10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
443 Mount Pleasant Road, Toronto, Ontario, M4S 2L8, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
443 Mount Pleasant Road, Toronto, Ontario, M4S 2L8, Canada
5,691.5 km
5,689.4 km
2007
2002
150
511
Nursery/Toddler to SK
7 to 12
Coed
Coed
Day
Day
English
English
Academic
Progressive
15 to 24
Varies
Learning
Learning
In-class adaptations
In-class adaptations
$16,400 to $17,400
$49,530
No
Yes
0%
2%
None
7 to 12
$0
$16,000
38
85
0%
0%
100%
50%
Nursery/Toddler, Preschool, JK, SK
7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Dec 01, 2026
Not available
Not available
No
Yes: grades 7 - 12
No
No
information not available
“Greenwood feels like a place where whatever a student’s spark is, they find a way for it to glow brighter.”
“We create the space, opportunities, and sense of safety so everyone can discover their strengths and interests.”
“Caring about every student as an individual is a foundation here.”
Read The Our Kids Review of Greenwood College School
Parents look to York Montessori for a program that demonstrates a high fidelity to the Montessori method, and which is delivered by accredited, experienced staff. And, certainly, that’s precisely what they find. Families are actively involved within the life of the school through annual events as well as, uniquely, information sessions, workshops, and in-class observation held at key points throughout the academic year. The schools is larger than most Montessori environments, especially given those which, as here, limit their scope to the early years. That said, the efforts around involving parents lends a familiar, family-oriented cast to the culture of the school. Following on, the size of the student body has its benefits, especially around the breadth of the program offerings, the resources available, and allows for coverage before and after the school day.
View full reportHaving been founded in 2002, Greenwood is a relatively young school, though has grown in response to the needs of the families that enroll here, and the place that it has within the academic mosaic of the city. It still thinks of itself as a small school, and the lived experience is personal and close-knit. That said, at 500 students, it’s certainly not tiny, and the curricular and extracurricular programs benefit from the size. The current facility, opened in 2016, is an apt expression of the goals of the school, as well as the families that support it. It includes flexible learning spaces and up to date athletic and arts spaces. Greenwood, in some sense, still flies a bit below the radar in the public consciousness, though given the success and growth it’s experienced, that won’t last long. The ideal student is one able to thrive within an active, academically oriented learning environment.
View full report
Extremely positive experience
Amir SAEED - Parent (Feb 10, 2018)
My child's experience at YMS has been extremely positive. His growth from Day 1 to present has been ... View full review
High academics and a caring environment
Danielle Di Paola - Parent (Dec 18, 2024)
My children love the teachers and staff and also enjoy the challenging work. We are very happy with... View full review
"My child loves going to York Montessori School in the morning and almost always comes home happy and full of joy."
James Shen - Parent (Jan 29, 2025)
My child really enjoys every part of his daily life at York Montessori School.
In the regular scho... View full review
"The teachers at Greenwood are exceptional."
Alexander Viola - Student (May 04, 2022)
My student experience at Greenwood has been incredible. I really love this school and it feels like ... View full review
"I think they do a wonderful job of putting kids and parents at ease."
Jen Hastings - Parent (Dec 14, 2022)
I have three kids (1 girl, and 2 boys) who go to or went to Greenwood (our daughter graduated in 202... View full review
"I felt respected, and that I could be open about my thoughts with the people in my class."
Hannah Chong Chong - Alumnus (Feb 25, 2025)
I joined Greenwood in Grade 7 after switching from another Toronto independent school. A part of wha... View full review
"York Montessori School (YMS) is a reputable independent Montessori school licensed by the Ministry of Education and accredited by the CCMA. With a focus on academic preparation and through the use of classic Montessori pedagogy, our experienced and dedicated educators aim to support the holistic development of each of our young learners. Our goal at YMS is for our students to emerge as independent and confident individuals who seamlessly transition from thriving in our classrooms to succeeding in the world."
"Greenwood students develop the knowledge, skills and character they need to lead fulfilling lives and reach their full potential. Our personalized academic program provides each student with the perfect mix of challenge and support, and our welcoming co-ed, gender inclusive community allows students to be open-minded and engaged each day. Students can pursue their passions through a broad range of courses and co-curriculars. Our Outdoor Education program encourages character growth and creates lasting memories."
