100 Lee Avenue, Unionville, Ontario, L3R 8G2, Canada
200-1046 St Georges Avenue, North Vancouver, British Columbia, V7L 3H6, Canada
Indirect Support:
100 Lee Avenue, Unionville, Ontario, L3R 8G2, Canada
200-1046 St Georges Avenue, North Vancouver, British Columbia, V7L 3H6, Canada
1990
2012
Varies
118
Nursery/Toddler to SK
K to 12
Coed
Coed
Day
Day
English, Mandarin
English
Academic
Liberal Arts
5 to 13
8 to 12
Developmental, Behavioral
In-class adaptations
In-class adaptations
$9,480 to $15,840
$20,000
Yes
No
0%
0%
None
None
$0
$0
0
9
0%
0%
0%
0%
Nursery/Toddler, Preschool, JK, SK
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - SK
Yes: grades K - 12
No
No
information not available
information not available
Music can be a powerful thing, and Yip’s has created its program around that understanding. Benefits include social, creative, and cognitive development, and Yip’s uses it as a basis for delivering the Ontario curriculum. The use of the Montessori method provides some nice overlap, including a foundation in the core Montessori values of empathy and respect. Yip’s has grown to occupy four locations since the first was opened in 1990. As such the school has a deceptive range and breadth of instructional resources—while each location feels close-knit, the school is effectively quite large. That said, the lived experience for students is one of participation within a small, familiar, safe, and comfortable community of learners.
View full reportAlcuin College was founded in 2012 in the understanding that learning begins with a relationship between student and teacher, and flourishes within a community of learners. The goal is to begin with all the things that students bring with them into the classroom—the curiosities, the concerns—and to use them as the basis for aspirations—to learn, to grow, and connect with others. As much as possible, instruction is tutorial, bringing students together in small groups around specific tasks or inquiries. Teachers are hired for both their experience in the classroom as well as in the community, which adds a nice dimension to the life of the school, in that learning is taken beyond the walls of the school itself. The curriculum is challenging, though the support is as well, ensuring that students remain on task and engaged.
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"The staff was wonderful in helping my son reach his university dreams."
Susan Federspiel - Parent (Mar 27, 2023)
My son loved the community and the personal connection with the teachers at Alcuin. The positive rel...
View full review
"Yip’s Music & Montessori Schools promotes academic, language and performing arts excellence. Founded in 1990, Yip's Montessori Program caters to children from 1.5 to 6 years old. Yip's campuses are located in Markham and Unionville. Yip's provides a school and a community that places children's education first. Our school has been voted as the Top Montessori School in Markham by Top Choice Media for seven consecutive years."
"Alcuin College is a progressive, independent K-12 school rooted in curiosity-led learning. We specialize in providing an innovative, hands-on education based on the Liberal Arts. As an independent school on Vancouver’s North Shore, Alcuin attracts students who are coping in their current schools, but are not necessarily thriving, or who are uninspired. Our very small class sizes ensure personal attention, and our challenging curriculum is enriched by the resources and expertise available in our local community."
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"Personal attention is key. We seek out the interests of each child and adjust learning experiences to suit individual needs. For our senior scholars, we tailor elective courses to encourage passions and meet long-term goals. Your will find our students off-site frequently, interacting with the community and learning from the real world. We explore a variety of inspiring destinations to engage the children intellectually, emotionally, and physically. Alcuin is a safe place for students to learn a"
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"Families choose Alcuin for our small class sizes, personal attention and our caring community."
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Yip’s Music & Montessori School offers a unique curriculum that promotes academic, language and performing arts excellence for children. Our vision to create an environment which would foster and enhance the musical talents of youth is at the core of the program philosophy. Yip’s encourages our students to aspire to high moral values, at the same time teaching extensive cultural sensitivity, preparing them for unlimited global success.
Yip’s Music & Montessori School focuses on the individuality of students. We designs individualized program so students learn according to their own pace. With small class sizes and low student/teacher ratios, the school’s experienced, certified teachers are able to foster classroom discipline and deliver individualized instruction.
Yip’s offers an integrated Montessori program that includes Language, Mathematics, Practical Life, Sensorial, Science, History and Cultural Education. The school’s child-cantered, caring environment empowers children to reach their potential, while nurturing confidence and self-esteem. We follow and excel the Ontario curriculum for students. At Yip’s, academic excellence and high ethical standards are nurtured. Students are encouraged to be creative, independent and self-disciplined.
Yip’s is also renowned for its effective Music Program. Many studies have found that music learning actually enhances children's brain development, especially in the areas of mathematics and language.Through practice and participating in performances, students are able to master better body coordination, be more self-expressive and learn to value the importance of teamwork. Yip’s also provides language instruction in English, French and Chinese to better prepare students for the challenges of a multi-cultural world. The stimulating programs offered by Yip’s provide the challenging academics, social and emotional guidance you want for your child.
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Liberal Arts
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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.
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Alcuin College was founded upon the desire for a successful model of education that focuses on the long-term growth and development of the student. We want our children to become true life-long learners, striving to be the best that they can be, inspired by teachers, parents and experts who themselves are scholars. Through our inquiry approach, students are actively engaged in the learning process and develop an understanding of themselves as learners and as citizens of a community. Our approach encourages students to take charge of their learning and offers opportunities for them to expand their capacity to think, create and innovate, and construct meaning about the world. Smaller tutorial groups of students, under the personal and expert guidance of a master teacher, develop analytic and creative skills and are challenged to think critically, to reflect, to speak and to write with logic and concision. The unique and fundamental relationship between student and teacher is central to successful learning.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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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.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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
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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
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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
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Play-based
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
"Pursuit of Academic, Language and Performing Arts Excellence" Our school's education goals are to develop independence, inner discipline and to foster a sense of competence through a prepared learning environment. The preschool programs are based on the Montessori curriculum teaching method and teaching apparatus. Formal music education (Choral, Piano & Violin), Chinese Language (Cantonese & Mandarin) and French are included as part of the school curriculum. Our school is voted as "Top Montessori School" in Markham for 6 consecutive years since 2010.
We offer a rich, personalised programme that engages students through inquiry as they build their foundational literacy and numeracy skills. Our Kindergarten is a full-day, play-based programme, where students spend one day of the week actively exploring the outdoors, discovering new information about their world, and developing their language and thinking skills, their social and emotional skills, and their self-awareness. Our Grade 1-2 programme builds on foundational literacy and numeracy skills and offers students the opportunity to engage in explorations that encourage critical and creative thinking and allows them to explore their interests and discoveries as they develop their skills. Students in Grade 1-3 continue to spend one day of the week actively exploring the outdoors.
Standard-enriched
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.
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.
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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.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
Our Montessori approach offers a board vision of education as an aid to life. It is designed to help children with the task of their inner construction as they grow from childhood to maturity. Our aim of Performing Arts Education is to instil a live of Music, Art and Dance and to develop a child's intellectual faculties, i.e. imagination, memory, social skills, self expression and self confidence.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
0%
0%
$0
$0
0%
0%
Nursery/Toddler, Preschool, JK, SK
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - SK
Yes: grades K - 12
No
No
No
No
No
No
No
No
No
No
