature both as an art form and as a lens through which to understand the world, preparing them for further academic study and for thoughtful, engaged global citizenship.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
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.
Not applicable
Information not available
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
St Clare’s IB Humanities and Social Sciences programme reflects an equal balance of perennialist and pragmatic approaches, consistent with the IB framework. Students engage with major historical, philosophical and theoretical ideas through subjects such as History, Economics, Psychology, Geography, Business and Politics, developing strong disciplinary knowledge, analytical thinking and the ability to construct evidence-based arguments through essays, debate and critical discussion. At the same time, learning is consistently connected to contemporary global issues. Students apply concepts to real-world contexts such as inequality, sustainability, political systems, economic development and human behaviour, often through case studies, inquiry-based tasks and collaborative projects. This balance ensures students develop both intellectual depth and practical relevance: they understand enduring “big ideas” while also applying their learning to today’s world. The result is confident, globally aware students who can think critically, communicate persuasively, and engage meaningfully with complex social, political and economic challenges.
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.
St Clare’s foreign languages programme most closely reflects a communicative approach, aligned with the IB emphasis on real-world language use and intercultural understanding. Students learn through authentic contexts, developing fluency and confidence in speaking, listening, reading and writing. Lessons prioritise interaction, discussion, collaborative tasks and engagement with cultural materials such as literature, media and current affairs, rather than rote repetition alone. While structured practice and accuracy remain important, students are encouraged to use language meaningfully and spontaneously, building confidence to communicate in real-life situations. With over 20 languages offered across the curriculum and wider enrichment opportunities, students are immersed in linguistic and cultural diversity. This supports the development of global awareness, adaptability and intercultural competence, ensuring language learning is both academically rigorous and practically relevant. The result is students who are not only proficient in multiple languages, but also confident communicators able to engage meaningfully in an interconnected world.
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.
St Clare’s fine arts programme most closely reflects an equal balance of receptive and creative approaches, in line with the IB Arts curriculum. Students engage both in the study and appreciation of artistic works, movements and contexts across visual arts, music and theatre, developing critical understanding of technique, style and cultural significance. This receptive element builds analytical awareness and informed appreciation of the arts. Alongside this, students are actively engaged in creating and performing their own work. Through studio practice, composition, rehearsal and production, they develop technical skills, creativity and personal artistic expression, supported by reflective practice and critique. This balance ensures students are both knowledgeable about the arts and confident in producing original work. The result is creative, reflective and internationally minded students who understand the arts as both a cultural language and a means of personal expression.
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.
St Clare’s makes purposeful use of technology across the curriculum to enhance learning, research, collaboration and communication, while maintaining a strong emphasis on subject knowledge, critical thinking and human interaction. Digital tools are used regularly in the IB Diploma Programme for research, essay writing, data analysis, presentations and creative production. Students develop strong digital literacy through platforms used for coursework, collaborative projects, and the IB Core, including the Extended Essay and Theory of Knowledge. In addition, students studying Computer Science engage in more specialised, in-depth digital learning, including programming, computational thinking and problem-solving. Technology is also integrated into wider aspects of school life, supporting independent study, university applications and careers guidance. However, it is used as an enabling tool rather than a central focus, ensuring that strong academic relationships, discussion, experimentation and independent thinking remain at the heart of the learning experience.
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.
St Clare’s approach to physical education is rooted in participation, wellbeing and personal development rather than competitive sport alone. Through the IB framework, students are encouraged to stay active and develop lifelong habits of health, resilience and balance alongside their academic studies. Physical activity is embedded within the wider CAS programme, particularly the “Activity” strand, where students are expected to engage regularly in physical pursuits. This may include team sports, fitness training, recreational activities or outdoor challenges, supported by structured opportunities within and beyond timetabled sessions. The emphasis is on inclusion, enjoyment and personal progress, ensuring all students - regardless of ability or sporting background - can participate meaningfully. Students are encouraged to set goals, reflect on their progress and understand the connection between physical wellbeing, mental health and academic performance. Overall, physical education at St Clare’s supports the development of balanced, healthy and resilient young adults.
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Not applicable
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.
Information not available
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Regular guided independent study is central to the IB Sixth Form, with students expected to manage significant self-directed work for coursework, the Extended Essay and university preparation. Differentiated instruction ensures teaching is adapted within Higher and Standard Level pathways, providing appropriate challenge, support and stretch for each student.
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”.
Information not available
"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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
St Clare’s exists primarily to develop intellectually strong, independent and critical thinkers through the rigour of the International Baccalaureate Diploma Programme. Academic depth, curiosity and disciplined inquiry are at the heart of our educational purpose, supported by expert teaching and a culture of high expectations. Alongside this, we place strong emphasis on social development, preparing students to become globally aware, responsible and collaborative individuals. Living and learning within a diverse international community, students are encouraged to understand different perspectives, communicate across cultures and engage thoughtfully with global issues. Together, these priorities shape students who are not only academically accomplished, but also open-minded, socially conscious and prepared to contribute meaningfully to an interconnected world.
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 | |
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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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| Learning disabilities | ||||
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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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| Behavioral and Emotional | ||||
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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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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
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
2%
0%
$20,000
$0
20%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Dec 01, 2025
Rolling
Not available
Rolling
Yes: grades 6 - 11
Yes: grades 10 - 12
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.
St Clare’s looks for students who are curious, ambitious and intellectually engaged, with a genuine desire to be challenged. Successful applicants are open-minded and internationally aware, and are motivated by more than grades alone - they are interested in ideas, global issues, and different perspectives. We seek students who are independent and responsible, able to manage their learning and time effectively within a demanding IB Sixth Form environment. They should be willing to step outside their comfort zone, ask questions, and take ownership of their progress. Equally important is character: students should be respectful, collaborative and willing to contribute positively to a diverse international community. As we welcome students from over 50 countries, openness, empathy and adaptability are essential. Ultimately, the students who thrive at St Clare’s are those who embrace challenge, value independence, and want to grow academically, personally and globally in preparation for university and life beyond school.
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.
Send an email or call our Admissions Team if you would like to discuss your application or if you have any questions. Alternatively, complete the enquiry form below and a member of our Admissions Team will be in touch with you shortly afterwards.
Please send us your school reports / academic transcripts for the last 2 years (we also accept SSAT scores if you are applying from the USA). If these are satisfactory, we will send you the online application form.
Complete and submit the online application form and registration fee. This form must be completed before continuing with the admission process.
We will invite you and your family for a campus tour and you will attend an interview with the Vice Principal or another senior member of College staff. The tour will include visiting classes, residential accommodation and other facilities and you will have the chance to meet and chat to current students. If you are unable to visit us in Oxford, you can take our 3600 virtual tour online and attend your interview online.
If successful, you’ll receive a verbal offer after the interview, followed by written confirmation shortly afterwards. The offer letter explains how to accept your place and an exciting new chapter in your life begins!
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