371 Bloor Street West, Toronto, Ontario, M5S 2R7, Canada
200 Lonsdale Road, Toronto, Ontario, M4V 1W6, CanadaIndirect Support:
371 Bloor Street West, Toronto, Ontario, M5S 2R7, Canada
200 Lonsdale Road, Toronto, Ontario, M4V 1W6, Canada
5,689.9 km
5,690.2 km
1910
1829
675
1277
7 to 12
JK to 12
Coed
Boys
Day
Boarding, Day
English
English
Academic
Academic
Liberal Arts
Liberal Arts, International Baccalaureate
20 to 22
20 to 25
Learning, Developmental, Behavioral
Dedicated gifted school
Accelerated curriculum
$37,500
$40,750 to $44,100
$73,700 to $81,100
Yes
Yes
20%
20%
7 to 12
5 to 12
$17,250
$15,000
113
85
0%
7%
20%
0%
7, 9, 10, 11
SK, 3, 5, 6, 7, 9
information not available
9, 10, 11
Dec 01, 2025
Dec 01, 2025
Not available
Rolling
Yes: grades 7 - 11
Yes: grades SK - 11
No
No
information not available
“Upper Canada College (UCC) provides a transformational learning environment for boys from JK through Year 12, with an impressive range of co-curricular activities, arts, and athletics.”
“Our focus is on giving students the freedom to explore their interests and discover their passions in ways that are uniquely their own.” —Principal Sam McKinney
“We’re a school of high challenge and high support.” —Director of Wellbeing and Pluralism, Tina Jagdeo
Read The Our Kids Review of Upper Canada College
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 reportUCC is one of the oldest and most storied schools in Canada. Its alumni include a who's who of Canadian political, business, and cultural life. Its history is, in many ways, the history of independent schooling itself; to attend is to become a part of a Canadian cultural tradition, one that retains a prominent place in Canadian education. The school leads in the provision of financial assistance, with a robust program of scholarships and bursaries intended to attract the brightest students in Canada and from around the world.
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"I found it very encouraging to be in a community of like-minded learners."
Janine Burtnick - Alumnus (Jul 15, 2025)
UTS is a school that selects the smartest, most passionate students in the GTA. As such, the school ... View full review
"We have a saying at the College called 'Never Walk Alone'. This motto is a great summary of the type of culture we have at the school and I can relate to the saying more and more each year."
Will Huang - Student (Jan 23, 2018)
My time so far at Upper Canada has been absolutely amazing. I truly love every time I come to school... View full review
"The school spirit and school community is like no other."
Julia Pantalone - Parent (Feb 23, 2018)
My boys have had an amazing experience at Upper Canada College since Day 1. They engage the boys rig... View full review
One day, our SK boy came back and said "Mom, I think patience is a virtue"
Pierre Pong - Parent (Oct 10, 2019)
I feel my child likes the teachers the best, they care, they are energetic, fully engaged, responsib... View full review
"UTS is a university-preparatory independent school from grade 7 to 12, proudly affiliated with the University of Toronto and situated within a 120,000 sq. ft. world-class facility on the U of T campus — one of Canada's most stimulating intellectual environments. Students arrive as curious young people with bold ideas, a genuine desire to learn, and a drive to make an impact in the world. Alongside a rigorous academic program, UTS fosters principled leadership, perseverance, and a deep commitment to excellence. With 100+ cocurricular activities, students explore their interests with like-minded peers. As a result, UTS graduates are consistently amongst the most sought-after applicants at leading universities in Canada and around the world. The admissions process is merit-based, designed to identify exceptional academic ability and potential. We are deeply committed to anti-racism, equity, diversity, and inclusion, welcoming students from all backgrounds whose ambition and intellectual curiosity will contribute to the UTS community."
"Upper Canada College is where tradition, excellence and innovation meet. An IB World School, UCC delivers transformational learning experiences built upon a rigorous academic program and unparalleled co-curricular opportunities. Expert faculty, cutting-edge facilities and a best-in-class financial assistance program enable students to find their passions and realize their potential. Our graduates become leaders in a world that requires global-mindedness, critical thinking and commitment to service."
