371 Bloor Street West, Toronto, Ontario, M5S 2R7, Canada
15000 - 54A Ave, Unit 201, Surrey, British Columbia, V3S 5X7, Canada
Indirect Support:
371 Bloor Street West, Toronto, Ontario, M5S 2R7, Canada
15000 - 54A Ave, Unit 201, Surrey, British Columbia, V3S 5X7, Canada
1910
2020
675
23
7 to 12
K to 7
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Progressive
20 to 22
12 to 15
Learning, Developmental, Behavioral
Dedicated gifted school
In-class adaptations
$31,000
$17,000 to $18,250
Yes
Yes
20%
0%
7 to 12
K to 7
$17,250
$0
113
3
0%
0%
20%
80%
7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades 7 - 11
Yes: grades K - 12
No
No
information not available
information not available
UTS began its life in 1910 as a laboratory school within the University of Toronto department of education. Then, as now, it shared a building with that faculty. When it was founded the intention was that there would ultimately be more than one school, including a girls' school, as the initial enrollment was just boys. Hence the plural "schools" in the name, though there has only ever been one. UTS is remarkable for all kinds of reasons, including an alumni that includes 2 Nobel Laureates, twenty Rhodes Scholars, eleven Olympians, and three ambassadors. In the century since it was founded, UTS weathered some interesting times, including student protests in the 1960s. At one point a student presented the headmaster with a blank sheet of paper saying "this is a list of our demands." It might sound a bit silly now, but the school was at the centre of the debates that would, in time, bring some important advances to public schooling in Canada, including the abolition of matriculation exams and a 4-year secondary school program (rather than 5). Those changes, and many others, are symbolic of the school's excellence, and it remains one of the foremost schools in the country. While not a gifted school, at least in name, the ideal student is one who thrives within a challenging, brisk academic environment.
View full reportAll schools, to some extent, defy the various stereotypes that the general population might have about private education, though Glarea Elevated Learning is a particularly stark example of that. There are no ivy-covered walls, the hallways are wider, the entrance more fluid and casually inviting. Activity is foregrounded by the design and orientation of the instructional spaces: students step out of a classroom and onto the ice rink; on the way to math class, they’ll pass martial arts and dance studios. The classrooms are perhaps the first truly VR learning spaces in the country, with giant screens allowing students to conference in, interacting in real time with the students in the school. All of those attributes—from design to tech integration—support the initial concept that the school has been formed around, namely to offer students a uniquely immersive academic experience, one that will contribute to their understanding of themselves as learners and build the postures and behaviors for their success. From the classrooms to the curriculum, the school has been created to allow students to work collaboratively with peers and mentors; to engage effectively within both virtual and in-person settings; to communicate ideas effectively to others through a range of media; and to live active, healthy lives. In all, Glarea is positioned to become an important model in how to deliver those things in creative, active, uniquely engaging ways.
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"The teachers are passionate and knowledgeable about their subjects."
Angela Wu - Parent (Jan 24, 2024)
My son was very shy and introverted. Since starting at Glarea he's become a whole new little person!...
View full review
"UTS is an independent school for grade 7 to 12 students, proudly affiliated with the University of Toronto in an iconic new home on the University campus. Students arrive as engaged young people with big ideas. They graduate from UTS as empowered leaders and champions of change with the drive to have an impact on our world. The UTS admissions process is based on academic merit and potential, with a sharp lens on greater diversity and inclusion."
"Centrally located in the City of Surrey with K to 7, Glarea Elevated Learning has re-imagined the modern school system by utilizing Challenge Based Learning within an all-inclusive arts and sport environment focused on connection and development. We understand the importance of developing a full, well rounded individual."
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"Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Challenge Based Learning is a learning framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions."
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"Our class sizes, a maximum of 15, along with our team, unconventional facility and Challenge Based Learning programming are what families continually outline as being the key aspects of our school that galvanized their decision to become, and remain Glareans.
At Glarea, Mandarin, French and Coding are a fundamental part of our programming starting in Kindergarten. Proficiency in other languages enhances creativity and mental flexibility. While coding allow our students to utilize logic."
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"EXPANDED EDUCATIONAL HOURS
Our expanded school hours from 7:45am to 4pm with optional after-school club between 4 to 5pm supports both parent and student work life balance.
INTEGRATED SPORTS PROGRAMS WITH ACCESS TO COMMUNITY SPORTS FACILITIES
All facilities are conveniently located in walking distance, allowing our students to have access to professional coached sports program like ice hockey, swimming, tennis, golf and fitness."