"Established in 2007, YMS has gained a strong reputation within the Richmond Hill community. Recognized for its commitment to classic Montessori principles, YMS prides itself on fostering a collaborative partnership with families and providing a robust foundation for success that goes beyond academic achievements, encouraging a lifetime of curiosity, compassion, and interconnected learning. The school’s highly qualified and experienced educators are devoted to supporting each child's and family’s unique educational journey through a thoughtfully prepared environment and a curriculum designed to encourage confidence and independence. The school's reputation for excellence is evident in the accomplishments of its alumni, who continue to thrive and positively contribute to their communities."
"Greenwood students have a champion in their corner from day one: their Adviser. Advisers ensure their advisees have the challenge and support they need to truly thrive. They also coach their advisees through growth opportunities, both in and out of the classroom. Built into the timetable, our Adviser program focuses on skill and character development.
Every September and January, we venture off-campus for Outdoor Education experiences. These trips encourage students to find new depths of perseverance, take risks, and build lasting bonds with peers.
We ensure exceptional, innovative teaching through a focus on teacher growth and weekly job-embedded professional development. Our growth model engages teachers to constantly assess the needs of their students and adjust their teaching based on each individual’s needs. This personalized approach to teaching & learning creates an environment where students are challenged academically and teachers are nimble, innovative and student-centred."
"At YMS, we prioritize Montessori principles, which requires us to make deliberate trade-offs. One key decision is balancing personalization with standardization. By maintaining small class sizes, we tailor education to each child’s pace, but we don't focus on standardized testing or academic benchmarks, which some families may expect. Additionally, we emphasize hands-on learning with Montessori materials over heavy technology use, recognizing technology’s importance but prioritizing tangible skills and independence. These trade-offs allow us to stay true to our personalized learning and holistic development values, enriching students’ long-term growth. While we deprioritize standardized testing and digital tools, we believe these choices better prepare our students for a lifetime of learning, creativity, and meaningful engagement with the world."
"Incorporating Adviser and two weeks of Outdoor Education into our timetable / school calendar requires very careful planning and consideration. Our Student Learning, Well-being, Student Life and Student Programs teams work together to ensure we can schedule time for these important pillar programs while also offering a rigorous academic program. Maintaining Adviser as a timetabled course means students have one fewer elective course; however we routinely hear from parents/guardians and students that access to the Adviser Program is worth it. Plus, we offer “out of timetable” courses where students gain access to elective courses connected to their Outdoor Education trips or the music, theatre or athletics programs during our community time block.
To support Teacher growth, Greenwood invests in Teacher Mentors, Instructional Coaches and a Centre for Teaching, Learning and Research. These personnel and programs work to customize the development of each Teacher and Leader in the school."
Information not available
"Greenwood is a school for all students. We strive to create a welcoming environment where everyone belongs. At a co-ed / gender-inclusive school, students learn to confidently collaborate with all students. Because of our personalized approach to learning, teachers provide both stretch opportunities and support to students in any given lesson.
People who value character development and real-world preparedness choose Greenwood.
There’s no one “fit” or type of student for Greenwood. We do find that students who are willing to tackle a challenge, prepared to be curious, and eager to get involved in school life within a vibrant school community tend to find their way at Greenwood. What that means and looks like is different for everyone."
"YMS is a great fit for students who thrive in an environment that emphasizes independence, curiosity, and hands-on learning. Our ideal student enjoys exploring concepts at their own pace, with the support of dedicated educators. YMS is best suited for children who benefit from a personalized approach to learning, where the focus is on the whole child—physical, cognitive, social, and emotional development. While we welcome students with diverse learning styles, those motivated to engage in self-directed activities, collaborate with peers, and take ownership of their learning will truly flourish. Families who value a Montessori education, which encourages creativity, problem-solving, and lifelong learning, will find a supportive and enriching community at YMS."
"Greenwood is a school for all students. We strive to create a welcoming environment where everyone belongs. At a co-ed / gender-inclusive school, students learn to confidently collaborate with all students. Because of our personalized approach to learning, teachers provide both stretch opportunities and support to students in any given lesson.
People who value character development and real-world preparedness choose Greenwood.
There’s no one “fit” or type of student for Greenwood. We do find that students who are willing to tackle a challenge, prepared to be curious, and eager to get involved in school life within a vibrant school community tend to find their way at Greenwood. What that means and looks like is different for everyone."