"Right away you’ll notice that UTS offers something different than other schools. It’s not just our spectacular facility that blends transition with innovation, or our unique downtown location on the University of Toronto campus. It’s the students. Students take 10 courses instead of 8, allowing for deeper exploration across disciplines. Our enriched and accelerated curriculum prepares students for top universities and lifelong learning. Blending academic challenge with a supportive, student-centered environment, learning in the classroom extends into 100+ clubs, outdoor education, and real-world experiences. UTS students are curious, motivated, and eager to grow - while being supported by peers and educators who value both excellence and well-being. For students ready for the challenge, UTS is a pathway to confidence, capability, and a strong future."
"UCC delivers transformational programs grounded in a liberal arts education through experiential learning in state-of-the-art facilities, such as our new design labs equipped with the latest technology; our hockey arena with two world-class ice pads; and our 535-acre outdoor campus at the Norval School that teaches students about ecosystems, math and environmental stewardship while engaging with the natural world. Combined with our rigorous IB program, graduates leave UCC prepared to succeed."
"Our focus on academic rigor means we don't have the same focus on certain traditional school features like homerooms, pep rallies and uniforms. These trade-offs allow us to create time and space for intellectual exploration, student-led initiatives, and close mentorship. The pace can be challenging, but it’s carefully balanced with strong student support, individualized learning, and a culture that values curiosity and well-being. We believe that by nurturing motivated learners in a thoughtful, focused environment, we help them develop the skills and confidence they need to thrive, now and in the future."
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"Since 1910, UTS has grown through pivotal moments that continue to shape who we are. One defining moment came in the 1970s, when UTS became a co-educational school. This decision not only expanded access to our academic program, but also shaped the inclusive, collaborative culture that defines our school today.
More recently, our historic building underwent a major transformation, expanding into a six-storey, 120,000 square foot facility that blends tradition with innovation.
And in 2024, we launched a bold new strategic plan to guide our mission, which guides our mission to ignite the brightest minds to make a difference in the world. Grounded in our values and future-focused, this plan unifies our efforts to support students intellectually, socially, and ethically as they prepare to lead in an ever-changing world."
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"Students who thrive at UTS are intellectually curious, self-motivated, and eager to engage deeply with their learning. They’re excited by challenge, not for the sake of competition, but because they genuinely want to grow. Our pace is fast, and expectations are high, but students who succeed here are not just academically capable, they are also empathetic, reflective, and grounded in purpose.
The students who make the most of their time at UTS care about the world and their place in it. They value different perspectives and foster a culture of inclusion, where everyone feels they belong. Our school is home to many identities, and we welcome students who are open-minded, kind, and ready to learn from others.
Students and families who value academic excellence, integrity, and active participation in a community grounded in anti-racism, equity, diversity, and inclusion will find UTS a place where the whole family can flourish."
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"The right fit is critical when choosing a school. We would advise families to consider other options if their child is not ready for a fast-paced, academically intensive environment that requires independence, self-direction, and resilience. Our curriculum is enriched and accelerated, and while we offer strong support through a dedicated and caring staff, students are expected to manage a demanding pace of learning with curiosity and care for others.
Equally important is the fit for families. Families are partners in our learning journey. Those seeking a more traditional or transactional school, one focused primarily on grades, rankings, uniforms, or gated routines, may not feel aligned with our values.
We are deeply committed to anti-racism, equity, diversity, and inclusion. Families who embrace those principles, and who see education as preparation for a meaningful, purposeful life, beyond the name of a university, will find a strong sense of belonging and shared purpose at UTS."
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"Families are drawn to UTS for our reputation for academic excellence, backed by a school-wide commitment to equity, diversity, and inclusion. Our school attracts engaged, curious students with ambition and ideas who aspire to have an impact on society. Families select UTS because they feel our school offers the best education and greatest opportunities within a supportive environment for their high-achieving students. The enriched and accelerated curriculum and wide array of co-curriculars allow students to deeply explore their academic and intellectual interests in the company of like-minded peers. The school’s unique affiliation with the University of Toronto and location on the St. George Campus provide students with unparalleled access to world-class resources. A robust bursary program, extensive guidance and counselling services, and emphasis on innovation, experiential learning, and global citizenship also appeal to families."
