250 Madison Avenue, Toronto, Ontario, M4V 2W6, Canada
215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, Canada
Indirect Support:
250 Madison Avenue, Toronto, Ontario, M4V 2W6, Canada
215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, Canada
1987
2015
130
112
Nursery/Toddler to 8
K to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Waldorf
Progressive
10 to 18
16
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$4,160 to $19,150
$21,120 to $27,445
Yes
No
20%
0%
JK to 8
None
$9,000
$0
10
12
0%
0%
80%
50%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades K - 8
No
No
information not available
information not available
We often consider the ideal student for a certain educational setting, though with Waldorf schools, it's important to also consider the ideal parent. Instruction student directed; benchmarks are less important than engagement. Multiple intelligences, multiple-sensory learning, cross-curricular instruction, visual learning—it's perhaps the epitome of what we think of as alternative education: constructivist rather than didactic. Waldorf Academy is one of the first of its kind in Canada, and was created when a group of parents decided to come together to create the kind of school that they wanted for their children. It's grown since then, and the organization and infrastructure has been formalized as well, including the creation of a purpose-built learning environment. Nevertheless, the core concept remains. The successful student is one who thrives in an interactive, transactional, arts-enriched setting. The ideal parent is one who sees the value in a constructivist approach, narrative-based assessment (letter grades are given in Grade 6 and up) and who prizes a considered and careful approach to the use of technology.
View full reportPear Tree is young, and has all the attributes of youth: energetic, engaging, fun. The day program grew out of the Pear Tree education programs, and launched in 2016. So, it’s fresh, and indeed that’s an attraction. The feel is a great one, and that’s not to be underestimated—creating the right environment, the right feel, is important. With Pear Tree, it’s that vibrant feel that creates the first impression. The program is the definition of progressive, with small classes, hands-on instruction, and built around links across areas of the curriculum. Students are required to work collaboratively, solving problems together, and to engage creatively with each other and with technology. Activity is important, as is nutrition, which is just as it should be. The ideal learner is one who will thrive in an active, creative, small-group oriented environment.
View full report
" ... a home away from home"
Caroline Blouin - Parent (Feb 13, 2018)
Our daughter has found a home away from home, a place where she is loved, nurtured and appreciated f...
View full review
"a small town school in the big city"
Tyler Hague - Parent (Apr 08, 2018)
Waldorf Academy has the best elements of a small town school in the big city. Small class sizes, car...
View full review
"I feel like my son is developing in a way that's true to him and who he is, and yet he is also learning all the things you'd expect..."
Michael Bernstein - Parent (May 22, 2020)
My son feels seen and cared for the way a family member would care for him. His individual needs, c...
View full review
"...our son is able to allow his curiosity to lead his learning whilst being encouraged, challenged and supported not only by his teachers but also by his peers."
Katherine Corden - Parent (May 03, 2021)
We always go back to our son's feedback after his first few weeks at Pear Tree Elementary - 'This sc...
View full review
"I'm blown away by the amount of thought and preparation that goes into each of the learning activities."
Elizabeth Dunn - Parent (May 03, 2021)
Our energetic 8 year-old son loves Pear Tree because of the active learning activities, centered aro...
View full review
"Waldorf is a global name in holistic, arts-enriched education. Our approach integrates experiential learning with academic depth and rigour. We put a premium on thinking imaginatively and turning challenges into possibilities. Graduates emerge with a strong sense of purpose, the ability to solve problems and the courage to engage in the world. Nestled beneath majestic Casa Loma in the heart of Toronto, Waldorf Academy provides a world-class education that centres your child amid beauty, meaning and inclusivity."
"Pear Tree School’s mission is to provide a complete, inclusive, and stimulating education that nurtures the intellectual, social, emotional, physical, and ethical development of every student. We aim to equip our students with the skills, knowledge, and values needed to lead fulfilling lives and make a positive impact on the world. By combining academic excellence with a whole-child approach, we strive to inspire and empower our students to be lifelong learners, critical thinkers, and responsible citizens."
Information not available
"At Pear Tree School, we prioritize a well-rounded education, combining traditional subjects with real-world applications. Our approach, supported by Master's educators, fosters critical thinking, creativity, and vital 21st-century skills.