"We would advise a family against choosing YMS if they are unwilling to commit to the full three-year Casa program. The Montessori approach thrives on continuity and long-term development, where each year builds upon the previous one. The three-year cycle is essential for fostering deep learning, independence, and leadership skills, and students benefit from the consistency of remaining in the same classroom environment with the same educator for multiple years. Families who are seeking a more traditional, short-term school experience or those not aligned with the Montessori philosophy may not find the best fit at YMS. Additionally, families who are unable to engage in the collaborative partnership between school and home may not fully benefit from the Montessori method, which requires active involvement and support for a child’s development."
"At Greenwood, our aim is to teach students how to think, not what to think. We explore different ways of learning, are student-centred, and embrace experiences as rich learning opportunities. The student experience is a balance between rigorous academics and a supportive environment that guides them to build the skills they need to succeed now and in the future.
If your family is seeking a school where teachers primarily lecture and provide a textbook-based educational environment, or if you are not seeking a rich co-curricular experience, our school may not be right for you."
Information not available
"Greenwood's personalized academic program is a selling point for our families; this approach ensures that each student gets exactly the right level of challenge and support to encourage academic growth. Families value that our focus goes beyond academics to encompass character and community spirit - we encourage students not only to strive for excellence, but to become the best versions of themselves. The fact that Greenwood welcomes all genders is also important for many families."
"Families choose YMS for our strong commitment to the Montessori philosophy and the exceptional academic outcomes we provide. We focus on nurturing a love of learning, critical thinking, and problem-solving skills, ensuring students are well-prepared for future academic challenges. Parents also value our open communication, which fosters collaboration and ensures that each child's unique needs are met. YMS is recognized for its academic excellence and commitment to the holistic development of students, earning a strong reputation that consistently attracts families through referrals and word of mouth. Our proven track record of academic achievement and emphasis on social and emotional growth make YMS the ideal choice for families seeking a well-rounded education."
"Our school is known for its Outdoor Education program and its high-challenge, high-support approach to all aspects of school life. We are a tight-knit community that focuses on developing humans. Our academic approach and Adviser Program have become more well-known in recent years. We are known to be innovative and nimble, a place where staff and students are encouraged to try new ways of teaching and learning.
For a small school, we have an incredible range of courses and co-curricular opportunities: From Advanced Placement courses to a suite of business courses to film, advertising, and food & culture. We run multiple drama productions each year and have roughly 50 athletics teams annually."
"One aspect of YMS that is often underappreciated is our low teacher turnover, which plays a crucial role in maintaining continuity and building strong relationships with students and families. Our dedicated educators remain with us for many years, providing stability and fostering deep connections that benefit both academic and emotional development. This consistency allows teachers to truly understand each child’s learning style and growth, leading to more personalized and effective instruction. Additionally, the close-knit community at YMS contributes significantly to our success. The strong bond between students, families, and staff creates a collaborative environment where everyone works together toward the shared goal of supporting each child's growth. This sense of belonging and trust is often overlooked but is fundamental to the nurturing, supportive atmosphere that sets YMS apart."
"Families tell us that they didn't fully appreciate the value of the Adviser program until after they enrolled; to quote a parent, it is a "game changer". Families also tell us that our staff's commitment to student success becomes truly apparent once their child starts at Greenwood. Our teachers care deeply about helping each student to do and to be their best, and are ready to support them along their learning journey."
"Families might be surprised to learn of the opportunities provided to YMS students for engaging in global citizenship. Back in 2015, while our students watched their new school being built, they were also part of a larger, global community project. During this time, our school community raised funds to build a school in Uganda, creating a powerful connection between our students and children halfway around the world. As the construction of both schools progressed, our students corresponded with the children in Uganda, learning about their lives, cultures, and the impact of their contributions. This ongoing, hands-on learning opportunity enriched our students’ learning by further developing their empathy and deepening their understanding of the importance of community service. It provided a real-world context for the values we teach and continues to inspire our students, making their education truly meaningful and connected to the world beyond our school walls."
"We want to encourage students to grow in all elements of their character, but that doesn't mean that we sacrifice academic challenge. Greenwood uses a "high challenge, high support" model - rather than reducing academic challenge, this high level of support creates the conditions students need to truly stretch themselves academically. Students who are both highly challenged and highly supported are motivated, confident, curious learners."