"Families know that sending their students to UCC will give them the competitive advantage of the International Baccalaureate, while encouraging creativity and fuelling curiosity. UCC provides students with a well-rounded education that balances academics and a wide range of co-curricular offerings. Parents appreciate the focus on wellbeing — teaching students how to take care of their physical, mental and academic selves, with an emphasis on community and service."
"UTS is widely known as a school for motivated students who love to learn. In the public eye, we’re recognized for our academic rigour, accelerated curriculum, and strong outcomes: our graduates regularly attend top universities, including Ivy League schools, and our alumni include Rhodes Scholars, Nobel Laureates, Olympians and even a Marvel superhero. We’re also seen as a STEM-focused school, with a reputation for excellence in math, science, and innovation.
While that image captures part of who we are, it’s only the tip of the iceberg. Behind the reputation is a diverse, inclusive community of deep thinkers, creative problem-solvers, and students who are as committed to making a difference as they are to excelling academically. Families may come for the challenge, but they stay for the purpose, connection, and growth."
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"While UTS is best known for academic excellence, especially in math, science, and research, what’s often underappreciated is the remarkable strength of our arts and athletics programs. Families may expect a deeply intellectual environment, but they’re often surprised by the level of creativity, performance, and physical skill that thrives here.
From showstopping theatre productions and award-winning music ensembles to passionate visual arts showcases and high-performing athletic teams, our students pursue excellence in all facets of learning. These programs, both classroom-based and co-curricular, are vital parts of the UTS experience, helping students build confidence, collaboration, and joy. Academic challenge is often what draws families in, and they find the creative expression of our Expressive Arts program and phenomenal Athletics program brings our school community to life."
"Founded in 1829, a UCC education supports a diverse and well-rounded student experience. Hosting more than 80 co-curricular activities and sports, UCC’s offerings include options not available at other institutions, including Model UN, cricket, softball, squash and rowing. Our students take advantage of six outdoor sports fields, a hockey arena with two ice pads — one NHL-sized and one Olympic — and a swimming pool for programming, practice and play."
"Families might be surprised by our extensive commitment to experiential learning – outdoor education and school trips are vital to the UTS program and provide many unforgettable memories for students. The UTS Lang Innovation Lab exemplifies this dedication, providing students with space to innovate and bring their ideas to life. UTS is also highly committed to furthering research in education, thanks to our affiliation with the University of Toronto and our research institute, the Eureka! Institute at UTS. Families may not initially realize the breadth of co-curricular opportunities we offer, from robotics and artificial intelligence to performing arts and athletics and the strong emphasis on student wellness and mental health. Lastly, our school-wide commitment to Reconciliation and sustainability efforts reflect our proactive approach to contemporary global challenges, preparing students to become informed, responsible global citizens."
"With a strong commitment to representing socio-economic breadth, UCC offers the most generous financial assistance program in Canadian independent schools. One in five UCC students receives financial assistance each year, making an exceptional education more accessible. Families are also often surprised at the size of the campus. Located in the heart of Toronto, the College sits on 35 lush acres, creating a sanctuary in Canada’s largest city for students to learn and grow."
"Recent changes at UTS reflect our deep commitment to academic excellence, student well-being, and community connection.
Our renewed facility—a six-storey, 120,000 sq. ft. space—supports collaborative, future-focused learning.
In 2024, we launched a new strategic plan to guide our vision and strengthen purpose across all programs.
And we’ve expanded our student support network to include over a dozen guidance counsellors, social workers, student success teachers, and a dedicated university counsellor, ensuring students are supported at every stage.
To foster strong relationships and age-appropriate guidance, we’ve also introduced dedicated Heads of Middle and Senior School. These leaders support social-emotional growth, academic engagement, and a deeper sense of belonging as students navigate key transitions.
Each change is designed to ensure every student has what they need to thrive intellectually, emotionally, and in a strong, vibrant community."