We emphasize environmental awareness, global citizenship, and personal well-being, ensuring students grow into confident, knowledgeable individuals.
Trust us to prepare your child for the future with a curriculum that’s both comprehensive and deeply engaging."
Information not available
"At Pear Tree School, our mission to provide a holistic, inclusive education that prepares students for all life's aspects inherently involves trade-offs to maintain our core values and vision:
Personalization over Standardization:
We prioritize personalized learning that caters to student needs, which means we often eschew the one-size-fits-all approach dominant in traditional educational settings. This commitment promotes creativity and critical thinking over rote memorization.
Collaboration over Competition:
Unlike schools that emphasize competitive success as a benchmark for student achievement, Pear Tree encourages collaboration. We believe that cooperative learning helps build interpersonal skills and prepares students for real-world challenges.
Innovation over Tradition:
Our forward-thinking, innovative teaching methods sometimes comes at the expense of classical education models, but it equips our students with relevant skills, mindset and values for today’s dynamic world."
Information not available
"SCHOOL YEAR:
2011/12 - Founding of Pear Tree Education (main organization)
2016/17 - Founding of Pear Tree School (K-7)
2020/21 - Expansion of Pear Tree School
2024/25 - Launch of Middle School Annex (expansion to grades 8-9)"
Information not available
"Characteristics of Ideal Students:
Enthusiastic Learners: Students who are naturally curious and motivated to explore new ideas and concepts.
Collaborative Spirits: Those who excel in team settings and understand the value of learning from and contributing to the group.
Creative Thinkers: Individuals who enjoy thinking outside the box and applying their knowledge in innovative ways.
Adaptable and Resilient: Students who are not deterred by setbacks and are adaptable to various learning contexts.
Families Best Suited for Our School:
Value Holistic Development: Families who believe education should develop not just academic abilities but also social, emotional, and ethical skills.
Supportive of Innovation: Parents who value innovative teaching methods and a curriculum that incorporates technology and real-world applications.
Community-Oriented: Those who appreciate a strong, supportive community and the importance of building interpersonal relationships within the school setting."
Information not available
"Pear Tree School's unique educational approach and philosophy mean that it isn't the perfect fit for every student or family. Our commitment to a holistic, integrated curriculum and a nurturing community environment sets us apart, but these same qualities might not align with the expectations or values of all families. Here are some conditions under which we might advise a family to consider other options:
1. Preference for Traditional Education Models (i.e. preference for rote memorization, textbooks)
2. High Value on Competitive Success
3. Expectation for Conventional Homework and Testing
4. Desire for a Specialization (e.g. STEM only) at K-12 Level
5. Preference for Less Parental Involvement
6. Desire for Name-Brand Prestige and 'Guaranteed' Entrance to Ivy League Universities
7. Prioritize Campus Size and Facilities Over Quality of Education"
Information not available
"Families choose Pear Tree School over others primarily for its innovative approach to education that values and nurtures each student’s individual abilities within a holistic and integrated curriculum. Here are key reasons why families prefer our school:
1. Our 'Why' and Mission
2. Holistic Education Approach
3. Integrated Theme & Project-Based Learning
4. Personalized Learning Environment
5. Community and Values
6. Progressive and Future-Focused
Parents see Pear Tree not just as a school, but as a community that plays a pivotal role in developing competent, capable, and ethical individuals."
Information not available
"Pear Tree School is recognized for its innovative and holistic approach to education, deeply resonating within our community and beyond as a pioneering institution that prepares students not just academically, but as well-rounded individuals poised to navigate and contribute positively to the modern world.
Public Image and Prominent Features of Pear Tree School:
1. Innovative Educational Practices
2. Holistic Development Focus
3. Community and Inclusivity
4. Progressive Learning Environment
5. Environmental and Social Awareness"
Information not available
"Often overlooked, the core of Pear Tree School's success is The Pear Tree Method—an advanced, all-encompassing educational approach.
Unlike other schools, every teacher here utilizes this method, ensuring a unified, effective learning experience. Our approach isn’t just better; it’s meticulously designed to meet the evolving needs of modern youth.
It reflects our commitment to setting new standards for student outcomes by addressing every aspect of a child's development."
Information not available
"Parents are often surprised by how deeply integrated our values are in every aspect of Pear Tree School, far beyond expectations. Unlike schools that only espouse values, we live them—comprehensively and daily.