"Most recently, YMS has implemented Transparent Classroom, an innovative virtual platform designed specifically for Montessori schools to enhance communication between educators and parents. This tool allows us to share photos, detailed material descriptions, and comprehensive progress reports, ensuring that parents are consistently informed about their child’s development and classroom experiences. Transparent Classroom strengthens the connection between home and school by providing parents with real-time insights into their child’s learning journey, fostering collaboration, and offering personalized suggestions for integrating Montessori parenting strategies at home."
"In September 2024, our school became a no-phone zone during school hours. Students were offered technological support to help make this shift, and we have seen a marked improvement in the way our students engage in classes and with each other.
In 2024, we created two roles that champion pluralism, an important element of developing a diverse, inclusive and human-centred community: The Director of Inclusion, Belonging, Pluralism & Outreach and the Director of Academics & Pluralism."
"YMS anticipates growth and change over the next five years, though the exact path remains uncertain. While we are committed to the core principles of Montessori education, we recognize that our community’s evolving needs may shape our direction. To enrich the student experience, we plan to expand our extracurricular offerings, allowing students to explore their interests, develop new skills, and connect with nature through an organic gardening curriculum that fosters responsibility, sustainability, and hands-on learning. Additionally, we are considering the introduction of school uniforms to cultivate a sense of unity and focus within our community. As we move forward, we remain dedicated to enhancing our current programs while staying true to our values of personalized, nurturing education."
"The construction of our new Greenspace is underway. This high-quality practice field and outdoor gathering area will give our school community much-needed space for athletics, classes and more. With more than 55 athletics teams and the vast majority of our students (97.7% in Grades 7 and 8!) playing on at least one Greenwood team, the new turf practice field will be exceptionally well-used. And, all students will have access to the space and the surrounding benches and tree canopy at breaks and lunch."
York Montessori School opened its doors to six Richmond Hill families in 2007. Today, the school is a leading Montessori preschool in York region and licensed for 150 students. York Montessori School imparts children with an excellent Montessori education while providing exceptional child care.
York Montessori School is, and has always been, a licensed establishment with the Ministry of Education as well as a school that is proudly accredited by the CCMA (Canadian Council of Montessori Administrators). We practice pure Montessori philosophy and employ highly educated and accredited Montessori teachers who have had their training at a MACTE accredited or AMI teacher-training program.
York Montessori School has a very close group of families and together we are actively involved in the community. Parent teacher meetings, progress reports, and “Watch Me Work” workshops are conducted throughout the year. We also host regular school community building events such as curriculum nights, Montessori education evenings, parenting workshops, and an annual family BBQ.
YMS is dedicated to keeping a close relationship with our students and their families. Much of our success is attributed to valuable relationships between staff, students and parents. Collectively, we work towards one important goal, the enrichment of a pure Montessori education for your child.
We all need something a little different to thrive. No two people are the same, which is why one-size-fits-all strategies will yield dramatically different results. To find fulfilment, we need the precise mix of challenge and support that works best for us.
This idea is at the heart of everything we do at Greenwood. Our personalized approach ensures that each student is known as an individual and gets what they need to flourish. In the classroom, that means understanding where each student is at and meeting them there with the right level of challenge to encourage engagement and growth. Outside of the classroom, each student is paired with an Adviser; Advisers provide unparalleled support, acting as “champions” and advocates for their advisees in all aspects of school life.
This customized approach extends to our diverse offering of experiences. From the courses we offer to our wide range of extracurriculars, we help students find and follow their passions. We also strongly believe in the value of experiential education, and our trailblazing outdoor education and service learning programs provide authentic, hands-on learning opportunities. When students design their own personalized pathways, they feel a sense of ownership over their education -- and we know from experience that this consistently drives dedication and determination.
I often hear from people who visit Greenwood that they felt a sense of community the moment they walked in. And Greenwood’s community truly does set us apart. It is the people that make Greenwood what it is: staff, students, parents/guardians, alumni and past families all care about Greenwood and they care about each other. Each person in our community contributes to our welcoming environment where people can be their authentic selves.
We believe in the power of learning from, and laughing with, each other, and students have ample opportunity to get to know their peers both in and out of the classroom. Our passionate, caring staff are committed to every student’s success, health, and well-being.