Information not available
"In the next five years, UTS will continue to lead by embracing change with thoughtfulness and purpose. As part of our commitment to preparing students for an evolving world, we are prioritizing the ethical and critical use of emerging technologies. This includes the appointment of a Director of AI Integration to help embed responsible, research-based approaches into our teaching and learning.
We will expand student research opportunities and further develop curriculum that equips learners to engage with AI and other transformative tools not just as users, but as thoughtful, ethical contributors and leaders. These efforts reflect our mission to ignite the brightest minds to make a difference in the world. By anchoring innovation in inquiry, reflection, and equity, UTS will continue to offer a future-focused education that empowers students to navigate complexity with curiosity and purpose."
Information not available
Imagine a school where students not only act on stage but write and direct the play, where learning an instrument for the first time sparks a desire to compose and conduct, and where a commitment to environmentalism leads to a student-designed research project that is presented at an international symposium.
This is UTS, a place where the curiosity, passion and imagination of our students are transformed into higher levels of learning through the skill and dedication of our outstanding faculty.
We are a diverse, vibrant and dynamic academic community that has been nurturing young minds since 1910. Our commitment to antiracism, equity, diversity and inclusion is authentic and strong, leading to brave conversations within a culture of compassion and care that helps students grow into young leaders, ready to tackle the challenges of a rapidly changing world. Most importantly, we are a community where students and their families come together to learn, laugh and forge friendships that will last a lifetime.
I invite you to explore our website where you will find information about our challenging academic programs, exciting opportunities outside the classroom, our important research initiatives, international partnerships and our incredible community. We are a school like no other – a school where curious, innovative and high-potential students find a place to call home.
I am thrilled to serve as the 15th principal of UTS, and look forward to connecting with UTS families past, present and future!
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.
Samuel James McKinney is the 19th principal of Upper Canada College and began his tenure on July 1, 2016.
Principal McKinney was formerly the deputy headmaster and head of senior school at St. Peter’s College in Adelaide, South Australia. “Saints,” as it is known in Australia, is a 168-year-old boys’ school that has produced 42 Rhodes Scholars and three Nobel Laureates. With a student population of more than 1,400 boys, including 90 boarders, Saints offers both the IB Diploma and the South Australian Certificate of Education.
The son of schoolteachers, Principal McKinney was born and raised in the Niagara region and attended St. Catharines Collegiate before receiving his bachelor of arts from Carleton University in Ottawa in 1990. He furthered his education in Australia, receiving a graduate diploma in education from the University of Adelaide in 1993 and a master’s of education from Edith Cowan University in Western Australia in 2003. More recently, he has undertaken study at the Harvard University Graduate School of Education Principals’ Centre and resilience training through the University of Pennsylvania Positive Psychology Centre.
In appointing Principal McKinney, UCC is also welcoming his wife, Rose, and their three boys, Jack ’17, Connor ’19 and Charles ’20. Also a teacher, Rose has taught in the Junior and Middle schools at Pulteney Grammar School in Adelaide since 2007.
Message from Principal McKinney:
From our founding in 1829, Upper Canada College has been educating the next generation of leaders and innovators, inspiring them to make a positive impact on their world. In our nearly 200-year history, the school has undergone incredible transformation. Alongside the historical landmarks many associate with UCC — the ivy-covered walls, iron front gates, majestic clock tower — stand modern facilities and adaptable learning spaces equipped with the latest technology.
Our approach to boys’ education has similarly evolved. The College’s foundational focus on a liberal education is now delivered through the International Baccalaureate (IB) Programmes, globally recognized as the gold standard for university preparatory programs. In addition, our commitment to needs-based financial assistance has expanded substantially, offering more than $5 million annually to boys of the highest potential, enabling a diverse learning community that reflects our city and nation.
These innovations have shaped what is only a part of the UCC difference. We are not just about academic heights reached, championships won, or brilliant theatrical performances — although these are integral to what makes the College the outstanding place it is. What’s equally important is how our boys take forward the transformational learning experiences that are a hallmark of a UCC education.
Grounded in our vision to inspire boys to be their best selves is our commitment to fostering a vibrant school community that reflects the pluralism and promise of Canada. We offer an extraordinary range of opportunities for growth and discovery, as well as the support needed for boys to thrive among a network of dedicated faculty and staff, and lifelong friends.
