200 Lonsdale Road, Toronto, Ontario, M4V 1W6, Canada
3657 Fromme Road, North Vancouver, British Columbia, V7K 2E6, CanadaIndirect Support:
200 Lonsdale Road, Toronto, Ontario, M4V 1W6, Canada
3657 Fromme Road, North Vancouver, British Columbia, V7K 2E6, Canada
5,690.2 km
7,655.9 km
1829
1997
1277
225
JK to 12
Preschool to 9
Boys
Coed
Boarding, Day
Day
English
English, French
Academic
Academic
Liberal Arts, International Baccalaureate
Traditional
20 to 25
12 to 24
Learning, Developmental, Behavioral
Accelerated curriculum
In-class adaptations
$40,750 to $44,100
$10,000
$73,700 to $81,100
$18,640
Yes
No
20%
0%
5 to 12
None
$15,000
$0
85
17
7%
0%
0%
95%
SK, 3, 5, 6, 7, 9
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9
9, 10, 11
information not available
Dec 01, 2025
Not available
Rolling
Not available
Yes: grades SK - 11
Yes: grades K - 9
No
No
“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
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UCC 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.
View full reportWhen schools describe themselves as international they can mean different things, from recruiting an international student population, to delivering curriculum through a global lens. In the case of Cousteau, however, it’s principally a reference to the curriculum: the school adopts both the BC curriculum as well as that of the French Ministry of Education, in partnership with the AEFE. That’s of interest to French nationals, for example, who intend to return to France at some point. It’s also of interest to families of children who may be moving elsewhere at some point and wish to enroll in another AEFE school. That said, most families have more general reasons for enrolling at Cousteau, including the quality of the immersion program and the focus of the curriculum, one centred on the values of multiculturalism and environmental stewardship. (The name was changed in 2013, from The French International School of Vancouver, in order to highlight formal ecological outcomes added to the school curriculum as well as a partnership with Cousteau Foundation and the Aquarium of Vancouver.) The ideal student is one operating at the top of his or her peer group, and looking to be challenged within an environment of true peers.
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"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
"Open to all families, not just French alone."
Maryam Moayeri - Parent (Feb 08, 2018)
Both my kids love their teachers and their friends. They’re proud that they can speak three langua... View full review
"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."
"Cousteau is the only school in BC offering a top-tier academic experience from Preschool to Grade 9, blending curricula from France and British Columbia. Students are immersed in a bilingual environment from PreK, with 75% of instruction in French and 25% in English, they thrive in small classes that foster critical thinking and independence. Accredited by the AEFE network (488 schools in 130 countries), the school also offers 3 bus lines, before & after-school care, and a wide range of extracurricular activities."
"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."
"What sets Cousteau School apart is its unique integration of two rigorous curricula, France’s national program and British Columbia’s curriculum—delivered in a fully bilingual environment. This dual approach develops truly global citizens: students who are academically versatile, culturally fluent, and intellectually agile.
Cousteau is particularly well-suited for families seeking a multicultural education grounded in strong values: Respect, Courage, Integrity, and Empathy. These values aren’t just taught, they shape the daily student experience through collaborative learning, community service, and a culture of kindness and curiosity.
Unlike many schools, Cousteau embraces its small size as a strength, allowing for individualized attention, strong teacher-student relationships, and a flexible learning environment that adapts to students’ needs, interests, and learning styles."
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"Cousteau School has consciously chosen depth over breadth to serve families seeking a meaningful, values-based, bilingual education. One of the key tradeoffs we’ve made is prioritizing a global mindset over a purely local focus, by delivering both the French national curriculum and the BC curriculum, we commit to the complexity of preparing students to thrive across cultures, rather than streamlining for local standardization.
We also favour balance over specialization: our students don’t just excel academically, they develop as whole individuals through arts, sports, languages, and social-emotional learning. This requires thoughtful allocation of resources toward a well-rounded program, rather than over-investing in one niche."
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"Cousteau is a great fit for students who are naturally curious, open-minded, and eager to explore the world through both French and English. Our dual curriculum encourages flexible thinking, resilience, and a love of learning—making it ideal for children who enjoy academic challenge but also value creativity, collaboration, and kindness. Students who thrive here are not just looking to excel on paper; they’re engaged, thoughtful, and enjoy being part of a diverse, supportive community.
Cousteau families tend to believe that education is about much more than grades. They value bilingualism as a lifelong gift, see character development as essential, and want their children to grow into confident, compassionate global citizens. Parents who are involved, communicative, and ready to partner with teachers in their child’s journey find our approach especially meaningful."
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"Cousteau School may not be the right fit for families who prioritize a single-language, highly standardized, or test-driven education. Our bilingual, values-based approach focuses on long-term development, global perspective, and social-emotional growth. Families seeking a more traditional, competitive, or purely local academic model may find our philosophy and learning environment don’t align with their expectations."
"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."