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"Located centrally on top of an ice rink, Glarea is a multi-dimensional space encompassing a community feel. Glarea does not confine students to typical classrooms; furthermore, Glarea is a school with an open space with flexible learning"
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Dr. Leanne Foster earned a Bachelor of Arts at the University of Toronto where she pursued her love of English Literature and History. She completed her Bachelor of Education and Masters of Education at the Ontario Institute for Studies in Education (OISE/UT). Dr. Foster earned her Ph.D. in Educational Administration from the University of Toronto in 2009. Her doctoral work and research focused on school improvement and educational change management.
A dedicated and experienced educator, Dr. Foster’s career in teaching has taken her from kindergarten classrooms to university lecture halls. Throughout her career, she has demonstrated a commitment to education and academic excellence.
Jasveen graduated from the American Montessori Internationale Primary Teaching program and also holds her certification in Early Childhood Education. She has also completed her Bachelor's Degree with a concentration in Sociology of Education. An educator for eight years she has worked extensively within the primary school setting. Jasveen has a strong passion for education, children, and building community. Her educational philosophy is rooted in giving children a choice and a voice. Jasveen believes that allowing children to make their own choices through modeling examples, teachable moments, and tangible lessons helps to build the true self.
Jasveen is a strong advocate for equality in education, a strong school community, and creating comfort, not fear, in classrooms. Jasveen truly believes that excellence in academics, positive personal and social development, and helping to build character in each child is a collective effort. Jasveen strongly believes the foundation for each child is built upon the teacher and parent communication. Jasveen believes that the continuum and continuity of learning lie in uplifting and illuminating each child’s gifts. Allowing children to position themselves in a state of wonder; rather than placing them into a fixed expectation.
Through open communication and an adaptable approach, Jasveen believes that each student at Glarea is destined for success!
Progressive
Information not available
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.
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.
Not applicable
UTS provides an environment for high-achieving students to realize their potential through its enriched curriculum (including AP courses) and wide range of co-curricular opportunities. UTS graduates take initiative and innovate as socially-responsible global citizens.
Glarea integrates a Challenge Based Learning program with Sports and Art expert streams in a technologically innovative educational environment. Through an emphasis on Science, Technology, Engineering & Mathematics (STEM) education. Our program focuses on self-awareness through cognitive, social-emotional and physical literacy rooted in perseverance.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Through study of mathematics at UTS, students will develop the mathematical concepts and skills required of knowledgeable citizens and become prepared for successful studies in university. There is a dual emphasis on application of mathematics to real world applications such as personal finance, statistics and computer science and recognition of the beauty of pattern, shape and design inherent in pure mathematics. In addition to developing computational skills, students will develop their critical thinking abilities and reasoning techniques through study of problem-solving involving numerical analysis, algebra and geometry. For those students showing a keen interest and/or extraordinary mathematical ability, the department sponsors a student-run mathematics club, and encourages participation in local, provincial, national and international mathematical contests.
No textbooks used for math courses.
Phonics-intensive
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.
Information not available
Equal balance
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
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.
Studies in General Science, Biology, Chemistry, and Physics are offered at the academic and university preparation levels in order to prepare students for University. The aim of these courses is to involve students in the process and philosophy of science while learning the factual knowledge relevant to the courses. Courses will include laboratory investigations, discussions, seminars, and research projects. In the senior grades it may be possible for students to undertake more extensive investigations.
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
Not applicable
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.
In our study of literature and language at UTS, the principal objective is the development of an inquiring and perceptive mind. Clarity, depth, and creativity in oral and written expression are valued. Through reading, speaking, listening, writing, and the exploration of various media, students will be encouraged to reflect upon the nature of the human experience.
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.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The school’s Vision and Mission calls upon students to become socially responsible global citizens. Social responsibility and global citizenship are the core subject matter of UTS’ offerings in Canadian and World Studies which seek to build, by reflecting upon the past, understanding the present, and planning for the future, competencies in the skills, knowledge, and attitudes we require to make effective decisions fully aware of their implications for ourselves and the wider communities of which we are a part. At the senior level, Canadian and World Studies offers a number of courses in specialized disciplines, including Civics, Law, Politics, Economics and Philosophy. This specialization exposes students to the study of various social science and humanities disciplines which they may choose to pursue in further depth at the university level.
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The goal of the French program is to give students the opportunity to become functionally bilingual, to achieve a high degree of proficiency. Learning cooperatively is an essential part of this program. The German and Spanish programs provide students with opportunities to develop thinking, analytical and communication skills in everyday and literary usage of these languages. Students will acquire a high degree of language proficiency. In addition to classroom, computer lab and library research activities, additional language immersion experiences are offered. The Latin program offers students the opportunity to study the foundation language and culture of the Romans, Extensive work in etymology and linguistic comparison direct the students to make connections between Latin and English and other modern languages.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Expressive Arts at the University of Toronto Schools includes Drama, Interdisciplinary Studies (Art and Design), Music and Visual Arts. Students develop creative and critical thinking skills and apply the creative process through these subject areas while building on vital forms of communication. The development of dramatic, musical, interdisciplinary and visual literacy enables students to foster awareness and appreciation in the arts in their own and other cultures. In producing their own creative works, they communicate their insights while developing artistic skills and aesthetic judgment.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computer science courses at UTS provide a detailed look at the principles of computing with an eye toward possible careers in scientific or computer related fields. Throughout each course a conscious effort is made to focus on concepts and principles that will be of lasting value in the face of changes and improvements in technology. Additional enrichment opportunities in Computer Science at UTS are available through student run clubs when there is sufficient interest and computing contests when it is feasible to offer them.