Our alumni go on to do great things. At Greenwood, they discovered how they learn best and developed the confidence to seek answers. Alumni apply this knowledge to their postsecondary pursuits. Whatever path they choose, from engineering to business to film, healthcare, arts or law, Greenwood graduates have the skills and character it takes to succeed. And our alumni stay connected to Greenwood. They return to coach teams, speak on Careers Day, judge our annual Business Case Competition and just say hello to their past teachers and current students.
We have strong aspirations for the future, guided by our strategic plan. We will remain at the forefront of education in Ontario, providing a student-centred, experiential academic program that engages students to develop future-ready skills.
Exploring our website is a great way for you to get to know Greenwood, but there is even more to discover. We hope you will join us for one of our Admissions events and experience first-hand what makes this community so unique.
Heather Thomas
Principal
Progressive
Information not available
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
Greenwood’s high-challenge, high-support model encourages academic engagement and growth for every student. We have high expectations for each student, and our personalized support helps students to meet those high expectations. Our teachers take time to understand every student’s unique personality, strengths and learning style, using that knowledge to develop a fully personalized learning experience that sets up each student for engagement and success.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Dr. Montessori divided the Mathematical materials into five main groups. Each group had a specific aim, which its materials tried to achieve by providing the child with repeated but varied experiences.
Greenwood offers specialized math programs.
- Numbers to ten (numeral to quantity) - Decimal System (addition, subtraction, multiplication, division) - Teens and Tens (one to one hundred) - Memorization of Tables (essential combinations) - Passage to Abstraction (minimal use of materials)
Information not available
Students are taught to use calculators in math and business classes.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language curriculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
Information not available
Not applicable
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Not applicable
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language cur- riculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
Information not available
Equal Balance
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 programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science –This portion of the curriculum contains such basic science experiments as sink & float, magnetic & non- magnetic and colour mixing. Biology– This is the most basic of introductions to such concepts as life cycles, and the parts of the human body. Zoology –Topics covered in this part of the curriculum include, but are not limited to Animals of the world, classification of animals, parts of exercises & classified cards. Botany –This part of the curriculum includes such categories such as the environment, nature, and parts of leaf, flower and tree.
Science instruction includes a mix of knowledge acquisition and inquiry-based learning at all grades and course levels.
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
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
Students analyse literary texts from contemporary and historical periods.
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
Not applicable
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.
Not applicable
History– Materials included in this part of the curriculum were designed to teach such concepts as the daily calendar, the seasons, the clock & basic human needs. Geography–This part of the curriculum includes materials pertaining to the solar system, the continents, land and water forms, introduction to the earth’s elements and all parts of the world. Sensorial- Materials were designed to facilitate the child's ability to attend to their senses through interaction with the environment to promote intellectual development. They can be broken down into 8 categories of senses: Visual, Tactile, Baric, Thermic, Stereognostic, Gustatory, Smell and Hearing. Practical Life- Materials are broken down into five categories (Preliminary Exercises, Care of the Environment, Care of Person, Grace and Courtesy, Control of Movement) to teach the child to function in their own environment, encouraging independence, coordination, concentration and freedom of choice.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Humanities and social sciences courses at Greenwood include Food & Culture (Grade 11), Introduction to Anthropology, Psychology and Sociology (Grade 11), World Religions and Belief Traditions: Perspectives, Issues, and Challenges (Grade 11), Challenge and Change in Society (Grade 12) and Philosophy: Questions and Theories (Grade 12).
Communicative
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.
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.
At YMS, we offer daily French classes which are both interactive and educational.
French classes are required for students in Grades 7, 8 and 9, and are offered as electives in Grades 10, 11 and 12.
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
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.
Students apply the elements and principles of design when exploring the creative process through drawing, painting, printmaking and mixed media. Students use the critical analysis process to reflect on and interpret art within a personal, contemporary and historical context.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
Information not available
Greenwood is designed for the digital native, with technology and collaboration tools fully integrated into our program. Students work on laptops throughout the day; students can purchase a laptop through the school or select their own learning device through the Bring Your Own Device (BYOD) program.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
Exercise Science is offered as an optional course at Greenwood, while regular physical education classes are paired with Outdoor Education experiences throughout the year.
Not applicable
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.
Not applicable
Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
Information not available
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.
Differentiated instruction allows students to learn in a variety of different ways based on their challenge and support needs (e.g. teacher-directed, self-paced, small-group discussion, collaborative).