I encourage you to learn more here, then visit us and experience the UCC difference.
We look forward to welcoming you.
Liberal Arts
International Baccalaureate
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.
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.
UTS offers an enriched and accelerated curriculum designed to challenge high-achieving students and support them in becoming thoughtful, engaged citizens. Students take 10 courses per year (beyond the standard 8) allowing for greater breadth and depth across disciplines. Our program includes a wide range of AP and university-preparatory courses in the sciences, humanities, arts, and mathematics, alongside distinctive offerings in languages, social justice, and interdisciplinary studies. Learning is inquiry-driven and designed to promote critical thinking, creativity, and ethical leadership. While our academic standards are rigorous, our approach is holistic: students are supported by a robust network of counsellors, student success staff, and educators who nurture both intellectual and personal growth. The UTS experience includes over 100 co-curriculars, outdoor education, and research opportunities that connect classroom learning to real-world contexts. Grounded in our mission to ignite the brightest minds to make a difference, the curriculum reflects our core values: curiosity, purpose, and a commitment to anti-racism, equity, diversity, and inclusion.
As an International Baccalaureate World School, UCC aims to develop well-rounded students with character who respond to challenges with optimism and an open mind. IB learners are better prepared to apply what they learn in real-world, complex, unpredictable situations. They strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.
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.
UTS mathematics education is accelerated and conceptually rigorous. Students are introduced to algebra, geometry, and data analysis earlier than typical grade-level standards. From Grade 7 onward, students are encouraged to explore mathematical reasoning through problem-solving, abstraction, and inquiry-based learning. Senior students have access to university-preparatory and AP courses as well as enriched mathematics electives, supporting competition-level thinking and applied understanding.
In the Primary Years Programme (SK-5) we provide instruction, experience and practice in patterns, numeration, place value, computation, geometry, measurement, decimals, fractions, graphing and problem solving. This includes drill, mental math challenges, hands-on activities, cooperative learning and the sharing of solutions. Most lessons begin with a math message or provocation; there are opportunities to work in small groups according to readiness, interest and learning profiles. Games may used for practice and to develop depth of understanding. In the Middle Division (6-7) the major areas of study are Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. Calculator skills and the use of technology are further developed. There is an emphasis on problem solving which include participation in the Canadian National Mathematics League and Gauss contests. There are also opportunities for student-directed investigations and independent learning throughout the year.
No textbooks used for math courses.
Everyday Math, Kahn Academy, Jump Math, Mathletics and additional materials
In Grades 6-7 calculator skills and the use of technology are further developed. At the Upper School, an approved calculator is an essential tool.
Balanced Literacy
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.
Information not available
A well balanced reading program motivates students to read for pleasure and information, fostering a lifelong love of reading. Students need to develop the skills necessary to decode, construct meaning and think critically about what they read. As part of this process, students must acquire a broad and varied vocabulary and an ability to interpret written conventions. Students read a wide range of materials that illustrate different forms of writing. Teachers provide a print-rich environment, and model and promote a passion for both fiction and non-fiction texts. Students use library time to listen to stories read aloud, to browse, make choices and to read independently. They are introduced to a wide variety of genres and new and familiar authors and books. Students learn bibliographic and locational skills, and how to use resources for their projects and class work.
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
In order to communicate effectively, students need to select and organize their ideas logically with an audience in mind, and utilize appropriate conventions. Students have opportunities across the curriculum to read a rich variety of texts and write daily. Learning to write is a developmental process. Students focus first on meaning rather than accuracy. Writing conventions are introduced and mastered gradually along a continuum. As boys engage in meaningful writing activities that challenge them to think critically about various topics, they are motivated to master written communication skills throughout the curriculum. Once boys reach the IB Diploma Programme, they are required to complete a 4,000-word Extended Essay on a topic of interest from within the IB curriculum, usually taken from one of their Higher Level subjects. Students at UCC complete the EE during their IB1 (Grade 11) year.
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.