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"Cousteau is seen by the public as a warm, nurturing, and academically strong bilingual school with an international outlook. Families recognize it as a place where children are known, challenged, and supported, both intellectually and emotionally. Its image is one of balance: rigorous without being rigid, global yet grounded in community, and values-driven without being idealistic. Many parents view Cousteau as a hidden gem, a school that quietly delivers excellent results while staying true to its human-centered, inclusive mission."
"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."
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"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."
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"Over the past year, Cousteau has made several exciting improvements to enhance student experience and learning. We built a new climbing wall in the gym to support physical confidence and well-being, and we invested in a full set of educational robots, allowing students from kindergarten to grade 9 to explore coding and robotics in hands-on, age-appropriate ways. Most significantly, we received official accreditation for Grade 9, enabling us to offer the Brevet des collèges—a key French diploma that marks the completion of middle school and prepares students for high school and beyond. These changes reflect our ongoing commitment to innovation, excellence, and student growth at every level."
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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.
Dear Parents,
Cousteau, The French International School of Vancouver is the only school in British Columbia that offers an academic curriculum that is approved by both the British Columbia Ministry of Education and the French Ministry of Education.
What we propose ? Why we are different ?
A bilingual school based on an innovative and ambitious pedagogy of languages
A model school for multicultural and multilingual education, actively preparing tomorrow’s international citizens
We are a school of academic excellence that integrates the best of both the French and Canadian systems. We offer a personalized, high quality teaching and learning. Students are offered a rigorous an challenging workload that is adapted when needed to assist students to reach their full potential.
Our educational projects aim to develop respect for others and ourselves, a sense of responsibility and cooperation,
We aim to develop future citizens who are critical thinkers, who have intellectual curiosity and a predilection for initiative and openness. Citizens with enabling them to understand, value, and share the principles of solidarity, respect, and responsibility for everyone and for the environment.
Our bilingual education provides a creative and stimulating environment for this project. The parents, the staff and the students, together we uphold the values of an international community, respectful of differences, open to the exchange of ideas, languages and cultures.
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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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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.
The French International School of Vancouver provides the opportunity for the students to benefit from the best of both educative Worlds, French and Canadian. The school endeavours to achieve the following three objectives: 1) To educate the students to become active and responsible citizens 2) To support and expand their personal growth and psychological development 3) Expose these students to an excellent scholastic experience By following these objectives with an expanded curriculum that also encompasses cultural and artistic activities; the School’s Mission is to enhance personal development, creativity and to instill a well established work ethic, capable of co-existing and working with their fellow classmates. The French International School of Vancouver also places great value and respect for itself and others by imposing Code of Conduct based on community spirit and the acceptance of diversity. The students and parents that choose The French International School of Vancouver choose also to engage in a deeper bilingual educational experience.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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.
The teaching of mathematics is another point of pride and renown for the French educational system. It is a global approach in which students are exposed early to a wide range of mathematical concepts: geometry, addition, subtraction and multiplication, algebra, fractions, the decimal system, etc. In each year of the school, these mathematical concepts are expanded and students’ comprehension deepens. Logic and expression are always prioritized. Calculating the correct answer is not sufficient; a student must explain how the answer was obtained, and why. Logic and the ability to articulate one’s reasoning are emphasized in every grade and field.
Everyday Math, Kahn Academy, Jump Math, Mathletics and additional materials
Information not available
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.
Information not available
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.
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.
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.
Grade 1 is the start for Cycle 2 : Fundamental Learnings, which spans Maternelle and Elementary School. Maternelle and Elementary teachers have the same training and, in many cases, have taught both levels. As a result, the transition from Kindergarten to Grade 1 is smooth. During grade 1 students begin to read in French, English. They are taught to write in cursive (only in French in Grade 1) and to read all written forms. Language skills and oral expression are high priorities. A significant part of every school day is devoted to poetry, writing, oral language, reading, spelling. Mastering the language is one of the two main priorities of Cycle 2. In this Cycle, art, music, science, civics and physical education classes begin, and math, which is the Cycle’s second main priority, is taught formally.
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.
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.
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.
Grade 1 is the start for Cycle 2 : Fundamental Learnings, which spans Maternelle and Elementary School. Maternelle and Elementary teachers have the same training and, in many cases, have taught both levels. As a result, the transition from Kindergarten to Grade 1 is smooth. During grade 1 students begin to read in French, English. They are taught to write in cursive (only in French in Grade 1) and to read all written forms. Language skills and oral expression are high priorities. A significant part of every school day is devoted to poetry, writing, oral language, reading, spelling. Mastering the language is one of the two main priorities of Cycle 2. In this Cycle, art, music, science, civics and physical education classes begin, and math, which is the Cycle’s second main priority, is taught formally.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
Logic and expression are always prioritized. Calculating the correct answer is not sufficient; a student must explain how the answer was obtained, and why. Logic and the ability to articulate one’s reasoning are emphasized in every grade and field. From KG level, we encourage experimenting the world by letting the students be part of the experiments, our Eco School coordinator is providing workshops on all grades and help the teachers to fulfill our ECOSCHOOL commitments.