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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”.
York Montessori School seeks to become the one place where parents, with peace of mind, will leave their children in the hands of our educators. The primary focus of our school is to provide a high quality educational setting in which the child can experience developmental excellence while being cared for in a healthy and enjoyable environment. We will provide a carefully planned and stimulating atmosphere which will help children develop within themselves the foundation, attitude and skills which are essential for a lifetime of creative thinking and learning.
Greenwood’s high-challenge, high-support model encourages academic engagement and growth for every student. We have high expectations for each student, and we offer personalized support to help them meet those expectations.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Not applicable
Not applicable
At York Montessori School, we recognize that children learn and develop in their own way and at their own pace and encourage them to work toward independence and self-motivation. Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
Greenwood aims to help students develop the knowledge, skills and character needed to lead a fulfilling life and reach their full potential. We believe that character is composed of four elements – intellectual, moral, civic and performance character. By instilling these elements of character in our students, we know they will graduate ready to be confident, competent, ethical, and engaged members of society.
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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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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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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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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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
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Support is dependent upon students’ individual needs. For example, if a student is finding a particular class especially challenging, support would be given by the classroom teacher. If there is a pattern amongst many classes, the student's Adviser would facilitate a more fulsome intervention. This intervention will involve strategies such as enlisting parent/guardian support, supporting the growth of academic and executive functioning skills, and organizing an extra help schedule. Student supports and intervention progressively involve more people as needed.
At York Montessori School, it is our priority to provide or facilitate the appropriate resources available to ensure the highest quality of education for the child. Outside special education resources/support may intervene if necessary, upon discussion with the child's parents. Our school is committed to inclusion, fairness and the right to learn and excel academically and individually.
Access to Greenwood's Student Success Centre (SSC) is included in each student's tuition fees. After reviewing a psychoeducational report and seeking parent/guardian and teacher input, we may recommend that a student with a learning difference carry a reduced course load so they can access SSC support. Students who do so receive a timetabled period in the SSC where they earn a Learning Strategies credit. Grade 12 students in need of SSC support can enrol in the Transition Skills Program, a non-credit course.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
2%
$0
$16,000
100%
50%
Nursery/Toddler, Preschool, JK, SK
7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2026
Not available
Not available
No
Yes: grades 7 - 12
No
No
No
No
No
No
No
No
No
No
Greenwood's assessment of student-applicants emphasizes character, personality, academic readiness and interest in personal growth. Among the questions we consider are the following: • Does the applicant have the academic ability to complete the requirements leading to the Ontario Secondary School Diploma? • Do the applicant and their family have values and experience or inclinations that are consistent with Greenwood’s ‘whole person’ approach to education? • Is the applicant involved in the school life of their current school and in extra-curricular activities outside of school, and will they contribute in a positive way to the Greenwood community? • What is the character of the applicant? Is the applicant supportive of others? How has the applicant dealt with previous challenges and opportunities? • Is the applicant academically and otherwise engaged in life? Are they curious, interested in learning and excited about trying new experiences?
We want you to know that we understand how busy you are. Most of our procedures are set up to accommodate your schedule, including an easy way to begin enrolment.
The admissions process begins when you contact the school to schedule a tour or request an enrolment package through email. Deciding on a tour of our facility will allow you the opportunity to meet the teachers and observe a class in progress. Once you have reviewed the package, and a space has been allocated to your child, the enrolment form is submitted and the appropriate fees and deposits are collected.
Please contact the school either by email or calling us.
York Montessori School admits and does not discriminate students of any sex, race, colour, creed, or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school.
YMS looks for families who share our philosophy. We believe that each child is unique and should be recognized as someone special. We also understand that in order to learn, children must feel safe, accepted, and competent in an environment that is encouraging, nurturing, supportive, and challenging.
We look forward to meeting you and your child.
Applying to Greenwood involves the following steps:
All applicants are required to complete the Character Skills Snapshot (CSS), administered by the Enrollment Management Association. This online tool examines seven essential character qualities or “non-cognitive” attributes of individual students. Research shows that these qualities are the ones that independent schools feel are most important to nurture in their students. The CSS takes approximately 20-30 minutes to complete. Learn more about the CSS here.
Please note that an interview cannot be scheduled until the application is complete. Applications are considered complete when Greenwood has received:
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