Science instruction begins with an integrated approach in the younger grades, combining physics, biology, and chemistry to build foundational inquiry skills. Emphasis is placed on hands-on experimentation, observation, and critical thinking. As students progress, the sciences are taught as discrete subjects with increasing complexity. Senior students can pursue AP Biology, Chemistry, and Physics courses, alongside research-focused electives, fostering both scientific literacy and advanced investigation skills.
In the Prep School, students explore concepts in biology, chemistry, physics and environmental science, and develop skills in the processes of scientific inquiry. They learn about the interrelationships of ecosystems, learn the basic principles of heat and temperature, investigate the relationship between form and function in various natural and man-made structures, and investigate the fundamentals of chemistry — mixtures, solutions, atomic structure and the periodic table. Mankind’s impact on the environment is a recurring theme throughout the year. Our school’s practices aim to provide immediate access to technology and to harness boys’ engagement with technology through the use of individual iPads in grades SK–3 and laptops from grade 4 onward. Students spend time each term at the Norval Outdoor School and participate in a program designed to encourage respect and understanding for the environment. Details about the Upper School science program are available upon request.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
From Grades 7 to 12, English focuses on analytical reading, thoughtful writing, and critical discourse. Students read widely across genres and cultures, with a deliberate emphasis on global and contemporary voices. Literature study is paired with skill-building in persuasive, narrative, and expository writing. Senior students engage in intensive literary analysis and research, preparing them for university-level English and humanities programs.
Students at the Middle Division are introduced to three literary genres: prose fiction, poetry, and drama. Reading is encouraged with a reading period outside regular English class time. On a regular basis, students practice various forms of writing, including narrative pieces, poetry and essays. Core language skills (including formal grammar skills) are taught with the aid of classroom review and written exercises completed in their grammar workbook; students’ individual language skills weaknesses are addressed by the teacher as part of the writing process. Core vocabulary is drawn from the literature studied and from other subject areas. During library time, students are introduced to a wide variety of new and familiar authors and books through book talks and reading aloud. Students also use the periods to browse, choose books and read for pleasure. Further details about literature studied at the Upper School are available upon request.
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
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
There are no formal history or geography classes at the IB Primary Years Programme (SK-5) level. In grade 6 students have their first formal study of history. It begins with an introduction to geography and its relation to history, and proceeds to the study of Roman civilization, from its founding through the Republic and Empire periods. Students spend the second term considering the genesis and development of world religions with a particular focus on Islam, and conclude the year studying Early Modern Europe, with an emphasis on the Renaissance, Reformation and the Age of Exploration. Throughout the year, students are introduced to historical concepts such as time sequence, evidence, cause and consequence, continuity and change, perspective, bias and moral judgment. The geography skills introduced in the first term are woven into the history program over the entire year.
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.
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. In the early years, students explore geography and history through case studies and inquiry-based projects. 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.
The interaction of environment, culture, population and location lies at the heart of Geography. This definition implies a need for knowledge about the earth — knowledge about the ways in which humans use the earth’s resources and skills to recognize, describe and explain the spatial patterns that result from the interaction of people and their environment. To study History, Economics and Philosophy is to embark on a voyage of discovery, to seek in many ways to advance beyond the limitations and preoccupations of the present. Only by exploring the human experience in the past can we see how and why society changes and develop a sense of perspective on where we are heading in the 21st century.
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.
The study of additional languages adds to the international dimension of our UCC program, with French, Mandarin, Spanish and Latin offered. While learning the target language, the student also becomes aware of the similarities and differences between his own culture. This awareness fosters a greater respect for other peoples and the way in which they lead their lives. Through the study of authentic texts, students investigate and reflect on cultural values and behaviours. The main focus of all language courses is the acquisition and development of language skills through the study and use of a range of written and spoken material. Such materials will extend from everyday oral exchanges to literary texts and should be related to the cultures concerned. This will enable students to develop mastery of language skills as well as intercultural consideration.
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 arts are integrated throughout the UTS experience, with required courses in music and visual arts in early grades and expansive electives in later years. Students can participate in band, strings, and choir, or explore media arts, drama, and studio practice. Emphasis is placed on creativity, critique, and interdisciplinary expression, with many students earning external recognition in the arts.