What truly astonishes parents is our genuine whole-child approach, where every staff member contributes to each student's growth. Our unmatched Healthy Hot Lunch Program and diverse daily P.E. surpass expectations.
It's not just education; it's a community where values turn into action."
Information not available
"Pear Tree School is continually evolving - on literally a weekly basis - to meet the needs of our students, families and our Mission.
1) Facility Upgrades
2) Introduction of a comprehensive Co-Curriculars program
3) Implementation of a mid-term report card
4) Expansion of Parent Workshops
5) Recruitment of an Associate Principal
6) Development of systems, processes and checklists to further standardize our approach schoolwide
7) Further enhancement of our rigorous teacher recruitment and pre-service training process"
Information not available
"Over the next 5 years, we will have accomplished the following:
1) Completion of K-12 grade offering
2) Additional K-7 campuses around Vancouver (locations to be announced)
3) Launch of a dedicated Grade 8-12 facility"
“I have been asked, “Why did I decide to move to Waldorf Academy?”. The answer is a simple one; Waldorf education is the ‘art of awakening’ that aims to inspire life-long learning in all students and to enable them to fully develop their unique capacities. At the core of my educational philosophy is the belief that we must embrace creativity, collaboration, critical thinking, authentic assessments and deep inquiry to awaken a passion for lifelong learning. And through this belief, is the reality that it is no longer about asking students what they want to be when they grow up, but instead, we challenge and ask them what problems they would like to solve.”
A 'good school' isn't good enough. Children deserve the most complete, inclusive, and up-to-date form of education.
The traditional approach to teaching places students in homogeneous age groups. All twelve year olds in this room. All eight year olds in this room. They sit in desks facing the front and learn the core subjects one at a time for a set period of time each day. 45 minutes of math, followed by 60 minutes of English, followed by a short break, and then 45 minutes of science. Everything is compartmentalized and isolated.
This, quite frankly, has nothing to do with how we best learn.
That's why Pear Tree School is a different kind of private school.
Pear Tree School’s mission is to provide a complete, inclusive, and stimulating education that nurtures the intellectual, social, emotional, physical, and ethical development of every student.
We aim to equip our students with the skills, knowledge, and values needed to lead fulfilling lives and make a positive impact on the world.
Working in partnership with teachers, families, and the wider community, we strive to create a supportive and dynamic learning environment that encourages active participation, critical thinking, and personal growth.
By combining academic excellence with a whole-child approach, we strive to inspire and empower our students to be lifelong learners, critical thinkers, and responsible citizens.
We are dedicated to ongoing growth and evolution, both as individuals and as a school, in order to continuously provide an education that meets the changing needs of our students and prepares them for success in all aspects of life.
That’s Pear Tree School.
We invite you to experience the difference.
Progressive
Information not available
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
The essence of Waldorf can be thought of as follows: The use of art and creative play across the spectrum of subject areas brings out a child’s imagination and the joy of learning. Our interdisciplinary approach to mastering subject areas across the academic spectrum encourages children to make connections and deepen learning. Waldorf Academy’s E.Q. approach is designed to enhance a child’s sense of connection to the world and to grow spiritually. We stress hands-on, experiential, inquiry-based learning that carries with it the ability to take risks, reach beyond our comfort zones and test our mettle. We work with a child’s natural tendencies to encourage their curiosity and figure out answers their own way. Sometimes they fail the first time, but then they learn how to get back up and see it through.
Pear Tree School’s progressive model emphasizes hands-on, student-centered, theme and project-based learning. It includes a balanced mix of academics, integrated subjects, physical skills, socioemotional development and seamless integration of technology. Taking a whole child approach means Pear Tree School nurtures academic, social-emotional, and physical development. Integral to this is Pear Tree's healthy hot lunch program, cooking and food education, as well as its rigorous physical education program, which includes martial arts, swimming, yoga and ice skating. We believe in and apply: + Integrated subjects (through theme-based learning and project-based learning) + Hands-on learning + Student-centered learning + Collaboration + Creativity + Technology + Real-life application / Entrepreneurship The methodologies delivered by Pear Tree's outstanding masters-qualified teachers offer an engaging approach to the B.C. curriculum that develops well-rounded children who can be happy and successful in all aspects of life.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Making Math More Meaningful - A Waldorf curriculum guide. Middle school math specialist
Math is a skills-based subject (in contrast to science and social studies, which are more knowledge-based). Math skills are to be used, not simply memorized. As such, at Pear Tree School, math skills embedded within themes; they are tied to social studies (quantities, statistics), science (weights, speeds, measurements), and business (financial literacy). As such, students at Pear Tree learn math in context. Math at our school is connected to real life and is truly meaningful. At the same time, working with real-life numbers means that it is challenging! Consequently, math at Pear Tree is more engaging and more challenging than traditional math classes.