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
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.
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.
Literature holds a prominent role in children's personal development since the reader becomes emotionally attached with the story and this has positive effects not only on the personal growth but also on the whole learning process. From this point of view, our curriculum for the includes appropriate texts which can be used to these purposes. We cover different types of texts : French poésie, albums, Bande dessinées, etc.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
The 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.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
Pre school Another essential aspect of Cousteau Maternelle program is socialization. The school day is highly structured, incorporating specific periods for free, self-directed play. Children learn to express themselves in a manner appropriate to the time and place, and to distinguish the differences in circumstances. They are taught to respect others, and to understand the consequences of their behaviors. and After The goal of our school in reference to the French moral and civic educational programs is to combine the formation of future citizens with critical thinkers. Thus students acquire a conscience enabling them to understand, value, and share the principles of solidarity, respect, and responsibility
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 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.
The four years of Middle School are organized into two Cycles. Grade 6 (Sixième or 6e) is the end of the Cycle 3: it initiates students into the workings of Middle School and ensures continuity of learning from Elementary School. Grades 7 and 8 and 9 are the Central Cycle 4 : students deepen their knowledge and know-how; physics- chemistry enters the curriculum; discussions of professional paths and training start. In Grade 7 students add a foreign language (Spanish, German or Mandarin).
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 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.
Our goal is to prepare our students throughout their schooling to fluently speak a second language and to understand the cultural nuances of another country. Neither the French nor English language will be considered a “foreign language”. ! To succeed in this multilingual plan, we rely on an adapted pedagogy. We teach in a manner that borrows and builds from both the mother tongue and the language of schooling. All subjects are taught in French. English is also taught, not only as a language, but also in subject areas such as art, geography, and history. This plan involves not only learning language for its own sake, but to use language as a tool to learn about the world through a different lens. Through project work, language is put into action
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.
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.
Our Grade 6 and 7 develop with the help of our litterature/drama teacher a whole year project including the choice of a piece, its adaptation, collaboration with students of other grades to present the piece. We also propose some circus workshops and camps throughout the year for KG and up.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
IT tools are involved in all courses.
Web design
Robotics
Computer science
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.
Physical Education will develop the WHOLE child in EVERY child The physical educators will serve as role models, and demonstrate knowledge of health, physical education and wellness The physical education classes will provide a variety of activities which will motivate the students and increase participation OBJECTIVES Our physical education program will allow the students to participate in developmentally appropriate activities Our physical education program will develop and reinforce cooperative behavior Our physical education program will teach the students to establish lifelong fitness goals
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.
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.
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.
Cousteau Maternelle program is characterized by a high esteem for the intelligence and abilities of the pre-school-age child. In a warm, supportive environment adapted to their age, children are challenged and encouraged to think independently and act responsibly, thus fully realizing their potential at each developmental level.
Standard-enriched
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).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
UCC helps students achieve their academic goals through the Wernham & West Centre for Learning, a high-support environment.
Our classes are pluri lingual then the pedagogical differentiation is required in all the class rooms for all the teachers.
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”.
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.
Excellence and rigor of the French Education Certified French teachers from France
"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.
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."
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.
Our goal is to prepare our students throughout their schooling to fluently speak a second language and to understand the cultural nuances of another country. Our bilingual education provides a creative and stimulating environment. Our educational projects aim to develop respect for others and themselves, a sense of responsibility and cooperation, a prediction for initiative and openness, intellectual curiosity, and critical thinking. ·The goal of our school is to develop future citizens who are critical thinkers enabling them to understand, value, and share the principles of solidarity, respect, and responsibility for everyone and for the environment.
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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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
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.
Information not available
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.
Cousteau School has a specialist teacher for children who have some difficulties. The teacher propose learning strategy in order to provide help to the children in need.
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
5 - 12
20%
0%
$15,000
$0
0%
95%
SK, 3, 5, 6, 7, 9
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9
9, 10, 11
Dec 01, 2025
Not available
Rolling
Not available
Yes: grades SK - 11
Yes: grades K - 9
No
No
No
No
Yes: grades 3 - 11
Yes: grades K - 9
No
No
No
No
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.
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.
Early Pre-K (3 years old) and Pre-K (4 years old) children do not need any previous knowledge of French to be accepted, but they must be toilet trained.
School Placement Test From Kindergarten :
How Placement Tests Work ?
For Kindergarten :
The children are invited to participate in class activities at school.
Registration for classes from Grade 1 to Grade 9:
Placement tests at Cousteau are standard exams that challenge a student’s ability in a range of subjects. Students will be assessed in English, French and Math in a 90-minute test.
Students coming from a school following the French curriculum, member of the French Agency Abroad or set by the French Ministry of Education, can be registered directly at Cousteau upon submission of their report cards (photocopies) accounting for the past two years and after official acceptance into the following Grade.
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