The Art Department offers students a challenging and flexible program that is innovative but also rooted in historical precedents. The Visual Arts curriculum provides students with a classroom/studio environment that fosters inventive thinking, independence of expression, reflective assessment of creative processes and products, and an appreciation for different points of view. In Music all students study an orchestral instrument from the woodwind, brass or percussion families. Students are strongly encouraged to perform in one of the three concert bands, three jazz ensembles, the string ensemble or the UCC Singers. The Drama and Theatre program is a dynamic, stimulating and rewarding program which prepares boys to be participants, critics and creators of theatre. The Film program uses state-of-the-art equipment to teach the building blocks of filmmaking: still photography, photo manipulation, storyboarding, script-writing, cinematography, sound recording, color correction and both picture and sound editing.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Computers and technology at UTS are approached with both purpose and foresight. While formal computer science courses begin in high school, digital tools and platforms are integrated throughout the curriculum to support learning from earlier grades. Students build essential digital literacy, problem-solving, and critical thinking skills across subjects. In senior grades, learners explore computer science, software development, and the ethical use of technology through enriched, future-focused offerings. With a commitment to responsible AI use, research, and interdisciplinary application, our program equips students to become thoughtful digital citizens and leaders in a rapidly changing world.
UCC has a 1:1 Apple device program from SK through to university prep. The Computer Science Department offers a progression of courses with an emphasis on problem solving (individual work) and project development (team work). Our emphasis is less on keystrokes and mouse clicks, and more on the development of ideas and algorithms to meet evolving communication and computational needs. Our goal is that students both understand the historical development of technology and the technological culture, as well as possess a strong set of skills in the design, programming and day-today use of digital devices, systems and networks. All learning in computer science courses is hands-on and activity-based. Thus, the students will gain the confidence and competence to deal with the broad range of computer technologies found around the world today.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Health and Physical Education at UTS supports students' physical well-being, social-emotional development, and lifelong healthy habits. In the earlier grades, students participate in a wide range of movement-based activities that build physical literacy, teamwork, and confidence. Health education topics are integrated and age-appropriate, addressing mental wellness, identity, relationships, and decision-making. The curriculum emphasizes inclusivity, resilience, and the connection between physical and emotional health. Co-curricular athletics and outdoor education further extend these learning goals. UTS’s approach reflects a holistic commitment to student development, balancing academic challenge with well-being, movement, and character-building experiences that carry beyond the classroom.
Through courses offered by the Physical and Health Education Department, students will grasp the importance of physical fitness throughout their lives and, of equal importance, learn the value of good decision making and good judgment with respect to healthy choices. In the early years of the Physical Education program, team sports are used to develop fitness and fundamental skills. Sportsmanship is taught and developed through healthy competition. In the later years, the Physical Education curriculum begins to emphasize carry-over sports that the student can enjoy for the rest of his life. We want the students to leave the school with a desire to remain active, fit, healthy and happy.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Students in Forms SK–5 follow the Primary Years Programme (PYP) of the International Baccalaureate, which focuses on preparing children to be world citizens and lifelong learners. The PYP's transdisciplinary, inquiry-based approach to curriculum sees preset themes recur in various play-based activities. French as a second-language is taught to all children. Students enjoy immediate access to technology through the use of individual iPads. Library time sees students listen to stories read aloud, browse, make choices and read independently. Outdoor education takes place at Norval and in our Learning Garden. Math, arts, physical education and science are core subjects.
Accelerated
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 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).
UCC helps students achieve their academic goals through the Wernham & West Centre for Learning, a high-support environment.
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”.
UTS fosters a vibrant academic culture rooted in curiosity, challenge, and purpose. Most students are high-achieving and many are identified as gifted, but success here is not just about grades. It’s about depth of thinking, meaningful inquiry, and personal growth. Students are expected to take ownership of their learning, contribute thoughtfully, and support one another in a collaborative environment. The pace is fast, and expectations are high, but so is the support, from peers, faculty, and student success teams. UTS students frequently earn national and international recognition in academics, research, and innovation. More importantly, they value learning for its own sake, and are encouraged to explore, question, and lead with both confidence and integrity.