We don't use textbooks. As we teach through themes, all of our math is taught in context. This means that it is more realistic and more challenging than traditional math classes.
We balance the use of calculators. It is important for students to have a conceptual understanding of math in order to know whether the data output from a calculator is logical, as well as to know what information to input.
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.
Combination of approaches. Grade 2 reading assessment. Nelson Literacy Reading program combined with Waldorf curriculum.
Like math, language arts is a skills-based subject. Traditional approaches to reading and writing involve practicing such skills with no real purpose beyond mastering those skills. Reading and writing are skills to be applied, and that’s exactly what we do at Pear Tree School! At Pear Tree, reading and writing skills are interwoven into every part of our themes. We don’t use textbooks. Instead, students constantly read both fiction and non-fiction books related to the themes. From these books, their range of vocabulary goes beyond high-frequency words to include very technical language specific to the themes. Pear Tree students quickly develop truly amazing reading and writing skills for their ages from becoming familiar with these words over a semester and having constant opportunities to practice!
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We do formal reading and writing assessments at the beginning of every term.
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.
Lower school literacy is supported by the Nelson Literacy program and Waldorf curriculum.
Like math, language arts is a skills-based subject. Traditional approaches to reading and writing involve practicing such skills with no real purpose beyond mastering those skills. Reading and writing are skills to be applied, and that’s exactly what we do at Pear Tree Elementary! At Pear Tree, reading and writing skills are interwoven into every part of our themes. We don’t use textbooks. Instead, students constantly read both fiction and non-fiction books related to the themes. From these books, their range of vocabulary goes beyond high-frequency words to include very technical language specific to the themes. Pear Tree students quickly develop truly amazing reading and writing skills for their ages from becoming familiar with these words over a semester and having constant opportunities to practice!
Inquiry
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.
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.
Science is based on a phenomenological approach.
Like anything, you only learn something by actually doing it. Pear Tree School is very creative in finding ways for its students to learn about science in a safe, engaging, hands-on approach. One way that we do this is through cooking and cooking science. At the higher grades, students will even be introduced to molecular gastronomy. At least half of our themes are inspired by science topics.
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
Social Justice
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
The first Waldorf school that opened in 1919 was based on social justice. Social Justice is embedded in the curriculum and the school structure. It is important to note that we build meaningful relationships with cultures when the children are younger through implicit strategies and then look at it critically in the middle school.
At Pear Tree School, we are constantly training our students to use critical thinking and critical literacy skills. As such, it is important for us to use a variety of texts that require such skills. We use a mixture of texts, such as picture books, graphic novels, poetry, short stories, and novels. These texts will also be chosen because of their relevance to the theme that were are studying.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The 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.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Social studies program is based on child development and is matched with historical themes.
We use an integrated skills, theme-based approach to our programs. As such, we don't study social studies in isolation. At the same time, our themes are much more meaningful that such topics as 'food'. Overall, we follow a similar pattern to the B.C. curriculum in focusing on the individual student and their immediate environment, and then expanding to large communities as the students get older. This is a more meaningful and empowering way to learn about the world.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
We use an integrated skills, theme-based approach to our programs. As such, we don't study social studies / the humanities in isolation. At the same time, our themes are much more meaningful that such topics as 'food'. Overall, we follow a similar pattern to the B.C. curriculum in focusing on the individual student and their immediate environment, and then expanding to large communities as the students get older. This is a more meaningful and empowering way to learn about the world.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
French is offered from grade 1 to 8
Pear Tree School introduces French studies from Grade 2 onwards. Our approach is to recognise that language and culture are one and the same thing. Language isn't a grammatical construct; it is a cultural construct. As such, we always study languages in cultural context. This helps our students to understand authentic language use, French-speaking cultures, and common body language.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Fine arts are integrated into every aspect of our program. Therefore, Pear Tree School students are continually learning about and using fine arts. We often work with external professionals who are able to support our classroom teachers with specialised art skills. At the same time, our classroom teachers ensure that any art learned is done so in context to make it meaningful and useful!