Glarea utilizes technology in all aspects of the school to inherently provoke innovation of thought and expression.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The aim of the Health and Physical Education program is to encourage students to enjoy being physically active and to motivate them to be more physically active on a regular basis. The program emphasizes regular participation and involvement in a variety of enjoyable physical activities. The program strives to meet the needs of young people by providing a balanced curriculum of individual and group activities. These activities stress ways to improve physical fitness, competence and awareness in conjunction with relevant health issues and leadership opportunities. Classes will use the school gym, Robert Street playing field, swimming pool and Ridley Fitness Centre. Motor skill development, physical fitness, and living skills are all integral parts of the curriculum.
The Expert Sports Stream focuses on physical literacy, and the basics of movement, and provides the opportunity for children to experience multiple athletic programs and discover what they enjoy. It is a safe place that allows them to make mistakes, reflect, try again, and ultimately, improve.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The more varied a child’s experiences, the more they discover about themselves. Their interests, passions, likes, dislikes and countless other learnings shape their self-awareness. Through these discoveries we begin to explore self-care, discipline and build a foundation of coping strategies. Students gain an understanding that failure isn’t a destination but a part of the journey. Glarea builds a sense of accomplishment into the simple act of just getting back up and trying again.
Student-paced
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum 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.
Information not available
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.
The University of Toronto Schools is a community of active learners. Most students are best described as high achieving, with many identified as gifted. They truly enjoy both the academic and co-curricular program. UTS students excel in many areas as demonstrated by the variety of prizes and awards won at the National and International level.
We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Glarea's Challenge Based Learning is a framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions. Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. Resiliency, determination and fortitude of character are woven into the fabric of Glarea.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Vision Statement UTS is a transformative learning community focused on intellectual growth and individual development. We build on a tradition of academic distinction and leadership to develop socially responsible, global citizens.
Glarea integrates a Challenge Based Learning program with Sports and Art expert streams. Learning focuses on self-awareness through cognitive, social-emotional, and physical literacy rooted in perseverance. We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Challenge Based Learning is a learning framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions. Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. Our graduates are confident, adaptable young adults prepared to overcome life’s challenges.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Glarea does not offer a special needs program
UTS employs a full school support model. Students are supported by a team of 4 guidance counsellors, 2 social workers, and 2 student success teachers, and a school nurse. Students with identified learning differences will receive accommodations, as recommended by a psycho-educational assessment or medical professional. UTS makes every effort to support the needs of every student.
Currently, Glarea Elevated Learning does not have a Learning Support or Diverse-ability teaching team. However, Glarea does and will continue to support students who do develop or present with diverse-abilities as they grow with our school.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
K - 7
20%
0%
$17,250
$0
20%
80%
7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades 7 - 11
Yes: grades K - 12
No
No
No
No
Yes: grades 7 - 11
No
No
No
No
No
We admit students on the basis of academic and overall performance. Our students are intellectually curious, eager to take initiative, and supportive of one another, with strong character skills and self-awareness.
Glarea seeks students and families who share our core values and who demonstrate a willingness to be a part of an educational environment that is student-driven, rigorous, and founded on an appreciation of grit, resilience and independence. Admission is granted on the basis of application forms, personal phone interview, and meetings. Individual consideration is the essence of both our admission and our educational processes.
Eligibility requirements
Applicants must:
Be legal residents of Canada (citizen or landed immigrant/permanent resident)
Live in the GTA with a parent or legal guardian (documentation required if living with a legal guardian)
Items required:
Glarea seeks students and families who share our core values and who demonstrate a willingness to be a part of an educational environment that is student-driven, rigorous, and founded on an appreciation of grit, resilience and independence.
+ STEP ONE: Please fill the online application form and ensure all the required fields are filled out. Only completed applications will be processed for subsequent parent phone interviews.
Please Note that the following documents will be required later in the application process.
+ STEP TWO: Once an application is processed, families will be contacted to set up individual parent phone interviews. In person family and child interviews will be scheduled with step two completion.
+ STEP THREE: Individual parent interviews and an in-person meeting with the applicant student is completed.
Admission is granted on the basis of application forms, personal phone interview, and meetings. Individual consideration is the essence of both our admission and our educational processes.