There’s a reason why UCC boasts a 100 per cent university acceptance rate around the world among its students. Its first-rate modern liberal arts academic program is backed by experienced, dedicated, passionate teachers who ultimately give students the tools they need to learn on their own. By the time students graduate, they are primed in every way possible to embark on a successful university education. The International Baccalaureate (IB) is the principal diploma program at UCC and is undertaken by all students in their final two years at the Upper School.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
UCC has been preparing the country's leaders for more than 190 years. Whether it's business, politics, athletics, arts, medicine, finance or anything in between, a UCC grad is well positioned to take the next step in leadership development. This means possessing a broad set of practical skills as well as social and intellectual intelligence; having a global perspective; empathizing with different people and issues. And it requires grit, determination and perseverance. These are the hallmarks of a UCC grad.
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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| Developmental | ||||
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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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Whatever a student's learning goals, the Wernham West Centre for Learning (WWCfL) offers targeted and customized support. Because every student learns differently, the WWCfL's mandate aligns with the International Baccalaureate’s goal to support a diversity of learning styles. The WWCfL helps students understand how they learn and to be their own self-advocates in the learning continuum. It also provides support for faculty to help students develop their capacity and character as global citizens.
UTS employs a comprehensive, student-centered support model. Students are supported by a dedicated team including a Dean of Students with a team of guidance counsellors, social workers, student success teachers, a school nurse, and a university counsellor. UTS also has a designated Learning Strategies teacher who works closely with students to develop individualized learning plans. Students with identified learning differences are provided accommodations based on psycho-educational assessments or medical documentation, and supports may include assistive technology, flexible assessment timelines, or skill-building strategies. All accommodations are grounded in evidence and aligned with the Ontario Human Rights Code. UTS is committed to fostering a learning environment where all students, regardless of learning profile, are empowered to thrive academically, socially, and emotionally.
The Wernham West Centre for Learning (WWCfL) offers exceptional services to students at both the Prep and Upper School in subject-area assistance, addressing academic challenges and special needs support. The WWCfL is an encouraging space that helps shape great habits that carry students well beyond UCC. In addition to offering diagnostic assessments and individualized supports for students with special learning needs, the WWCfL is committed to facilitating a greater understanding of each student's unique learning style to help him develop strategies for success. The centre also provides professional development for UCC's faculty, serves as a resource for families, and connects with other schools and organizations to collaborate and develop research relationships and networks.
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
5 - 12
20%
20%
$17,250
$15,000
20%
0%
7, 9, 10, 11
SK, 3, 5, 6, 7, 9
9, 10, 11
Dec 01, 2025
Dec 01, 2025
Not available
Rolling
Yes: grades 7 - 11
Yes: grades SK - 11
No
No
No
No
Yes: grades 7 - 11
Yes: grades 3 - 11
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.
Upper Canada College seeks to admit well-rounded boys who stand out from the crowd in a variety of ways – through academic performance, involvement in co-curricular activities, and demonstrated social skills. We are looking for the best boys, from across Canada and around the world.
Eligibility requirements
The applicant’s citizenship must be one of:
AND the applicant is:
Stage 1 components
Stage 2 components (for selected applicants only)
After exploring UCC and its programs either virtually or in person, prospective families must go to UCC's website, create an account, submit their application and pay the application fee. They will then be guided through submitting birth certificates, report cards and other documents, if applicable, as well as further interviews and assessments depending on the year the student is entering.
Once decisions are issued, families will receive registration instructions that include, but are not limited to, the following:
Registration of new day students:
Parents or guardians must confirm Registration by completing the online registration within 7 days of the date of offer (as indicated in the emailed letter of offer). The Initial Registration Fee of $10,000 and the first instalment of $2,000 are applicable for all payment plans and must be forwarded to the College within 7 days of the date of offer.
Registration of New Boarding Students:
Parents or guardians must confirm Registration by completing the online registration within 10 days of the date of offer (as indicated in letter of offer). The Initial Registration Fee of $7,500 and the first instalment of tuition and boarding fees must also be forwarded to the College within 10 days of the date of offer. The second instalment of fees for new boarding students and new international boarding students will vary according to the chosen payment plan.
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