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
We offer cyber civics in middle school. We teach the base number system in grade 8 and students build a basic computer using the binary code.
Technology is seamlessly integrated into all of our programs. We want our students to become adept at using technology in meaningful ways, i.e. for creativity and productivity. The use of technology increases as students reach higher grades. Obviously, in the younger grades, there is much less use, as there are other development priorities.
Web design
Robotics
Computer science
Grades 1-2 Developmental movement and games Grades 1-3 Games and Circus Arts Grades 4-8 physical ed program Grades 6-8 Health curriculum
At Pear Tree School, our daily Physical Education Program is directly tied to our whole-child education approach. Through our Physical Education Program we develop your child's academic, social-emotional and physical performance every school day. Physical + Improved physical fitness + Skill and motor skills development Socio-Emotional + Teaches self discipline + Facilitates development of student responsibility for health and fitness + Influence moral development, leadership, cooperate with others + Stress reduction – an outlet for releasing tension and anxiety + Strengthened peer relationships + Improve self-confidence and self-esteem + Respect - for your body, classmates and teammates + Experience in setting goals Academic + Subject integration (science, math, social studies) + Through sports, we study about physiology, psychology, nutrition, problem solving, and strategy + Exercise helps to strengthen and stimulate your brain. Increased fitness = improved academics
Academic
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
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.
Early childhood programs are based on child development and imitation. Science, numeracy and literacy are fostered through real experiences in cooking, nature walks, building and art as well as storytelling, poetry, singing and recitation. Movement and self directed play as well as emotional intelligence are high priorities. There are group activities as well as small group and individual activities. Healthy physical development of the child is a critical prerequisite for proper mathematical and scientific education. Self directed play promotes questioning, problem solving, higher level thinking skills, discovery, self-directed activity and speech.
Pear Tree School’s Early Years Program sets the foundations for your child’s education and the rest of their life. Our (M.Ed-educated) teachers are here to offer your child a warm welcome to grade school through creative, hands-on learning that centres students’ social, emotional, physical and academic well-being and nurtures their unique interests and abilities. Your child will shine, as their confidence, curiosity and love of learning grow with us in a small, intimate classroom setting.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The elementary class teacher travels with one cohort through the grades for many years. This allows the teacher to understand how each child is learning and to ensure their needs are met.
Pear Tree School's combined-grade approach means that our students have access to a greater range of academic potential and influence.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We strive for our students to become exceptional, well-rounded individuals. This means that we work with our students on both their strengths and weaknesses. With the support of our masters-qualified teachers, we expect our students to continually try to do better, to become the best that they are capable of, and to take pride in the quality of the work that they create.
"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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Pear Tree School creates well-rounded individuals. We don't view one attribute as more important than another. Through our unique education method, we continuously develop our students academic, socio-emotional, and physical skills.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
All applicants are considered based upon the capacity of the class as a whole and the capacity of the teacher.
Pear Tree School prides itself on being an inclusive environment. We attract a tremendous range of families and demographics who all share our common goal for a progressive, whole-child education. Pear Tree does not receive any government funding, including special needs funding. This means that any specialized or intensive in-class support must be paid for by the family. Some aspects of our learning methodologies and requirements may be unrealistically challenging for students with certain levels of needs. This can include the need for strong literacy skills, executive functioning skills, collaborative skills, and critical thinking skills.
We assess each child on an individual basis. We do not have EA's the class so we determine a balance in the class and the capacity of the teacher. We can offer two sessions of resource support a week for a limited number of students.
At Pear Tree School, we avoid the use of labels (e.g. 'gifted', 'ADHD', 'ESL', etc). We find that labels generally have a negative, long-term impact on students. Our learning method engages all forms of learners, while also challenging them to try other approaches. Our teachers are not specialised or trained in special needs or 'giftedness', nor do we qualify for funding for this.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
JK - 8
20%
0%
$9,000
$0
80%
50%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades K - 8
No
No
No
No
No
Yes: grades K - 8
No
Yes: grades 5 - 8
No
No
We want children to feel free to become themselves and we will guide them along the way. We are building intrinsic motivation, creativity, collaboration, critical thinking, and a love of community.
At Pear Tree School, we seek students who not only embody curiosity, adaptability, collaboration, creativity, responsibility, and openness to growth but also deeply value being positive, kind, welcoming, encouraging, and inclusive. We view each class not just as a group of students but as a cohesive cohort where each member significantly impacts the class dynamics and the experiences of others: 1. Curiosity and a Love for Learning We look for students who are naturally curious about the world around them. They should have a genuine enthusiasm for exploring new ideas, asking questions, and engaging deeply with the learning material. This innate desire to learn drives their engagement with our theme and project-based curriculum, fostering a lifelong love for education. 2. Adaptability and Resilience Success at Pear Tree School requires students to be adaptable and resilient. Our innovative approach to education—The Pear Tree Method—encourages students to navigate through interdisciplinary themes, which differs from traditional subject-based learning. Students who thrive are those who adapt to new challenges with a positive attitude and view setbacks as opportunities for growth. 3. Collaboration and Communication Our school places a strong emphasis on developing 21st-century skills, among which collaboration and communication are key. We seek students who are willing to work cooperatively in diverse groups, share ideas respectfully, and listen to the perspectives of others. Effective communication skills, both verbal and written, enable students to contribute meaningfully to group projects and discussions. 4. Creativity and Problem-Solving Pear Tree School values creativity and the ability to think outside the box. Students who are successful in our environment often approach problems with innovative thinking and are not afraid to try unconventional solutions. They take joy in the creative process, whether in academic projects, arts, or extracurricular activities. 5. Responsibility and Ethical Awareness We look for students who demonstrate a sense of responsibility towards their learning, their peers, and the wider community. An awareness of ethical considerations and a commitment to positive social impact align with our focus on global citizenship and environmental stewardship. Students who are mindful of their actions and their impact on the world will find a nurturing home at Pear Tree School. 6. Openness to Growth and Feedback A successful student at Pear Tree School is one who is open to personal and academic growth. They should see feedback as a valuable tool for improvement and be committed to self-reflection and continuous learning. Our educational approach supports students in developing a growth mindset, preparing them for the challenges and opportunities of the future. 7. Positivity and Kindness Our ideal student radiates positivity and kindness in every interaction within the school community. They approach learning and collaboration with a positive outlook, contributing to a supportive and uplifting classroom environment. Kindness, both in actions and words, is essential, as it fosters a sense of safety and belonging for all students. 8. Welcoming and Encouraging We value students who are welcoming to everyone, regardless of background or ability. A student who takes the initiative to include and encourage others, especially those who may feel marginalized or unsure, plays a critical role in building a cohesive and dynamic cohort. This welcoming nature ensures that every student feels valued and supported in their educational journey. 9. Inclusivity and Support Inclusivity is at the heart of Pear Tree School’s ethos. We look for students who actively support and advocate for an inclusive environment where diversity is celebrated, and every voice is heard. They understand that each member of the community brings unique perspectives and strengths, and they actively contribute to creating a space where everyone can thrive. Admission Process In our admissions process, we assess not only the individual qualities of prospective students but also their potential to contribute to the positive, inclusive culture of their cohort. Through interviews, portfolio submissions, and interactions, we encourage families to share examples of how their child embodies these values of positivity, kindness, encouragement, and inclusivity. Our aim is to assemble cohorts where each student not only succeeds academically but also enhances the social and emotional well-being of their peers, creating a nurturing and dynamic learning environment. At Pear Tree School, we believe that a cohesive cohort enriched by diverse, supportive, and engaged students is fundamental to our holistic, forward-thinking educational approach. We are committed to fostering an environment where every student is empowered to make a positive impact, supporting not just their own growth but also that of their peers and the broader school community.
Grade school students must complete a 3 day visit after a family interview.
Kindergarten requires a family meeting and visit in the morning if senior kindergarten.
Visit our Website for up-to-date information about our Admissions process [link]:
1. Apply online with a nonrefundable fee of $300 + GST
2. Submit required documents:
3. Student assessment and observation
4. Family interviews
